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1、Claudia WangMonique ZhangAli SesunanLaurencia YolandaTECHNOLOGY-DRIVEN EDUCATION REFORM IN INDONESIAA look into the current status of the Merdeka Belajar program Oliver Wyman2Technology-driven education reform in IndonesiaEXECUTIVE SUMMARYThe acceleration of a nations development and the revitalizat
2、ion of talent often begins with educational rejuvenation.Many countries understand this principle,and over the past few decades,numerous inspiring educational reforms have been initiated worldwide.In Indonesia,the quality of basic education has raised concerns in recent years.On one hand,educational
3、 reforms seem to have entered a bottleneck period,requiring a re-evaluation of the current situation and root causes for targeted interventions.On the other,injecting vitality into such a vast education system swiftly demands innovative new approaches.This report focuses on the intermediate outcomes
4、 of Indonesias recent educational reform program,“Merdeka Belajar”and the Indonesian governments efficient and creative incorporation of technology in the execution of education policies.It examines the root causes that have plagued Indonesias basic education system,showcases the intentions and scop
5、e of the educational rejuvenation program,and reveals how technological tools and interventions played a pivotal role in the implementation of policies.Our research has identified that the root causes to such poor performance are the content prescription base curriculum,lack of career development fo
6、r teachers,low efficiency in school management and decision making.The educational reform program hence encompasses crucial elements to tackle these challenges at their roots.The new curriculum,Kurikulum Merdeka,aims at making learning simpler and more profound,and enhancing students critical thinki
7、ng and problem-solving skills.Effective communication,training,and encouragement for teachers to engage in the re-creation of the curriculum are paramount.Throughout the process,technology tools played a crucial role,while leaving a profound and lasting impact,as a direct communication channel has b
8、een established between the Ministry of Education,Culture,Research,and Technology(MoECRT)and individual teachers.Additionally,to truly realize the educational vision depicted by the new curriculum,teachers play a crucial role.Over the years,Indonesias teacher community has faced challenges that urge
9、ntly need addressing.The process of selecting and appointing principals is lacking.The allocation of teacher training resources has been extremely imbalanced in the past.Besides,in the context of the past prescriptive curriculum,teachers lacked the opportunities and motivations to be innovative abou
10、t teaching activities.These competency gaps need swift replenishment,and a comprehensive solution is required to fundamentally change teachers mindset,beliefs,and motivational behaviors.Oliver Wyman3Technology-driven education reform in IndonesiaEducational tools,facilitated by the widespread use of
11、 smartphones,can achieve revolutionary behavioral changes.The Indonesian government has recognized this and has developed corresponding technological solutions,continuously adding usage scenarios to make them a normalized tool in teachers professional lives.Finally,the management and decision-making
12、 capabilities of schools need to be strengthened,especially the ability to reflect on problems and allocate resources,and the streamlining of school administrative processes,for example,the management of procurement and budgeting.Technology has provided solutions to all of these problems and has int
13、eracted with other technology platforms in the ecosystem,becoming a fundamental tool for modern school management.Technology-enabled reformIndonesias large and complex education system makes reforming it a challenging task.Taking into account its national context,Indonesia has chosen the natural opt
14、ion of using technological means to promote the implementation of policies.As a smartphone-centric society,a cell-phone-based approach was chosen to ensure broad accessibility.This is further complemented by a laptop distribution initiative to strengthen weak links in schools information and communi
15、cations technology(ICT)infrastructure.Several technology platforms were introduced to facilitate Merdeka Belajar.This report will primarily focus on four platforms produced by the MoECRT that include Platform Merdeka Mengajar(PMM),Rapor Pendidikan,ARKAS,and SIPLah.Platform Merdeka Mengajar is a one-
16、stop enablement and upskilling solution for teachers.Rapor Pendidikan showcases the schools assessment results in the form of key learning indicators along with root cause analysis,school planning and improvement recommendations.ARKAS offers streamlined budgeting,planning,and reporting processes of
17、the governments funds.It is best used together with SIPLah,a procurement platform that connects schools with nine different ecommerce partners to allow for a better reach and wider selection of products.What also stands out in Indonesias practice is the establishment of an iterative workflow(discove
18、ry,delivery,and distribution)for the development and operation of education technology products.Adhering to a user-centric philosophy,technology solutions place the needs of end-users at the core of every workflow.These tools not only help facilitate the implementation of policies but also attentive
19、ly fills the gaps between policy frameworks and the actual needs of the target audience.This has led to improvements in efficiency,flexibility,and a sense of user-friendliness.Relying on the merits of their own,rather than administrative orders,these products have gained reputation and recognition.O
20、liver Wyman4Technology-driven education reform in IndonesiaJust like the education reform,this too represents an exciting transformation.Technological tools only break temporary barriers.Advocating for collaboration,continuous evolvement,and placing the end-users at the core indicate the internal tr
