Indonesian Education Policy and Justice Review
Indonesian Education Policy and Justice Review (e-ISSN: 3164-5038) is published by COLLEGIUM JUSTICIA INDONESIA, first published in 2024, and issued quarterly in March, June, September, and December in online format (electronic journal). It is a peer-reviewed, open-access scholarly journal focusing on education, law, public policy, and justice in Indonesia and the Global South. The journal provides an academic platform for academics, researchers, practitioners, policymakers, and other stakeholders to disseminate research and scholarly perspectives on contemporary issues in education and its relationship with law, policy, governance, and social justice. The journal publishes original research articles, review articles, conceptual studies, policy analyses, case studies, and other scholarly works within its scope. Areas of interest include education policy and governance, access and equity in education, the right to education, educational regulation, institutional accountability, social justice, equality, educational rights, and legal and institutional challenges in the education sector. The journal welcomes interdisciplinary contributions from law, education, public policy, political science, sociology, economics, and related fields. It aims to promote critical academic discussion and contribute to evidence-based education policies, legal reform, equitable access to education, good governance, and the protection of the right to education. The journal applies a double-anonymous peer-review process and an Open Access Policy, providing free and immediate access to all published articles. Copyright is retained by the authors, and all articles are published under the Creative Commons Attribution 4.0 International (CC BY 4.0) License.
Articles
50 Documents
<![CDATA[From Local to National: The Role of Regional Education Policies in Promoting Educational Equity ]]>
<![CDATA[Ahmed Gharbi]]>;
<![CDATA[Ahmad Arianto Mulyono]]>
<![CDATA[ Indonesian Education Policy and Justice Review Vol. 1 No. 3 (2024): September, 2024 ]]>
Publisher : <![CDATA[The Network of Indonesian Legal and Justice Researchers ]]>
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DOI: 10.65815/67btad47
<![CDATA[This paper examines the role of regional education policies in promoting educational equity across Indonesia, focusing on how local governments implement national educational reforms to address disparities. While Indonesia’s central government has set ambitious goals for equitable education, the success of these policies often depends on regional governments' capacity to adapt and implement them effectively. The study explores the extent to which regional policies are tailored to the unique needs of diverse communities, particularly in rural and remote areas. Using a mixed-methods approach, including policy analysis, case studies, and interviews with local education officials, the paper identifies both successful strategies and key challenges in achieving educational equity. Findings reveal that while some regions have made significant strides in improving educational access, disparities in resource allocation, teacher quality, and infrastructure persist. The paper concludes by recommending that regional policies be more closely aligned with local contexts, and that greater attention be paid to capacity-building at the local level to foster more equitable outcomes.]]>
<![CDATA[School Funding and Social Justice: Addressing Disparities in Education Resources Across Indonesia ]]>
<![CDATA[Anita Rahmawati]]>
<![CDATA[ Indonesian Education Policy and Justice Review Vol. 1 No. 3 (2024): September, 2024 ]]>
Publisher : <![CDATA[The Network of Indonesian Legal and Justice Researchers ]]>
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DOI: 10.65815/yp0qnz61
<![CDATA[This study investigates the relationship between school funding and social justice in Indonesia’s education system, focusing on the disparities in education resources between urban and rural schools. While the Indonesian government has made significant efforts to allocate funding to public education, there remains a wide gap in the distribution of resources, particularly in less developed regions. The research examines how unequal funding affects educational quality and outcomes, with particular attention to the availability of textbooks, infrastructure, and teacher training. Drawing on both qualitative and quantitative data from a range of schools, the paper analyzes how financial disparities contribute to the perpetuation of educational inequality. The findings suggest that while national policies aimed at increasing funding to underprivileged schools have been beneficial, significant challenges remain in ensuring that these funds are effectively distributed and used. The paper calls for targeted reforms that address funding disparities, particularly for rural and under-resourced schools, and emphasizes the importance of monitoring and accountability in the allocation of resources.]]>
<![CDATA[Educational Reform and the Fight Against Corruption: A Critical Review of Policy Initiatives in Indonesian Education ]]>
<![CDATA[Dani Ramadhan]]>;
<![CDATA[Rina Amalia Putri]]>
<![CDATA[ Indonesian Education Policy and Justice Review Vol. 1 No. 3 (2024): September, 2024 ]]>
Publisher : <![CDATA[The Network of Indonesian Legal and Justice Researchers ]]>
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DOI: 10.65815/n555py11
