The findings are significant as East Kalimantan faces demographic shifts, increased mobility, and growing demand for highly skilled human resources due to the development of IKN. Education systems must adapt quickly to remain relevant, inclusive, and responsive to future workforce needs.
Education Under Pressure of Rapid Change
East Kalimantan’s vast and diverse geography spanning urban centers, inland regions, and coastal areas creates uneven access to education services. Urban schools generally enjoy better facilities, infrastructure, and teaching resources than schools in remote and coastal districts.
At the same time, the development of IKN demands a generation equipped with critical thinking, creativity, collaboration skills, and digital literacy. However, disparities in education quality across the province threaten to widen social and economic gaps.
To examine these challenges, the researchers conducted a qualitative descriptive study using document analysis. They reviewed training materials from the Teacher Capacity Building Program organized by the East Kalimantan Center for Teachers and Education Personnel (BGTK). The study mapped key education issues and analyzed their root causes and long-term implications.
Five Critical Education Issues Identified
The research outlines five interconnected and systemic challenges:
- Inequality in access and education equity: Remote, frontier, and outermost areas still struggle with limited infrastructure and long travel distances to schools. Transportation barriers reduce student attendance and increase dropout risks, particularly at the secondary level.
- Uneven teacher quality and distribution: Many remote schools face teacher shortages. In some cases, teachers instruct subjects outside their field of expertise. Weak workforce planning, limited incentives, and inadequate facilities discourage teachers from serving in rural areas.
- Low student literacy and numeracy performance: Students’ reading and mathematical competencies remain below expected standards. Teaching practices often emphasize memorization rather than critical thinking and problem-solving skills
- Challenges in implementing the Independent Curriculum: Teachers’ understanding of differentiated instruction and formative assessment varies widely. Limited mentoring and uneven access to teaching resources affect curriculum implementation quality.
- Limited digital transformation in education: Internet access remains unequal across regions. Digital literacy among teachers and students is still developing, and technology is often used mainly for administrative tasks rather than innovative learning.
According to Alya Shofiyyah of Mulawarman University, these challenges are systemic and interconnected. Without structured analysis at the school level, policy responses risk addressing symptoms rather than root causes.
Teachers as Key Agents of Change
The study emphasizes that teachers play a strategic role in responding to these issues. As frontline actors in classrooms, teachers directly influence how curriculum is translated into meaningful learning experiences.
However, not all teachers are equipped with the analytical skills needed to systematically identify learning gaps, interpret assessment data, or design contextual solutions. Strengthening teacher capacity through continuous training and mentoring is therefore considered essential.
Teachers with strong analytical competence are better positioned to:
- Design student-centered and context-based learning strategies
- Use assessment data to improve learning outcomes
- Integrate technology meaningfully into instruction
- Provide data-driven input for school and regional policy decisions
The research notes that the flexibility offered by the Independent Curriculum can only be fully utilized when teachers understand local education contexts and critical challenges.
Implications for Human Resource Readiness in the IKN Era
If education disparities persist, East Kalimantan risks facing uneven human resource development at a time when the province is expected to support the growth of Indonesia’s new capital. Students in remote areas may struggle to compete in higher education and the labor market.
Conversely, sustained teacher capacity development can serve as a foundation for inclusive and high-quality education. The study calls for stronger collaboration among local governments, educational institutions, and industry stakeholders to ensure that curricula align with future workforce needs, particularly in digital and vocational skills.
The researchers conclude that improving school participation rates alone is not sufficient. What matters most is ensuring equitable access to quality education so that students in urban, inland, and coastal regions have equal opportunities to succeed.
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