A 2026 study by R. Oetje Subagdja, Irma Purnamasari, and Raden Siti Halimah from Universitas Djuanda, Bogor, shows that the Anti-Dropout Application Network (JAPATI) program is effectively helping reduce school dropout rates in South Bogor. Published in the International Journal of Applied Research and Sustainable Sciences (IJARSS), the research highlights how a digital-based policy innovation can identify and support children at risk of leaving school, while also revealing key challenges that still need to be addressed.
The findings are important as Indonesia continues to face persistent dropout issues at the primary education level. Ensuring access to basic education remains a constitutional mandate, yet many children still fail to complete their schooling due to economic and social barriers.
School dropout remains a serious issue in many parts of Indonesia, including South Bogor. Between 2020 and 2025, at least 904 primary school–aged children in the area were recorded as out of school. This situation reflects ongoing challenges such as family economic hardship, limited awareness of education’s importance, and restricted access to learning services.
To address this problem, the Bogor City Government introduced the JAPATI program through Mayor Regulation No. 133 of 2020. The program uses a digital application to track, report, and monitor children who are at risk of dropping out or who have already left school. The goal is to reconnect these children with educational opportunities through coordinated intervention.
The research conducted by R. Oetje Subagdja and colleagues from Universitas Djuanda evaluates how the JAPATI program operates in practice. The study involved 110 respondents, including government officials, tutors from community learning centers (PKBM), and parents of participating children. Data was collected through questionnaires, interviews, observations, and literature review, then analyzed using a structured evaluation model focusing on communication, resources, staff commitment, and bureaucratic organization.
The results show that the JAPATI program is generally implemented well. Overall scores reached 4.19 from staff and 4.18 from community respondents, both categorized as “good,” indicating that the program is functioning according to its intended goals.
Key findings from the study include:
- Effective communication of the program
Information about JAPATI is delivered clearly and consistently. As shown in the table on page 5, communication scored 4.22 (staff) and 4.27 (parents), categorized as very good. - Adequate resources but with limitationsPersonnel, facilities, and funding are generally sufficient, but challenges remain due to the wide service area and limited number of tutors.
- Strong commitment from program staffStaff demonstrate high levels of responsibility and responsiveness in handling dropout cases, contributing to the program’s effectiveness.
- Functional bureaucratic structureCoordination between the Education Office, PKBM institutions, and communities works well, supported by clear procedures and integrated data systems.
Despite these positive outcomes, the study also identifies several obstacles that affect program performance.
First, program socialization is not yet evenly distributed. Some parents still require assistance in understanding how to use the JAPATI application. Second, economic constraints remain a major factor preventing children from returning to school. Many children are required to help support their families, limiting their ability to continue education. Third, low motivation among some students also reduces the effectiveness of intervention efforts.
Raden Siti Halimah from Universitas Djuanda emphasizes that while the system works, human and social factors remain critical. She notes that consistent mentoring and stronger community engagement are essential to ensure children return to school and stay enrolled.
To overcome these challenges, the study recommends several improvements. These include strengthening program outreach through community leaders and local organizations, increasing budget allocation for field implementation, and enhancing counseling services within PKBM institutions to provide psychological and academic support.
The study also highlights the importance of collaboration. Effective implementation requires coordination between government agencies, educators, communities, and families. Without strong cooperation, even well-designed digital systems may struggle to achieve long-term impact.
The implications of this research extend beyond South Bogor. For policymakers, the JAPATI program offers a model for integrating digital tools into education policy. For educators, it demonstrates the importance of combining technology with direct mentoring. For communities, it reinforces the role of parental involvement and awareness in preventing school dropout.
The study also underscores a broader lesson: technology alone cannot solve educational inequality. Sustainable solutions require addressing economic conditions, social attitudes, and access to resources alongside digital innovation.
This study confirms that digital innovation like JAPATI can play a significant role in reducing school dropout rates. However, its long-term success depends on sustained collaboration, adequate resources, and strong community engagement to ensure that every child has access to education.
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