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[The Role of Parents and Community in Education Policy: Ensuring Inclusive Governance in Indonesian Schools ]]>
<![CDATA[Aurelianova Amalia Puspita]]>;
<![CDATA[Aditya Yoga Prasetyo]]>;
<![CDATA[Siti Sarah Nordin]]>
<![CDATA[ Indonesian Education Policy and Justice Review Vol. 2 No. 1 (2025): March, 2025 ]]>
Publisher : <![CDATA[The Network of Indonesian Legal and Justice Researchers ]]>
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DOI: 10.65815/a9vd4p62
<![CDATA[This paper examines the role of parents and local communities in shaping education policy and governance in Indonesian schools. While central government policies guide the education system, local stakeholders—especially parents and community members—play a crucial role in the effective implementation of these policies. The research focuses on how community involvement contributes to educational outcomes, particularly in marginalized regions. Using qualitative methods, including interviews with parents, teachers, and policymakers, the study explores how schools can better engage local communities in decision-making processes, curriculum design, and school management. The findings reveal that schools with strong parental and community engagement tend to have higher levels of student achievement and satisfaction. However, challenges such as lack of awareness, insufficient communication channels, and cultural barriers to active participation are significant. The paper concludes by proposing strategies to strengthen community involvement, including improving parental education programs, fostering inclusive governance structures, and enhancing communication between schools and communities. These changes are crucial for promoting educational equity and ensuring that all students benefit from a collaborative, community-driven education system.]]>
<![CDATA[Public vs. Private Education: Assessing the Justice of Indonesia’s Education System ]]>
<![CDATA[Nisa Alia]]>;
<![CDATA[Rania Nadira]]>;
<![CDATA[Siti Hawa]]>
<![CDATA[ Indonesian Education Policy and Justice Review Vol. 2 No. 1 (2025): March, 2025 ]]>
Publisher : <![CDATA[The Network of Indonesian Legal and Justice Researchers ]]>
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DOI: 10.65815/2sae5459
<![CDATA[This study critically assesses the justice of Indonesia’s education system through the lens of the public versus private education divide. While private schools are often perceived to offer higher-quality education, public schools continue to serve the majority of students, especially in rural and economically disadvantaged areas. The paper examines the socio-economic factors that influence access to quality education, highlighting the disparities in infrastructure, resources, teacher quality, and extracurricular opportunities between public and private institutions. Drawing on data from national surveys, interviews with educators, and case studies of both public and private schools, the research identifies key areas where public schools lag behind in providing equitable educational opportunities. The findings indicate that while private schools often offer better facilities and personalized attention, public schools are disproportionately attended by students from lower-income families, exacerbating social inequalities. The paper argues that these disparities raise significant questions about the fairness and inclusivity of Indonesia’s education system. It concludes with policy recommendations to improve public education quality, including increased funding, targeted teacher training, and a more equitable distribution of educational resources.]]>
<![CDATA[Education for All? A Review of the Implementation of Indonesia’s 12-Year Compulsory Education Policy ]]>
<![CDATA[Azaria Dwi Putri Azzahra]]>
<![CDATA[ Indonesian Education Policy and Justice Review Vol. 2 No. 1 (2025): March, 2025 ]]>
Publisher : <![CDATA[The Network of Indonesian Legal and Justice Researchers ]]>
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DOI: 10.65815/bkxg2f14
<![CDATA[This paper reviews the implementation of Indonesia’s 12-year compulsory education policy, which aims to ensure that all children, regardless of socio-economic background, receive at least 12 years of education. While the policy has led to significant improvements in enrollment rates, particularly in remote areas, challenges remain in its full realization. Using a combination of statistical analysis and interviews with government officials, educators, and families, the paper assesses the barriers to achieving universal access to education, including financial constraints, insufficient infrastructure, and regional disparities. The findings suggest that while the policy has expanded access, educational quality and retention rates remain uneven, especially in rural and impoverished areas. The research highlights the need for targeted interventions to support at-risk students and ensure that education is not only accessible but also of high quality. The paper concludes by proposing enhancements to the policy, including increased government investment in school infrastructure, teacher professional development, and the creation of support mechanisms for economically disadvantaged families.]]>
<![CDATA[Promoting Educational Justice Through Digital Learning: The Case of Indonesia’s Online Education Policies ]]>
<![CDATA[Dian Nurul Fadhilah]]>
<![CDATA[ Indonesian Education Policy and Justice Review Vol. 2 No. 1 (2025): March, 2025 ]]>
Publisher : <![CDATA[The Network of Indonesian Legal and Justice Researchers ]]>
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DOI: 10.65815/5c7k1e81
