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Contact Name
Soleh Hasan Wahid
Contact Email
wahid@iainponorogo.ac.id
Phone
+6281335727774
Journal Mail Official
journal@ascarya.or.id
Editorial Address
Dsn. Karangsono, Rt.02 Rw.04, Sumber, Sanan Kulon, Blitar, Provinsi Jawa Timur, 66152
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INDONESIA
Edusia: Jurnal Ilmiah Pendidikan Asia
ISSN : 28071220     EISSN : 27989569     DOI : 10.53754/edusia
Edusia: Jurnal Ilmiah Pendidikan Asia Is published by the Perkumpulan Alumni dan Santri Mahyajatul Qurro’ of ASA-MQ. This journal publishes articles on Education issues in the Asia Pacific. This journal focuses on multidisciplinary and pluralistic perspectives and approaches to the theory of National and International Education within the Asia Pacific region, which includes: 1) Educational technology, 2) Educational development, 3) Learning and Teaching, 4) Curriculum, Media & Technology Education, 5) Learning Environment, 6) Social Education, 7) Educational Approach, 8) Educational Methods, Education Policy and Development, 9) Education Administration, 10) Educational Assessment and Evaluation, 11) Educational Leadership, 12) Educational Administration and Educational Evaluation, 13) Educational Materials, 14) Professional Development of Teachers and Tutors, 15) Gender and Education, 16) Educational Theory, 17) Special Education and Cross-Cultural Education, 18) Professional Development and Continuing Education, 19) Teaching Theory, and 20) Language and Humanities Education.
Articles 42 Documents
Secular Civic or Individual Achievement? Reconsidering Educational Value Orientations in Indonesia Ramdani Putri Setyaningrum
Edusia: Jurnal Ilmiah Pendidikan Asia Vol. 6 No. 01 (2026): Equity, Values, and Innovation in Contemporary Indonesian Learning Environment
Publisher : Perkumpulan Alumni dan Santri Mahyajatul Qurro’

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53754/nq6cdy53

Abstract

This study examines what Indonesian adults believe education should cultivate in children and identifies the social and demographic factors that shape these beliefs. Using data from the Indonesian component of the World Values Survey Wave 7 conducted in 2018, this paper employs Principal Component Analysis (PCA) to construct two latent dimensions of educational value orientation and Ordinary Least Squares (OLS) regression to estimate their determinants among 3,200 respondents. Contrary to Inglehart and Welzel’s emancipative values theory, the PCA reveals two dimensions that do not conform to the predicted conformist-emancipatory dichotomy: a Secular Civic Orientation (SCO), capturing preferences for responsibility and diligence dissociated from religious faith, and an Individual Achievement Orientation (IAO), capturing preferences for imagination and tolerance dissociated from altruism. Education consistently increases SCO and decreases IAO, inverting the theoretical prediction. Female respondents score significantly higher on SCO, while older respondents score lower, suggesting a generational shift toward secular civic values. Interaction analyses confirm that these effects are uniform across urban-rural contexts, gender, and generational cohorts. Critically, the 2018 data provide an irreplaceable pre-reform baseline, positioning this study as the empirical starting point for evaluating the impact of the Merdeka Belajar curriculum reform and the COVID-19 pandemic on Indonesian educational values.
Bridging The Unbridgeable? The Structural Nature of Urban-Rural Educational Inequality in Indonesia Widyanti Wulansari
Edusia: Jurnal Ilmiah Pendidikan Asia Vol. 6 No. 01 (2026): Equity, Values, and Innovation in Contemporary Indonesian Learning Environment
Publisher : Perkumpulan Alumni dan Santri Mahyajatul Qurro’

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53754/amjvpx17

Abstract

Educational inequality between urban and rural areas remains a persistent structural problem in Indonesia. This study aims to identify the main factors causing the urban-rural educational divide in Indonesia and analyze why this inequality is difficult to overcome. Using a systematic literature review method, this study analyzed 30 accredited journal articles and official reports published between 2016-2026. The findings reveal three interrelated structural factors: (1) unequal distribution of teachers and educational infrastructure, (2) household economic disparities affecting learning participation, and (3) inequality in education policy and budget allocation that tends to be urban-biased. These three factors form a dynamics that reinforces each other. Within Bourdieu's framework, this mechanism functions as social reproduction: children from affluent urban families inherit cultural and economic capital that is then strengthened by quality schools, while rural children with limited capital are trapped in low-quality schools, causing inequality to reproduce across generations. Breaking this dynamics requires a holistic approach that simultaneously reforms teacher distribution based on real needs, improves basic infrastructure in disadvantaged areas, reforms the allocation of school operational funds (BOS) and special allocation funds (DAK) using a needs-based approach, integrates education policies with poverty alleviation programs, and develops contextual curricula and adaptive digitalization.