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Ferri Safriwardy
Department of Mechanical Engineering, Universitas Malikussaleh, Aceh Utara, 24355
Religion Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Nursing Public Health Social Sciences Veterinary Other

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Educational Decentralization and Local Governance: A Case Study of School Management Policies in Indonesia M Mursalin; Ferri Safriwardy; Muhammad Ali; Muliana Muliana; Mutia Fonna; Hidayatsyah Hidayatsyah
Electronic Journal of Education, Social Economics and Technology Vol 7, No 1 (2026)
Publisher : SAINTIS Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33122/ejeset.v7i1.1523

Abstract

Indonesia's formal commitment to educational decentralization, institutionalized through Law No. 22/1999 on Regional Governance and subsequently reinforced by Law No. 32/2004, transferred significant administrative authority to district governments and individual schools. Despite more than two decades of reform, the gap between legislated decentralization mandates and actual governance practices at the school level remains inadequately examined in empirical literature, particularly within the complex administrative landscape of Indonesian public education. This study investigates how educational decentralization is enacted in local school management practices, how district-level governance structures influence school decision-making, and what challenges emerge when formal autonomy provisions meet entrenched bureaucratic cultures. Grounded in an interpretivist qualitative case study design (Yin, 2014; Creswell, 2013), the research was conducted across four public secondary schools in a district of West Java Province over eight months of sustained fieldwork. Participants (n = 17) included school principals, classroom teachers, local education officers, and school committee members, selected through purposive sampling. Data were generated through in-depth semi-structured interviews, policy document analysis, administrative observation, and reflective field notes. Thematic analysis following Braun and Clarke (2006) and interpretive coding guided by Miles, Huberman, and Saldana (2014) were applied systematically. Findings identify a pattern of "layered decentralization" wherein formal school autonomy coexists with persistent dependence on district-level bureaucratic endorsement. School leaders navigate this tension through strategic compliance and selective adaptation, while community participation in governance structures remains largely ceremonial. These findings offer critical implications for the redesign of educational governance frameworks in decentralized developing-country contexts.
Navigating Curricular Mandates in Peripheral Classrooms: Teachers’ Perceptions of Curriculum 2013 Implementation in Rural Indonesian Schools M Mursalin; Mutia Fonna; Ferri Safriwardy; Fidyati Fidyati; Iryana Muhammad; Muhammad Ali
Electronic Journal of Education, Social Economics and Technology Vol 7, No 1 (2026)
Publisher : SAINTIS Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33122/ejeset.v7i1.1519

Abstract

Curriculum reform in developing countries frequently encounters substantial implementation gaps, particularly in geographically and socioeconomically peripheral settings. Indonesia’s Curriculum 2013 (Kurikulum 2013, K-13) introduced sweeping pedagogical changes, mandating student-centered learning, integrated thematic instruction, and competency-based assessment across the national school system. Yet the lived experiences of teachers working in rural schools as they navigate these policy demands remain insufficiently examined in the existing literature. This study investigates how teachers in rural Indonesian schools perceive the implementation of Curriculum 2013, exploring the specific challenges they encounter, the adaptive strategies they develop, and the ways in which rural school conditions mediate instructional practice. Employing a descriptive qualitative approach, the study was conducted across four rural primary and junior secondary schools in a peripheral district of Aceh Province, Indonesia. Data were generated through semi-structured interviews with fifteen teachers, non-participant classroom observations, field notes, and curriculum document analysis over six months of fieldwork. Thematic analysis following the framework of Miles, Huberman, and Saldana (2014) was applied to identify recurring patterns across participants. Findings reveal that while teachers broadly affirm the philosophical intentions of Curriculum 2013, they report persistent tensions between policy expectations and the material realities of rural schooling, including inadequate facilities, constrained professional development access, and heavy administrative burdens. Teachers nonetheless demonstrate considerable adaptive ingenuity, yet systemic constraints curtail the depth of pedagogical transformation achievable under prevailing conditions. These findings carry significant implications for curriculum policy design, teacher professional development programs, and educational equity in rural contexts across Indonesia and comparable national settings.
Mapping Educational Policy Research in Southeast Asia: A Bibliometric and Systematic Review of Equity and Access Issues M Mursalin; Iryana Muhammad; Hayatun Nufus; Ferri Safriwardy; Fidyati Fidyati; Muhammad Ali
Electronic Journal of Education, Social Economics and Technology Vol 7, No 1 (2026)
Publisher : SAINTIS Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33122/ejeset.v7i1.1520

