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 Jakarta School Strike: Student Activism and the Fight for Climate Justice in Indonesia’s Curriculum ]]>
<![CDATA[Syafira Nabila Zahra]]>
<![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/at8zdr85
<![CDATA[This paper explores the role of student activism in advocating for climate justice within Indonesia’s education system, focusing on the 2020 Jakarta school strike. The strike, organized by high school students, was a response to the lack of comprehensive climate change education in the national curriculum. Through an analysis of the strike’s goals, media coverage, and interviews with student leaders and educators, the study examines the ways in which student activism has challenged the traditional, rigid educational framework and called for the integration of environmental education and climate justice into school curricula. The paper investigates how student-led movements are influencing education policy in Indonesia and the broader societal debate on climate change. Findings suggest that while the strike garnered significant public attention, it also revealed the deep gaps in the current curriculum’s ability to address environmental issues. The paper argues that climate justice education is a vital component of preparing the next generation to confront global challenges. It concludes with recommendations for incorporating climate change education into the formal curriculum, teacher training programs, and promoting youth engagement in environmental decision-making.]]>
<![CDATA[Inclusive Education or Exclusion? The Struggle for Rights and Justice for Disabled Students in Indonesia’s Education System ]]>
<![CDATA[Oliver Nicholas Davidson]]>;
<![CDATA[Elizabeth McAllister]]>
<![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/ghjq2s68
<![CDATA[This study investigates the inclusivity of Indonesia’s education system for students with disabilities, assessing how current policies and practices uphold or hinder educational justice for disabled students. Despite Indonesia’s ratification of the UN Convention on the Rights of Persons with Disabilities, research reveals significant gaps between policy and practice in the inclusion of disabled students in mainstream schools. The paper uses case studies, interviews with educators and disabled students, and analysis of government policies to evaluate how schools accommodate students with disabilities. Findings show that while some urban schools have made progress in implementing inclusive education, schools in rural areas face significant barriers such as inadequate infrastructure, lack of specialized training for teachers, and limited resources for supporting students with disabilities. The study concludes by urging policy reforms, including better enforcement of inclusive education laws, improvements in teacher professional development, and greater investment in accessible school infrastructure to ensure that disabled students can fully participate in the educational system.]]>
<![CDATA[Teachers on the Frontline: Examining the Effectiveness of Teacher Training Programs in Promoting Educational Justice in Indonesia ]]>
<![CDATA[Vina Amelia Wijayanti]]>;
<![CDATA[Rizki Dwi Purnama]]>
<![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: 10.65815/8c146c82
<![CDATA[This paper examines the effectiveness of teacher training programs in Indonesia in promoting educational justice, particularly in rural and marginalized communities. Teacher quality is a key determinant of educational outcomes, yet there are persistent disparities in teacher qualifications, training, and distribution across the country. The study evaluates the impact of both pre-service and in-service teacher training programs aimed at enhancing teaching effectiveness and addressing educational inequalities. Using interviews with teachers, administrators, and policymakers, as well as data on teacher performance and student achievement, the paper assesses how well these programs equip educators to meet the diverse needs of students, especially in under-resourced areas. The findings suggest that while some training programs are successful in improving teaching skills, many teachers still face challenges in applying learned strategies in classrooms due to large class sizes, inadequate resources, and a lack of ongoing professional development. The paper concludes with recommendations for improving teacher training, including more context-specific curriculum, mentoring programs, and continuous support to enhance educational equity.]]>
<![CDATA[The Impact of Indonesian Religious Schools on National Education Justice: A Policy Review ]]>
<![CDATA[Muhammad Arif]]>;
<![CDATA[Bagas Kurniawan]]>
<![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: 10.65815/0cmsy725
<![CDATA[This paper explores the role of religious schools in Indonesia’s education system and their impact on national education justice. Religious schools, particularly Islamic madrassas, play a significant role in the educational landscape of Indonesia, educating millions of students each year. However, the relationship between religious and secular education has raised questions about equity, inclusivity, and the broader societal impacts of such schooling. The research provides a comprehensive policy review of the integration of religious schools into the national education system, assessing their role in both promoting and hindering educational equity. The study examines the curricula, funding, and access to resources in religious schools, comparing them to public schools in terms of educational outcomes and opportunities for marginalized groups. The findings suggest that while religious schools provide an important avenue for education, disparities in funding, infrastructure, and access to higher education remain significant challenges. The paper concludes by recommending policy reforms to ensure that religious schools are better integrated into the broader education system, with increased support for resources, curriculum development, and opportunities for all students regardless of their religious background.]]>
