A Preliminary Study: ICT in Indonesia's Education System

ICT in Indonesia’s Education System: Analysis of Schoolbooks and the Use of ICT in Teaching-Learning Activities

Nadia Andayani Department of Communication Universitas Indonesia To be presented at ASAA Conference Wednesday, 7 July 2014

A Preliminary Study

presentation agenda 1

23

background

research aim

methods

45

findings

preliminary conclusions

‣ The importance of ICT skills toward the development of information society. Many countries have taken into account the importance of ICT and integrate it into the development of education curricula (Abbis, 2009)."

‣ In the 2013/2014 academic year, Indonesia implemented 2013 curriculum (competence/character-based curriculum). It results in the elimination of ICT as a mandatory school subject (kemdikbud.go.id, 2013)."

‣ According to the Ministry of Education and Culture, ICT as a subject is no longer appropriate since it focused on basic computer skills, ICT skills should be taught in the implementation level thus integrated in other subjects (kompas.com, 10 Dec 2013)."

‣ Since 2008, the Ministry of Education and Culture have applied e-schoolbooks program through their official website in order to improve quality of education and to ensure that schoolbooks is accessible for many Indonesians.

background

http://kompas.com

research aimsto investigate how Information and Communication Technology (ICT)

competencies integrated in Indonesia’s education system

research questions

How do ICT competencies being integrated in the school subjects?

How ICT is used in teaching-learning activities?

quantitative content analysis - 76 e-schoolbooks 2013 curriculum

in-depth interviews - 2 school teachers

findingscontent analysis

• The study only analyses e-schoolbooks available from the Ministry of Education and Culture official site/app."

• There are only 76 e-schoolbooks for the new 2013 curriculum available, consist of 38 books for teachers and 38 books for students. All books are paired between student and teacher books. It also does not cover all grades."

• File size: 2 - 101.8 MB"

• N= 76 books; 14,658 pages"

• Keywords: internet, digital, www, website (situs), computer (komputer) — Also any link to other sources available


Available Books Amount Keyword Findings

1st grade 20 books internet (56), link (28)

4th grade 20 books internet (44), link (12)




• The word ‘internet’ only appeared in the tasks/homework section or photo description. It is important to note that there is no link or other explanation."

• In the tasks/homework section, the suggestion to use internet as a source of information is optional and it really depends on the teacher/student whether they want to use it or not. Internet is treated the same as newspaper/magazine and other information resources without specific emphasis. "

• Links only appear in the reference list.

findingsinterview

• There is an instruction from the schools to integrate the using of computer and internet as information sources but it really depends on the teacher to how much they want to supervise/give instructions to the students."

• In most of the cases, the teacher instructs students to do their homework by using computers and find the information on the internet. Teacher do not know where the information came from and how the students were able to complete the tasks."

• However, if the teacher somewhat possesses good level of ICT skills, the students could benefit more from the using of the internet as they learn more on ICT skills, such as making blogs, online discussions, finding credible resource of information, and how to prevent themselves from online risks.

preliminary conclusionsIntegration of ICT in the school subjects is extremely limited. ICT utilisation is

optional, only available in few tasks, and it is not followed by detailed instructions."

The integration of ICT is relying heavily on the individual skills of the teachers. Thus, create possibility to enhance gaps as the skill levels are highly varied."

Electronic schoolbook program, although the essence is somewhat can be seen as an progressive approach in providing accessible solution, is not fully

maximised and the development does not consider the limitation of infrastructure and limited access to the technology. Lack of updates, particularly related to the implementation of 2013 curriculum, also intrigues question whether government

takes this program seriously.

Thank YOUNadia Andayani

Universitas Indonesia [email protected]

mailto:[email protected]