Low Literacy in Indonesia: A Silent Threat to the Nation's Future
Literacy skills serve as a vital indicator for measuring a country’s human resource quality. However, various international reports indicate that Indonesia’s literacy levels continue to face serious challenges. The 2022 Programme for International Student Assessment (PISA) results released by the OECD show that the reading abilities of Indonesian students remain below the average of OECD member nations. This condition indicates that most learners still struggle to understand, evaluate, and utilise information from the texts they read.
On the other hand, digital technological developments present a paradox. Access to information is becoming easier through the internet and social media, but this ease is not always accompanied by the public’s ability to understand information critically. Consequently, the spread of hoaxes, misinformation, and a low reading culture remain persistent issues in daily life.
Literacy, in essence, is not merely defined as the ability to read and write. UNESCO defines literacy as the ability to identify, understand, interpret, create, communicate, and use information in various life contexts. In other words, literacy is the foundation for lifelong learning, increased productivity, and active participation in society.
If literacy levels remain low, the impact will be felt not only in education but also in economic development, the quality of democracy, and Indonesia’s global competitiveness. Therefore, the issue of literacy must be viewed as a strategic agenda requiring the attention of all elements of society.
Low literacy is not merely a matter of reading interest. While it is often assumed that Indonesians simply lack an interest in reading, this view does not fully capture the true problem. Literacy is the result of interacting factors, ranging from the quality of education and family environments to access to reading materials and critical thinking skills.
From an educational perspective, school learning still tends to be oriented towards achieving exam scores rather than building the ability to understand information deeply. Many students are accustomed to memorising material without being encouraged to analyse, evaluate, or connect information with real-world issues. As a result, critical thinking and reading comprehension develop more slowly.
Family environment also plays a significant role. Children raised in families with reading habits generally possess better literacy skills than those who rarely interact with books. Unfortunately, not all families have the access or the habit of providing reading materials at home, a condition particularly felt in regions with limited educational and library facilities.
Furthermore, the development of digital media has changed public information consumption patterns. Many people are more accustomed to reading short snippets of information via social media rather than reading articles, books, or reports that require higher concentration. This phenomenon leads to a decline in the ability to comprehend complex information.
OECD research shows that reading ability is influenced not only by the number of books one owns but also by the quality of learning, the culture of discussion, and sustainable reading habits. Thus, improving literacy cannot be achieved through reading campaigns alone; it must be accompanied by improvements in the education system and a supportive learning environment.
Low literacy also impacts the public’s ability to filter information. Amidst the heavy flow of digital information, populations with low literacy skills are more vulnerable to believing fake news, misleading information, or provocative narratives. This not only harms individuals but can also disrupt social stability if misinformation spreads widely.
This issue demonstrates that literacy is a vital life skill. The ability to read without understanding the content is insufficient to face the challenges of the 21st century. Society requires the ability to think critically, analyse information, and make decisions based on accountable facts.
Low literacy brings consequences far beyond the world of education. In an academic context, students with low reading abilities tend to struggle with understanding subject matter, not only in language subjects but also in mathematics, science, and social sciences. This occurs because almost all learning processes depend on the ability to understand information presented in text form.
From an economic perspective, literacy plays a crucial role in improving the quality of the workforce. The World Bank emphasises that the quality of human resources is a primary factor determining a country’s productivity. Individuals with good literacy skills are generally better able to learn new skills, adapt to technological changes, and produce the innovations required by the modern workforce. Conversely, low literacy can hinder productivity growth and widen economic inequality.
Literacy is also closely linked to financial literacy. The Financial Services Authority (OJK), in its National Survey of Financial Literacy and Inclusion, shows that although the level of financial literacy among the Indonesian public continues to increase…