<![CDATA[This paper explores the potential of digital learning to promote educational justice in Indonesia, particularly in light of the COVID-19 pandemic and the subsequent rise of online education. The research investigates the government’s online education policies and their effectiveness in providing equitable access to quality education across diverse regions of Indonesia. Using a combination of policy analysis, surveys, and interviews with students, teachers, and educational administrators, the study assesses the digital divide in terms of access to technology, internet connectivity, and digital literacy. The findings reveal that while online education has the potential to democratize learning, significant gaps in digital infrastructure and teacher preparedness undermine its effectiveness, especially in rural and economically disadvantaged areas. The paper argues that to achieve educational justice, digital learning policies must be accompanied by investments in technology infrastructure, targeted digital literacy programs for teachers and students, and strategies to address socio-economic inequalities that limit access to online education. The paper concludes by recommending comprehensive reforms to ensure that digital learning can be a tool for equity, rather than a source of further disparity.]]>
<![CDATA[Youth and Education: How Indonesia’s Education System Is Shaping the Next Generation of Leaders ]]>
<![CDATA[Sebastian William Fitzgerald]]>;
<![CDATA[Charlotte Isabelle]]>
<![CDATA[ Indonesian Education Policy and Justice Review Vol. 2 No. 1 (2025): March, 2025 ]]>
Publisher : <![CDATA[The Network of Indonesian Legal and Justice Researchers ]]>
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DOI: 10.65815/am5x0s48
<![CDATA[This study explores the role of Indonesia’s education system in shaping the country’s future leaders, focusing on how the curriculum, teaching methods, and extracurricular activities contribute to the development of leadership skills among youth. Through a combination of surveys, interviews with educators and students, and content analysis of educational curricula, the research investigates how leadership is fostered in both formal education settings and informal learning environments. The findings suggest that while Indonesia’s education system provides opportunities for leadership development, there are significant gaps in equipping students with critical thinking, problem-solving, and interpersonal skills that are essential for effective leadership. Moreover, the paper examines how socio-economic and regional disparities influence students’ access to leadership opportunities. The study concludes with recommendations for reform, including the integration of more participatory and student-centered pedagogies, the promotion of extracurricular programs that foster leadership, and a greater focus on nurturing diverse leadership qualities in all students, regardless of their background.]]>
<![CDATA[Rethinking Education in Indonesia: Analyzing the 2020 Freedom of Learning Policy and Its Impact on Educational Inequality ]]>
<![CDATA[Kirana Dwi Ayu Saputri]]>
<![CDATA[ Indonesian Education Policy and Justice Review Vol. 2 No. 2 (2025): June, 2025 ]]>
Publisher : <![CDATA[The Network of Indonesian Legal and Justice Researchers ]]>
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DOI: 10.65815/zm7ty679
<![CDATA[This paper analyzes the 2020 Freedom of Learning Policy (Kebijakan Merdeka Belajar) introduced by Indonesia’s Ministry of Education and Culture and its potential to address educational inequality. The policy emphasizes flexible learning pathways, the reduction of centralized exams, and the promotion of competency-based assessments. By examining the policy’s objectives, implementation strategies, and early outcomes, the study assesses its effectiveness in reducing disparities in educational access and quality across different regions and socio-economic groups. Using qualitative methods, including interviews with policymakers, educators, and students, the research investigates how the policy has been received by schools, particularly in marginalized areas. Findings indicate that while the policy has been well-received in urban centers, challenges remain in its implementation in rural and remote schools, where infrastructure and teacher capacity are limited. The study concludes by offering recommendations for ensuring that the Freedom of Learning Policy effectively addresses educational inequality, including better resource allocation, teacher professional development, and monitoring of policy outcomes.]]>
<![CDATA[Discrimination in the Classroom: The Challenge of Addressing Gender Inequality in Indonesia's Education System ]]>
<![CDATA[Gilang Pramudya Saputra]]>;
<![CDATA[Dwi Ayuningtyas]]>
<![CDATA[ Indonesian Education Policy and Justice Review Vol. 2 No. 2 (2025): June, 2025 ]]>
Publisher : <![CDATA[The Network of Indonesian Legal and Justice Researchers ]]>
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DOI: 10.65815/067hmf14
<![CDATA[This paper investigates gender inequality in Indonesia’s education system, focusing on the challenges and policies aimed at addressing discrimination in the classroom. Despite legal frameworks promoting gender equality, female students often face barriers to full participation in education, particularly in rural and conservative regions. Through interviews with teachers, students, and gender equality experts, the research explores how cultural norms, biases, and stereotypes perpetuate gender disparities in educational opportunities, subject choice, and academic outcomes. The study highlights the role of teachers’ gendered expectations and curriculum content in reinforcing gender norms that limit girls’ educational aspirations and achievements. Furthermore, it examines the impact of school policies and government initiatives designed to combat gender inequality, such as gender-sensitive curricula and teacher training programs. Findings suggest that while there have been improvements in policy and practice, significant challenges remain in changing deeply entrenched societal attitudes towards gender roles. The paper concludes by recommending a more comprehensive, multi-faceted approach to gender equality in education, which includes reforming teaching practices, promoting female leadership in education, and enhancing community engagement.]]>