<![CDATA[This paper critically reviews the intersection of educational reform and anti-corruption efforts in Indonesia’s education sector. Corruption has long been a significant barrier to the effective delivery of education in the country, undermining efforts to improve quality and equity. The study analyzes recent policy initiatives aimed at combating corruption within the education system, focusing on the mechanisms used to promote transparency, accountability, and resource efficiency. Through a review of government documents, policy reports, and interviews with stakeholders, the research assesses the impact of these initiatives on educational outcomes. Findings reveal that while some reforms have led to improvements in transparency, corruption remains a pervasive issue, particularly in the management of school funds and teacher appointments. The paper concludes by proposing further reforms, including stronger regulatory oversight, improved auditing processes, and enhanced civic engagement, to ensure that anti-corruption efforts lead to meaningful change in educational equity and quality.]]>
<![CDATA[The Role of Higher Education in Promoting Social Mobility in Indonesia ]]>
<![CDATA[Ahmad Farhan]]>
<![CDATA[ Indonesian Education Policy and Justice Review Vol. 1 No. 3 (2024): September, 2024 ]]>
Publisher : <![CDATA[The Network of Indonesian Legal and Justice Researchers ]]>
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DOI: 10.65815/a6mcv862
<![CDATA[This paper examines the role of higher education in promoting social mobility in Indonesia, focusing on how access to and outcomes from higher education can alter socio-economic trajectories. Despite the expansion of higher education institutions in recent years, access remains unequal, with significant barriers faced by students from low-income, rural, and ethnic minority backgrounds. Through a mixed-methods approach, including surveys and interviews with university students, graduates, and policymakers, the paper assesses the factors that enable or hinder social mobility through higher education. The study finds that while higher education provides substantial opportunities for social mobility, disparities in access, quality, and financial support continue to limit opportunities for disadvantaged students. The paper concludes by recommending policy reforms to increase access to higher education for marginalized groups, such as improving scholarship programs, increasing public-private partnerships, and enhancing career support services for graduates from lower socio-economic backgrounds.]]>
<![CDATA[Child Labor and Education Access: Exploring Policy Gaps and Solutions in Indonesia ]]>
<![CDATA[Jack Richards]]>;
<![CDATA[Ella Davis]]>;
<![CDATA[Denny Setiawan]]>
<![CDATA[ Indonesian Education Policy and Justice Review Vol. 1 No. 3 (2024): September, 2024 ]]>
Publisher : <![CDATA[The Network of Indonesian Legal and Justice Researchers ]]>
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DOI: 10.65815/2bfgyp34
<![CDATA[This paper explores the relationship between child labor and access to education in Indonesia, focusing on the policy gaps that contribute to the persistence of child labor and its detrimental impact on educational outcomes. Despite laws prohibiting child labor, millions of children in Indonesia remain engaged in work that prevents them from attending school regularly. The research analyzes existing policies aimed at reducing child labor and increasing educational access, examining the challenges in policy enforcement, socio-economic factors, and cultural attitudes toward education and work. Through interviews with government officials, NGOs, educators, and affected families, the paper identifies key barriers that prevent children from attending school, including financial hardship, inadequate school infrastructure, and the lack of enforcement of labor laws. The findings suggest that while some policy measures have been successful in reducing child labor, more comprehensive and integrated approaches are needed to ensure that all children have access to quality education. The paper concludes with recommendations for policy improvements, such as enhancing social protection programs for families, strengthening enforcement of labor laws, and providing flexible education options for children in vulnerable situations.]]>
<![CDATA[Language and Education Policy: Navigating the Tensions Between National Identity and Regional Diversity ]]>
<![CDATA[Christian Andreas]]>
<![CDATA[ Indonesian Education Policy and Justice Review Vol. 1 No. 4 (2024): December, 2024 ]]>
Publisher : <![CDATA[The Network of Indonesian Legal and Justice Researchers ]]>
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DOI: 10.65815/d2w1z939
<![CDATA[This paper examines the tensions between national identity and regional linguistic diversity in Indonesia’s education policy. As a multi-ethnic and multi-lingual nation, Indonesia faces significant challenges in balancing the promotion of the national language, Bahasa Indonesia, with the preservation of local languages and cultural identities. The study explores how education policies, particularly those related to language instruction, navigate these tensions. Using a mixed-methods approach, the research analyzes national and regional language policies, interviews with educators, and case studies of language use in schools across various provinces. Findings indicate that while Bahasa Indonesia serves as a unifying force, the dominance of the national language often marginalizes local languages, leading to the erosion of cultural identity and a loss of linguistic diversity. The paper argues for a more inclusive approach that integrates regional languages into the curriculum while maintaining the primacy of the national language. It concludes by recommending policy adjustments that promote multilingual education, ensuring both national unity and the preservation of Indonesia’s rich linguistic heritage.]]>
<![CDATA[The Impact of National Standardized Testing on Educational Equity in Indonesia ]]>
<![CDATA[Zainal Hendri]]>;
<![CDATA[Zahra Rania]]>;
<![CDATA[Fransiskus Yohanes]]>
<![CDATA[ Indonesian Education Policy and Justice Review Vol. 1 No. 4 (2024): December, 2024 ]]>
Publisher : <![CDATA[The Network of Indonesian Legal and Justice Researchers ]]>
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DOI: 10.65815/zqv9zh44
