Golden Teachers
The Bantargebang tragedy stands as evidence of systemic failure.
THE government’s focus on education through the Ministry of Elementary and Secondary Education (Kemendikdasmen) towards teachers is currently extraordinary. The ministry’s commitment to recognising and rewarding teachers is continuously pursued, although it often still leaves gaps that are less than ideal.
Through the transformation of the Teacher Professional Education (PPG) programme as a strategic government effort to enhance teacher competency in the modern era, the results have proven significant. From participants to PPG alumni, there is always marked improvement in teachers’ pedagogical knowledge, technological skills, and communication abilities following participation in the programme.
Improving the quality of competent teachers through PPG transformation to produce competent and adaptive teachers capable of meeting education challenges in the global era is no longer merely an illusion. Kemendikdasmen recognises that teachers are the front line of the education system.
Teacher quality issues directly or indirectly often influence the quality of learning and student learning outcomes. The role of Kemendikdasmen in enhancing teacher quality is viewed as crucial, whether through regulation, training, or incentive programmes.
THE DREAM OF KI HADJAR DEWANTARA
When Kemendikdasmen conducts teacher training or certification programmes, it always aims to ensure that every teacher possesses pedagogical, professional, social, and personal competencies in line with national education standards. Teacher certification serves as a prerequisite for educator professionalism, ensuring that teaching quality standards are always maintained. Similarly, teacher development through technology-based workshops, seminars, and training makes teachers more capable.
Policies encouraging teachers to be more creative in teaching are continuously pursued by the government. Given that as teacher quality improves, learning methods no longer remain monotonous but become more interactive and responsive to student needs. As student learning motivation increases, this will undoubtedly create a positive education ecosystem.
When teachers are given opportunities to learn new methods, learning innovations, and digital media utilisation, teaching and learning processes become more engaging and effective. Teachers have become exceptional figures because of their service in advancing the nation’s intelligence.
Kemendikdasmen’s work does not stop at policy alone but extends to tangible and consistent implementation. Throughout, there has been support in facilities, clear regulations, and a reward system that form an important combination for simultaneously enhancing teacher quality and competency.
With improved competency, teachers can more quickly adapt to contemporary developments and student needs. Indonesian teachers are becoming increasingly professional and competent, capable of nurturing intelligent, creative, and virtuous generations as envisioned by Bapak Ki Hadjar Dewantara, the Father of Indonesian National Education.
Producing competent teachers is not merely about providing training that enhances abilities; Kemendikdasmen also conducts regular and continuous evaluation and monitoring to assess teacher performance. The true meaning lies in Kemendikdasmen building systems that help teachers understand their personal strengths whilst identifying areas requiring continued improvement to enhance their competency. In fact, Kemendikdasmen currently consistently provides feedback mechanisms within its teacher policy system to enable continuous teacher professionalisation, so that no one questions the competency of teachers throughout the archipelago.
NOT IMITATION TEACHERS
Kemendikdasmen recognises that teachers are the primary foundation towards quality education. Therefore, various teacher strengthening efforts continue, ranging from improving welfare, accelerating certification, and strengthening competency for teachers as strategic priorities. Given that a teacher who is both prosperous and professional will undoubtedly deliver more meaningful learning to their students at school. Teacher governance is continuously built for a better future of Indonesian education.
Improvements in teacher welfare are not limited to easily accessible regions but also include efforts to enhance welfare for teachers in disadvantaged, frontier, and outermost areas (3T) to have direct impact on more equitable learning quality improvements.
Kemendikdasmen’s role in improving welfare for 3T teachers is also continuously pursued through structuring allowance policies, accelerating certification, and enhancing competency based on needs. The ministry even provides special affirmative action for 3T teachers facing complex geographical and social challenges. Kemendikdasmen’s policies are expected to directly impact improvements in learning quality and equitable distribution of education.
Similarly, the teacher placement programme also forms part of Kemendikdasmen’s current strategy. The redistribution programme for regional civil service apparatuses (ASN) teachers demonstrates how educational resource distribution is also equalised according to needs. Though positioned in remote or difficult-to-reach areas, the government provides incentives in the form of allowances, facilities, and accommodation assistance to attract quality teachers. Kemendikdasmen is aware that this policy is vital so that education quality disparities between urban and rural areas can be minimised.
Kemendikdasmen is responsive to contemporary developments, demonstrating its commitment to equipping teachers with knowledge of learning digitalisation policies, artificial intelligence introduction, procedures for reporting equipment assistance, and exploration of digital interactive board usage in teaching and learning activities. This evidences that education transformation is not merely about equipment provision but how teachers build a learning ecosystem aligned with the digital age.