<![CDATA[Language Politics and Education Justice: How Indonesia’s Bilingual Education Policy Affects Ethnic Minorities ]]>
<![CDATA[Rizky Septian Andrian]]>;
<![CDATA[Dwi Arifah Rahmadhani]]>;
<![CDATA[Naufal Khairunnisa Zahran]]>
<![CDATA[ Indonesian Education Policy and Justice Review Vol. 2 No. 2 (2025): June, 2025 ]]>
Publisher : <![CDATA[The Network of Indonesian Legal and Justice Researchers ]]>
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DOI: 10.65815/9bevk817
<![CDATA[This paper explores the intersection of language politics and education justice in Indonesia, focusing on the impact of the country’s bilingual education policy on ethnic minority groups. Indonesia’s national language, Bahasa Indonesia, serves as the primary medium of instruction in schools, but the policy also supports the use of local languages in the early years of schooling in certain regions. This research examines how the bilingual education policy affects ethnic minorities, particularly in areas where indigenous languages are spoken. Through fieldwork in ethnically diverse regions, the study investigates how the implementation of the bilingual policy influences educational outcomes for students from ethnic minority backgrounds, who may face challenges in transitioning from their mother tongue to Bahasa Indonesia. Interviews with students, teachers, and parents provide insights into how language barriers impact learning, student engagement, and academic achievement. The findings suggest that while the bilingual policy helps preserve local languages, it may also create inequities by not providing sufficient support for students transitioning to the national language. The paper concludes by recommending improvements to the bilingual education policy, including better teacher training in multilingual pedagogy and greater support for local language preservation alongside national language proficiency.]]>
<![CDATA[The Role of Technology in Bridging or Widening the Educational Gap: A Critical Review of E-Learning Policies in Indonesia ]]>
<![CDATA[Larasati Fadilah Utami]]>
<![CDATA[ Indonesian Education Policy and Justice Review Vol. 2 No. 2 (2025): June, 2025 ]]>
Publisher : <![CDATA[The Network of Indonesian Legal and Justice Researchers ]]>
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DOI: 10.65815/eg4gjm95
<![CDATA[This paper critically reviews the role of technology in bridging or widening the educational gap in Indonesia, with a particular focus on the government’s e-learning policies. The rapid adoption of online education, accelerated by the COVID-19 pandemic, has highlighted both the potential and the limitations of digital learning tools. The research investigates how Indonesia’s e-learning policies have been implemented at various educational levels, especially in remote and disadvantaged regions. Using a combination of policy analysis, interviews with teachers and students, and case studies of e-learning initiatives, the study explores the challenges related to access, digital literacy, and infrastructure. Findings reveal that while e-learning offers opportunities for expanding access to education, it also exacerbates existing disparities due to unequal access to technology and internet connectivity. The study argues that without targeted policies to address the digital divide, e-learning may further marginalize low-income students and those in rural areas. The paper concludes with recommendations for improving e-learning policies, including investments in digital infrastructure, teacher training in technology, and providing students with affordable access to devices and the internet.]]>
<![CDATA[From Access to Quality: Evaluating the Effectiveness of Indonesia’s 9-Year Compulsory Education Law in Rural Areas ]]>
<![CDATA[Alifia Mutiara Rahmawati]]>
<![CDATA[ Indonesian Education Policy and Justice Review Vol. 2 No. 3 (2025): September, 2025 ]]>
Publisher : <![CDATA[The Network of Indonesian Legal and Justice Researchers ]]>
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DOI: 10.65815/2rsah007
<![CDATA[This paper evaluates the effectiveness of Indonesia’s 9-year compulsory education law, with a specific focus on its impact in rural areas. While the law aims to provide universal access to basic education, challenges in terms of quality and retention remain, particularly in remote and underserved regions. The study investigates the barriers to education faced by children in rural areas, including socio-economic factors, infrastructure deficits, and teacher shortages. Using a combination of qualitative and quantitative data—such as government reports, interviews with local educators, and surveys of rural families—the paper examines the extent to which the law has translated into meaningful educational outcomes. The research highlights significant regional disparities in educational access and quality, where some rural schools struggle with inadequate resources and lack of qualified teachers. The paper finds that while enrollment rates have improved, the law’s success in providing high-quality education is uneven across the country. It concludes by recommending a more targeted approach to policy implementation, emphasizing investment in rural education infrastructure, teacher training, and community engagement to improve both access and educational quality in these areas.]]>