Abstract

Educational equity remains one of the most pressing challenges confronting policymakers across Southeast Asia, where socioeconomic stratification, geographic remoteness, and ethnic diversity create persistent barriers to universal access. Despite growing scholarly attention, no comprehensive bibliometric mapping of educational policy research focusing on equity and access in this region has been undertaken for the period 2010 to 2019. This study addresses that gap by combining bibliometric analysis with a systematic literature review of 247 peer-reviewed articles retrieved from the Scopus and Web of Science databases. Using VOSviewer for co-occurrence and collaboration network visualization, Biblioshiny for thematic evolution mapping, and Publish or Perish for citation metrics, the analysis reveals a steady upward trajectory in publication output, with notable acceleration after 2014. Thailand, Malaysia, and Indonesia emerge as the most productive countries, while the National University of Singapore and University of Malaya lead institutional contributions. Keyword clustering identifies five dominant research fronts: inclusive education policy, decentralization and governance, rural access disparities, gender equity, and educational financing reform. The systematic review synthesizes findings across these thematic clusters and demonstrates that policy discourse has shifted from supply-side infrastructure concerns toward demand-side quality and participation issues. The study highlights significant research voids in cross-national comparative analyses and longitudinal policy impact evaluations. Implications for regional educational governance and equity-oriented reform are discussed.
Social Media and Learning Motivation Among University Students: A Descriptive Study in Higher Education Muhammad Ali; M Mursalin; Nuraina Nuraina; Ferri Safriwardy; Muliana Muliana; Rohantizani Rohantizani
Electronic Journal of Education, Social Economics and Technology Vol 7, No 1 (2026)
Publisher : SAINTIS Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33122/ejeset.v7i1.1522

Abstract

The rapid proliferation of social media platforms has fundamentally reshaped the informational and communicative landscape of higher education, raising critical questions about how digital participation intersects with students' academic motivation and learning behavior. While considerable scholarship has examined social media use in educational contexts, comparatively little empirical attention has been directed toward systematically describing the motivational dimensions of this relationship among undergraduate populations. This study addresses that gap by investigating the patterns of social media use and their perceived influence on learning motivation among university students. Employing a descriptive research design, data were collected from 320 undergraduate students across three faculties at a public university in Indonesia using a validated Likert-scale questionnaire supplemented by semi-structured reflective response forms. Descriptive statistics, frequency analysis, and thematic categorization were applied using SPSS 25 and NVivo 12. Findings reveal that the majority of students use social media daily for both academic and non-academic purposes, with YouTube, Instagram, and WhatsApp being the most frequently accessed platforms. A substantial proportion of respondents reported that social media positively influenced their intrinsic motivation, particularly through peer-to-peer knowledge sharing, access to supplementary learning resources, and exposure to academically relevant content. Concurrently, digital distraction and difficulty maintaining self-regulated learning behaviors were identified as significant challenges. These results carry substantive implications for pedagogical design, student digital literacy initiatives, and institutional policy in higher education. The study contributes to the growing empirical base on digital learning motivation and provides a contextually grounded descriptive framework for future inquiry.
Co-Authors Fidyati Fidyati Hayatun Nufus Hidayatsyah Hidayatsyah Iryana Muhammad M Mursalin Muhammad Ali Muliana Muliana Mutia Fonna Mutia Fonna Nuraina Nuraina Rohantizani Rohantizani