This study is part of RISE Programme in Indonesia, a large scale, multi-country research program that seeks to understand how school systems in the developing world can overcome the learning crisis and deliver better learning for all. The study is one of the components in the Reform Area B that seeks to understand the impact of district education policies.
Among all provinces in Indonesia, Jakarta has allocated the highest education spending per capita (Pusat Analisis dan Sinkronisasi Kebijakan Kementerian Pendidikan dan Kebudayaan, 2019). However, Jakarta’s students are not the best in academic performance in the country. The average literacy and numeracy scores of Jakarta’s primary school students are lower than the national average. Only 2.47% of Jakarta’s students have satisfactory literacy skills, while nationally there are 6.06% of Indonesian students that pass the satisfactory threshold in literacy. Likewise, the percentage of Jakarta’s students who have a good numeracy ability is lower than the national percentage, 1.44% and 2.29% respectively (Pusat Asesmen dan Pembelajaran, 2016).
Another indicator that reflects an education quality issue in Jakarta is the Teacher Competency Test (UKG) score. Even though Jakarta has the highest proportion of teachers with university degrees, their average UKG score is considerably low. It is around 20 points below the minimum requirement set by the Ministry of Education and Culture (Dinas Komunikasi, Informatika, dan Statistik Jakarta, 2019).
- To examine how the form of reflection can encourage teacher to keep improving their professionalism;
- To understand how different types of teachers under different school environments will respond to the new teacher professional development (TPD) system.
We begin the research by conducting a collaborative diagnostic study with the Jakarta Education Agency to identify the ineffective TPD system's problems. We use a qualitative method (participant observation, interviews, discussions, and document review) to collect and analyze the data.
Giving Schools and Teachers Autonomy in Teacher Professional Development Under a Medium-Capability Education System
Nurturing Learning Culture among Teachers: Demand-Driven Teacher Professional Development and the Development of Teacher Learning Culture in Jakarta, Indonesia
Improving Parental Involvement in Children’s Education in Kebumen
Who Benefits and Loses from Large Changes to Student Composition? Assessing Impacts of Lowering School Admissions Standards in Indonesia
Does Higher Parental Involvement Lead to Learning Gains? Experimental Evidence from Indonesia
Impact of the School Zoning System to Student Learning Outcomes in Yogyakarta
Sociocultural Drivers of Local Educational Innovations: Findings from Indonesia
Preliminary Findings: Impact of Zoning-Based New Student Registration Programme (PPDB) Policy in Yogyakarta City
How Indonesia Attempts to Address Inequity in Access to Quality Education: The Case of Junior Secondary Schools in Yogyakarta
Basic education in Indonesia is compulsory and includes six years of primary school (Grade 1-6) and 3 years of junior secondary school (Grade 7-9). In the past decades, Indonesia has achieved huge progress in improving access to basic education.
Alasan Siswa dengan Kemampuan Akademik Rendah dan Siswa dari Keluarga Tidak Mampu di Yogyakarta Tidak Masuk ke SMP Negeri Terbaik—Meski Mereka Mampu
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