<![CDATA[Beyond the Classroom: The Impact of Indonesia's National Education Standards on Educational Equity and Justice ]]>
<![CDATA[Muhammad Subagio Utama]]>
<![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/nvggg160
<![CDATA[This study examines the impact of Indonesia’s national education standards on educational equity and justice, focusing on the extent to which these standards promote or hinder equal access to quality education across different regions and socio-economic groups. Indonesia’s national education standards are designed to ensure a uniform quality of education; however, disparities in implementation persist, particularly in rural and marginalized areas. The paper analyzes the alignment of national standards with local contexts, assessing how these standards address or overlook regional, cultural, and socio-economic differences. Using data from government reports, educational surveys, and interviews with educators, the research highlights how standardization may inadvertently perpetuate educational inequalities by failing to account for local needs and disparities in resources. The findings suggest that while the standards provide a framework for educational quality, they do not fully address the specific challenges faced by disadvantaged communities. The paper concludes by recommending reforms that allow for more flexibility in the application of national standards, enabling schools to tailor their approaches while still meeting essential educational goals. This approach would help ensure greater equity and justice within Indonesia’s education system.]]>
<![CDATA[Educating Diversity: Policy Design, Cultural Recognition, and Educational Justice in Plural Societies ]]>
<![CDATA[Narendra Maheswara]]>;
<![CDATA[Putri Kania Tisnawati]]>;
<![CDATA[Mohd Rayyan Fattah Abd Malik]]>;
<![CDATA[Omar Fawzi]]>
<![CDATA[ Indonesian Education Policy and Justice Review Vol. 2 No. 4 (2025): December, 2025 ]]>
Publisher : <![CDATA[The Network of Indonesian Legal and Justice Researchers ]]>
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DOI: 10.65815/xgh4dz77
<![CDATA[Increasing cultural diversity poses significant challenges for education systems, particularly in plural societies where social cohesion and equality remain contested. This article examines how education policies address cultural diversity and recognition, focusing on the relationship between policy design and educational justice. Using Indonesia as a contextual case, the study explores how multicultural principles are articulated in formal education policies and how they operate in practice. Although policies emphasize tolerance, inclusivity, and national unity, their implementation often marginalizes minority identities through standardized curricula and administrative uniformity. The findings reveal that cultural recognition in education is frequently symbolic rather than substantive, failing to address power asymmetries and social exclusion experienced by minority groups. This article argues that educational justice in multicultural societies requires policies that move beyond formal inclusion toward meaningful recognition of cultural difference. By linking education policy with broader debates on justice and recognition, this study contributes to international discussions on diversity governance in education.]]>
<![CDATA[Inclusive Education beyond Legal Mandates: Institutional Capacity, Vulnerability, and Unequal Learning Opportunities ]]>
<![CDATA[Hisham Anwar]]>;
<![CDATA[Malak Noura]]>;
<![CDATA[Chen Yixuan]]>;
<![CDATA[Abigael Navarro]]>;
<![CDATA[Ratnadewi Putri]]>
<![CDATA[ Indonesian Education Policy and Justice Review Vol. 2 No. 4 (2025): December, 2025 ]]>
Publisher : <![CDATA[The Network of Indonesian Legal and Justice Researchers ]]>
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DOI: 10.65815/qnj7pq37
<![CDATA[Inclusive education has become a central commitment in global education agendas, particularly concerning students with disabilities and other vulnerable groups. Despite strong legal and policy mandates, inclusive education often remains unevenly implemented. This article examines the structural limitations of inclusive education policies by focusing on institutional capacity and social vulnerability. Drawing on the Indonesian context, the study analyzes how schools interpret and operationalize inclusive education within resource-constrained environments. The findings demonstrate that inclusion is frequently reduced to administrative compliance rather than meaningful participation, as schools face shortages of trained teachers, inadequate infrastructure, and limited inter-agency coordination. Consequently, students with special needs often remain physically present but socially excluded from learning processes. This article argues that inclusive education cannot be achieved through legal mandates alone but requires sustained institutional investment and policy designs sensitive to social realities. By highlighting the interaction between policy ideals and institutional constraints, the study contributes to broader international debates on educational inequality and the limits of rights-based policy approaches.]]>
