An Analysis of The Potential Reach of Indonesian Distance Education Policies

BELLA ANAMIKA W, Media Wahyudi Askar, SIP., M.Sc., Ph.D. (Ketua Penguji/Pembimbing) I Made Krisnajaya, S.I.P., M.Pol.Admin. (Penguji I) Erda Rindrasih, Dr., S.Si., M.U.R.P (Penguji II)

2022 | Skripsi | S1 MANAJEMEN DAN KEBIJAKAN PUBLIK

Pandemi Covid-19 memaksa pemerintah menutup hampir semua sekolah dan mengalihkan pembelajaran ke pendidikan jarak jauh. Studi ini menganalisis efektivitas kebijakan pendidikan jarak jauh yang diterapkan oleh sektor pendidikan dalam menanggapi penutupan sekolah yang disebabkan oleh pandemi. Analisis ini menyoroti ketidaksetaraan dalam akses pendidikan jarak jauh, yang menyiratkan bahwa kebijakan pendidikan jarak jauh tidak dapat menjangkau sekitar setengah dari siswa secara nasional karena variasi yang luas dalam akses ke aset pendidikan jarak jauh. Secara umum, PDB per kapita masing-masing daerah mempengaruhi keterjangkauan kebijakan pendidikan jarak jauh. Selain itu, analisis mengidentifikasi bahwa situasi keuangan rumah tangga, status disabilitas, dan lokasi geografis memainkan peran penting dalam menentukan jangkauan kebijakan pendidikan jarak jauh. Ini menyiratkan bahwa anak-anak yang tinggal di daerah pedesaan dan siswa penyandang disabilitas paling berisiko tertinggal.

The COVID-19 pandemic forced the government to close nearly all schools and shift learning to distance education. This study analyses distance education policies potential reach to determine the proportion of students who can potentially be reached by distance education policies implemented during school closures caused by the pandemic, utilizing the data from Indonesian BPS, a new reachability indicator proposed by UNICEF, and Google Trends. The indicator indicates the proportion of students who can potentially be reached by distance education policies, assuming that essential household assets such as televisions, computers, and internet access are available. This analysis highlights the inequities in distance education access, implying that distance education policies cannot reach approximately half of the students nationwide due to the wide variation in access to distance education assets. In general, each region's GDP per capita influences the reachability of distance education policies. In addition, the analysis identifies that household financial situation, disability status, and geographic location play a significant role in determining the reachability of distance education policies. It implies that children who live in rural areas and students with disabilities are most at risk of being left behind.

Kata Kunci : Distance education, Education policy, Educational equity