<![CDATA[This study investigates the impact of national standardized testing on educational equity in Indonesia, focusing on how standardized assessments influence educational outcomes across diverse socio-economic and regional contexts. While the Indonesian government’s reliance on national exams aims to establish uniform standards, it has been critiqued for exacerbating inequalities, particularly among students from disadvantaged backgrounds. The paper evaluates the implications of standardized testing on students’ academic opportunities, using data from national assessments and interviews with students, educators, and policymakers. The research reveals that the emphasis on standardized tests places undue pressure on schools in under-resourced regions, where students often lack access to quality teaching, infrastructure, and learning materials. Furthermore, the focus on exam results marginalizes non-cognitive skills, such as creativity and critical thinking, which are crucial for holistic development. The study concludes by recommending reforms to the national testing system, such as incorporating alternative assessment methods and providing more equitable support for schools in disadvantaged areas.]]>
<![CDATA[Educational Justice in Indonesia’s Vocational Training Sector: Challenges and Policy Implications ]]>
<![CDATA[Dedi Yudi]]>;
<![CDATA[I Nyoman Wayan]]>;
<![CDATA[Nadirah Aisyah]]>
<![CDATA[ Indonesian Education Policy and Justice Review Vol. 1 No. 4 (2024): December, 2024 ]]>
Publisher : <![CDATA[The Network of Indonesian Legal and Justice Researchers ]]>
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DOI: 10.65815/3dkkak14
<![CDATA[This paper explores educational justice within Indonesia’s vocational training sector, focusing on the challenges faced by students in accessing quality vocational education and training (VET). As Indonesia strives to develop a skilled workforce to support its growing economy, disparities in vocational education access and quality persist, particularly in rural and economically disadvantaged areas. The study analyzes the alignment of vocational training programs with labor market needs, examining policy initiatives and the experiences of VET students, educators, and employers. The research identifies several barriers to equitable access, including insufficient funding, limited infrastructure, and outdated curricula that fail to meet industry standards. The paper also highlights the role of gender, socio-economic status, and geographic location in shaping access to vocational opportunities. Based on these findings, the paper proposes policy reforms aimed at improving equity in vocational education, including increased investment in rural VET institutions, curriculum updates aligned with current labor market demands, and targeted support for marginalized groups.]]>
<![CDATA[Inclusive Education in Indonesia: A Case Study of Policies Supporting Migrant and Refugee Children ]]>
<![CDATA[Tinnakorn Rattanakorn]]>
<![CDATA[ Indonesian Education Policy and Justice Review Vol. 1 No. 4 (2024): December, 2024 ]]>
Publisher : <![CDATA[The Network of Indonesian Legal and Justice Researchers ]]>
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DOI: 10.65815/ddc2ng45
<![CDATA[This study investigates the effectiveness of inclusive education policies in Indonesia, with a specific focus on migrant and refugee children. Indonesia, as a transit and destination country for migrants and refugees, faces unique challenges in integrating these children into the formal education system. The research examines existing policies supporting the inclusion of migrant and refugee children, focusing on the barriers they face in accessing education, such as language differences, legal status, and socio-economic challenges. Through a case study approach, the paper analyzes the experiences of migrant and refugee students in Indonesian schools, using interviews with educators, students, and NGOs. Findings suggest that while there are policies in place to support inclusion, gaps remain in terms of implementation, teacher training, and access to resources. The study concludes by offering recommendations for enhancing inclusive education for migrant and refugee children, including language support programs, greater collaboration between government agencies and NGOs, and the creation of safe learning environments.]]>
<![CDATA[The Future of Indonesian Education Policy: Integrating Sustainability and Climate Change into School Curricula ]]>
<![CDATA[Prasetyo Bagus]]>
<![CDATA[ Indonesian Education Policy and Justice Review Vol. 1 No. 4 (2024): December, 2024 ]]>
Publisher : <![CDATA[The Network of Indonesian Legal and Justice Researchers ]]>
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DOI: 10.65815/ppk7qe95
<![CDATA[This paper explores the integration of sustainability and climate change education into Indonesia’s national school curricula. As global environmental challenges become increasingly urgent, the role of education in fostering environmental awareness and promoting sustainable practices is crucial. The study examines current curriculum frameworks and educational policies to assess how well they incorporate sustainability and climate change topics. Through policy analysis and interviews with educators and curriculum developers, the research identifies strengths and gaps in the integration of environmental education. Findings suggest that while sustainability is addressed in some areas of the curriculum, there is a lack of coherence and consistency in how climate change is taught across schools, particularly in rural and remote regions. The paper argues for a more structured and unified approach to incorporating environmental education, proposing specific policy changes to ensure that sustainability and climate change are embedded in all levels of education. Recommendations include revising the national curriculum to include more practical, action-oriented content, training teachers in environmental education, and fostering partnerships between schools, environmental organizations, and local communities.]]>
