Digital Learning Landscape in Indonesia
Empatika was excited to continue our partnership with Quicksand to explore some of the gaps of the digital learning situation in Indonesia (an issue also explored in our soon to be published Remote COVID-19 Insights study). We combined secondary research, expert interviews with people from MoEC (Ministry of Education and Culture) and EduTech Companies, as well as virtual interviews with teachers, students, and parents from Papua, East Java, West Sulawesi, Central Sulawesi, East Nusa Tenggara, Maluku, and West Java. The report provides an overview of the access to and quality of digital learning along with insights on internet connectivity and affordability; the availability of digital learning devices; the relevance and content of digital platforms; and the digital skills of students and teachers.
Some of the insights from the study include:
The pandemic has resulted in an upsurge of platform and content innovations within the education space, by both the government and the private sector. However, little awareness and perceptions of low quality content have limited its uptake.
The shift of education outside the physical space in classrooms has led to challenges for monitoring teaching and learning performance.
Limited access to affordable quality internet and poor availability of appropriate digital devices makes learning from home less conducive for most students - especially those in remote and poor settings like 3T areas.
The Government's efforts to provide internet packages have faced limitations in design and implementation, limiting its Uptake.
Many students have struggled to adjust to this new way of learning, and their parents lack the capacity to adequately support them.
Inadequate support for teachers to transition to digital learning has posed challenges for them to adapt. This is accentuated by their poor formative training and limited pre-existing digital skills.
Government interventions focused on teachers have thus far been top-down in their approach and largely failed to include teachers in their design and formulation.