<![CDATA[Poverty, Schooling, and the Limits of Equal Access: Rethinking Educational Justice in Developing Contexts ]]>
<![CDATA[Baskara Wijaya]]>;
<![CDATA[Widyatama Surya Prakoso]]>;
<![CDATA[Almira Safitri Rahma]]>;
<![CDATA[Rizkiana Putri Amalia]]>;
<![CDATA[Hariz Aiman]]>
<![CDATA[ Indonesian Education Policy and Justice Review Vol. 2 No. 4 (2025): December, 2025 ]]>
Publisher : <![CDATA[The Network of Indonesian Legal and Justice Researchers ]]>
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DOI: 10.65815/n6x3rn90
<![CDATA[Despite extensive policy commitments to universal education, poverty continues to structure unequal access to schooling in many developing contexts. This article critically examines how education policies interact with socioeconomic inequality, using Indonesia as an illustrative case. While education laws and policies formally guarantee equal access, indirect costs, uneven resource allocation, and administrative discretion disproportionately affect low-income communities. The findings reveal that educational exclusion is not merely a consequence of individual disadvantage but is embedded within policy implementation practices that fail to address structural poverty. This article argues that equal access frameworks, when detached from social context, obscure deeper forms of injustice. Rethinking educational justice requires shifting from formal equality toward policies that explicitly confront socioeconomic vulnerability. By linking education policy to poverty dynamics, this study contributes to international debates on inequality, justice, and education governance in developing countries.]]>
<![CDATA[Regulating Student Violence: Discipline, Protection, and Justice in Contemporary School Systems ]]>
<![CDATA[Rodiyah Rodiyah]]>;
<![CDATA[Mariana Vasconcelos]]>;
<![CDATA[Asyaffa Rizqi Amandha]]>
<![CDATA[ Indonesian Education Policy and Justice Review Vol. 2 No. 4 (2025): December, 2025 ]]>
Publisher : <![CDATA[The Network of Indonesian Legal and Justice Researchers ]]>
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DOI: 10.65815/5sacqv59
<![CDATA[Student violence remains a critical challenge for education systems, raising complex questions about discipline, protection, and justice. This article examines how school regulations address student violence and the implications for educational justice. Using policy analysis from Indonesia, the study highlights tensions between punitive disciplinary approaches and protective frameworks centered on students’ rights. The findings indicate that regulatory responses often prioritize institutional order and reputational concerns over contextual understanding and prevention. As a result, disciplinary measures may exacerbate exclusion rather than address underlying causes of violence. This article argues that justice-oriented school regulation requires an integrated approach that balances discipline with protection and restorative principles. The study contributes to international debates on safe learning environments and rights-based education governance.]]>
<![CDATA[Pregnancy and the Right to Education: Legal and Social Dimensions of Expelling Adolescent Girls in Indonesia ]]>
<![CDATA[Nusantara Putra Wibisono]]>;
<![CDATA[Muhammad Aryadipta]]>;
<![CDATA[Isabela Nogueira]]>;
<![CDATA[Matthias Enzo Tavares]]>
<![CDATA[ Indonesian Education Policy and Justice Review Vol. 2 No. 4 (2025): December, 2025 ]]>
Publisher : <![CDATA[The Network of Indonesian Legal and Justice Researchers ]]>
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DOI: 10.65815/0xv3v187
<![CDATA[Adolescent pregnancy remains a highly stigmatized phenomenon in many societies, with significant implications for the right to education. In Indonesia, a growing number of schools expel pregnant students, raising critical questions about the intersection of gender, law, and social norms. This article examines the legal and social dimensions of such expulsions, analyzing how education policies, school regulations, and cultural attitudes shape the experiences of adolescent girls. While the Indonesian Constitution and national education laws formally guarantee the right to education, these rights often clash with prevailing moral and social expectations surrounding teenage pregnancy. Using a combination of policy analysis, case studies, and media reports, the study reveals that school expulsions are not merely administrative decisions but are influenced by broader societal pressures, including stigma, community norms, and gendered expectations of morality. The findings highlight a persistent gap between formal legal protections and actual educational practices, illustrating how adolescent girls’ rights are subordinated to normative social judgments. Moreover, the expulsions have long-term consequences for the social and economic well-being of affected students, perpetuating cycles of inequality and limiting opportunities for upward mobility. The article argues that addressing this issue requires more than legal reform; it demands integrated strategies that combine rights-based education policies, community engagement, and awareness-raising initiatives to challenge stigma and support pregnant students’ continued education. By situating the issue of school expulsions within broader debates on gender justice, educational equity, and adolescent rights, the study contributes to international scholarship on education, law, and social policy in developing contexts.]]>
