Teachers in Remote Areas Struggle to Revive Learning

RUDDY UNTUK KOMPAS

Students and teachers of SMPN 2 Lumbis Ogong take a boat from Lumbis Hulu District to Lumbis District, Nunukan, North Kalimantan to take part in a computer-based national assessment, Thursday (30/9/2021). They have to go through the river for 8 hours because their area is not covered by internet access and electricity.

JAKARTA, KOMPAS — Education in disadvantaged, frontier and outermost (3T) areas has been severely affected since schools were closed in response to the Covid-19 pandemic. Less optimal learning processes have caused a drastic drop in basic skills among students. Yet, teachers in these remote areas continue to struggle ti reach students so they don't fall behind in their schooling.

From various reports compiled by Kompas over the past week, teachers in 3T areas on the islands of Java, East Nusa Tenggara (NTT), Sumatra and Kalimantan are working hard to assist children in their learning. At SD Negeri 006 Krayan located on the North Kalimantan-Malaysia border, where most areas have no internet connection, teachers are providing summaries on learning materials and homework so students can study and practice at home. Several students in grades 1, 2 and 3 are still unable to read, write or do basic arithmetic.

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This problem was discovered when limited face-to-face learning (PTM) was launched in August 2021. The teachers then gave additional lessons at their homes.

“I am concerned about the condition of the students. That's why I try my best to fight for them so that they have enough capability in grade 4 later. I am aiming that they will be able to write and read fluently in the next five months,” Diana Yunus (51), a third grade teacher at SD Negeri 006 Krayan, said last Saturday.

Home visits

The learning delay also drove Dodi Riana (39), a non-permanent teacher at SD Negeri Jayamekar in Muaracikadu village, Sindangbarang district, Cianjur regency, West Java, to help his students. The elementary school is about 110 kilometers from the Cianjur regency administration.

KOMPAS/TATANG MULYANA SINAGA

Dodi Riana (35), a teacher at SD Negeri Jayamekar, Bantaka Village, Muaracikadu Village, Sindangbarang Sub-district, Cianjur Regency, West Java, while giving lesson materials to class I, II, and III students who study in one room, Monday (14/05/2011).

"There are still students who take a long time to answer when asked [what is] 2 times 3. They also ‘stutter’ when reading," said Dodi, who has been a non-permanent teacher for 17 years.

Dodi makes home visits every Tuesday and Wednesday, when PTM is not in session. If the weather is bad, he often stays overnight at a resident's house.

Even though Jauharul Maknun (36) must pass through rough terrain to reach his students, he is also providing learning activities in the middle of the jungle in Bukit Duabelas National Park, Jambi. His goal is simple, to introduce numbers and letters to the nomadic community.

Lack of training

Teaching in a 3T area means that Diana has never received any training. This is because where she works in Krayan can be reached only by small aircraft.

Minister Nadiem Makarim said that many people in 3T areas choose to become teachers because it is their heart’s calling. They could have chosen another job, but they persisted.

Based on data from the Directorate General of Teachers and Education Staff at the Education, Culture, Research and Technology Ministry (Kemendikbudristek), 61,709 teachers and education staff work in 3T areas. Of these, 59 percent of school principals has not been certified and 76 percent of teachers has not been certified. Minister Nadiem Makarim said that many people in 3T areas choose to become teachers because it is their heart’s calling. They could have chosen another job, but they persisted.

Kompas/Totok Wijayanto

Minister of Education, Culture, Research and Technology Nadiem Anwar Makarim.

Nadiem recognizes that non-permanent teachers are the main pillar of education in 3T areas. Various programs for 3T areas have also been implemented, including the recruitment of non-permanent teachers as state employees with employment contracts, as well as a policy on distributing school operational assistance (BOS) funds which are adjusted to the region’s cost of living index. BOS funds for 3T areas have also been increased 100 percent from previous figures.

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According to Nadiem, the education ministry is currently designing incentive packages and career development policies for 3T teachers, under which teachers who serve in 3T areas can earn points towards career acceleration.

KOMPAS/SUCIPTO

Teachers of SMAN 1 Krayan are discussing in one of the classrooms in Long Bawan Village, Krayan District, Nunukan Regency, North Kalimantan, Thursday (25/11/2021).

"For those who take the opportunity to become a 3T teacher, their careers should be accelerated because of their 'sacrifice'. There must be an impact on the careers and welfare of 3T teachers,” said Nadiem. (ELN/ITA/TAM/CIP/FRN)

(This article was translated by Kurniawan Siswoko)