21、ansformation from inside the ministry,shifting its way of working toward a more open and adaptive manner.Key technological toolsIt is still too soon to observe tangible academic improvements at this stage.Change management always starts with behavior,mindset,philosophy,and culture.The product usage
22、data and user feedback clearly demonstrated promising intermediate results among teachers and principals.Their perceptions of curriculum,teaching objectives,and student cognition are evolving,and a stronger motivation for self-reflection and learning is emerging.Out of six deployment tools used,“Pla
23、tform Merdeka Mengajar”(PMM)managed to stand out as the primary implementation lever.Many principals and teachers reported that the platform has helped them realize that the improvement of learning quality should be focused on their students,and that each student has unique characteristics.These cha
24、nges indicate a key mindset shift that shall pivot the next wave of pedagogical strategy upgrades.PMMs training and community features have also been well received by teachers and principals,with over 80%and 70%of them respectively engaging in activities.Teachers have reported improvements in the cl
25、assroom learning experience,heightened student engagement,and increased enthusiasm.Beyond,our survey also revealed that teachers and principals feel inspired and increased professional pride,showcasing PMMs positive impact on morale and mindset changes in the Indonesian education sector.Looking ahea
26、d,PMM aims to broaden its role,not only enhancing teacher capabilities but also addressing broader professional development needs.This includes acting as a channel to identify potential school principals,with future plans to become a comprehensive solution supporting teachers in areas such as career
27、 advancement and promoting data-driven teaching practices.“Rapor Pendidikan”has supported schools in their transformation towards data-driven decision-making.As of October 2023,about 95%of all of Indonesias G-12 schools have adopted Rapor Pendidikan.More than 80%of survey respondents agreed that the
28、 platform plays a crucial role in identifying priority areas of improvement when planning for the next academic year.“ARKAS”and“SIPLah”streamlines budgeting and accountability processes by providing an easy and transparent workflow,which improved the overall sense of security in compliant financial
29、reporting,and saved time for teachers.Streamlining school management affairs also has additional benefits as a number of teachers in Indonesia take on school management duties as their second roles.Improving the efficiency of administrative affairs and reducing human errors and workload mean that th
30、ese teachers time and energy can be freed up.Oliver Wyman5Technology-driven education reform in IndonesiaWe have also tracked movements of the laptop distribution program,supplementary to the software and tool provision initiatives.To date,a substantial number of 1.2 million laptops have been distri
31、buted throughout the country.Based on the reported computer usage data collected by MoECRT,more than 80%of distributed computers are utilized for teaching and learning activities.These devices have revolutionized the classroom experience,empowering educators to deliver engaging lessons while providi
32、ng students with access to a wide range of educational resources.Future stateGlobally,there is an irreversible trend towards making education smarter,more accessible,and focused on individual development,utilizing a myriad of ever-evolving technological means.For emerging nations,it is an opportune
33、window to catch up.Indonesias endeavors today align with this overarching trend by choosing a distinctive path.Instead of taking on a full education digitization which is costly and takes long time to roll out,Indonesia is focusing on developing tools to unlock human potential and deploying them swi
34、ftly to where urgent interventions are most needed.The MoECRT envisions a future where the positive impact of these interventions becomes an organic and enduring part of the countrys educational landscape.Many of the abovementioned technological intervention tools have been planned for a broader spe
35、ctrum of functionalities and visions as an integral part of teachers career development and a lifelong learning companion,and as the communication channel among various educational stakeholders to facilitate collaborative discussions among teachers,administrators,and parents in near future.Our analy
36、sis of the recent Merdeka Belajar movements in Indonesias educational landscape reveals a promising trajectory characterized by commendable progress and strategic initiatives,indicating that Indonesia is heading towards systemic transformation for the better.The transformative journey is a nuanced p
37、rocess of shifting the culture and mindset,not only within the central government,but also among the vanguard of Indonesias education system,including teachers,school principals,and local government entities.As the country embarks on this inspirational journey,the importance of sustained efforts and
38、 consistency cannot be overstated in achieving educational transformation.It is crucial to acknowledge that moving in the right direction entails more than immediate change;it requires patience and perseverance.Oliver Wyman6Technology-driven education reform in IndonesiaChapter 11 Oliver Wyman analy
39、sis based on data from the PUSDATIN,Center for Data and Information,MoECRTBACKGROUNDIn this chapter we explore the educational landscape in Indonesia and the transformative initiatives undertaken by the Ministry of Education,Culture,Research,and Technology(MoECRT),to improve the competitiveness of I
40、ndonesian students and prepare them to become lifelong learners.The education system is entrenched with long-standing issues and to achieve transformation is no overnight task.The country must navigate through outdated curriculum structures,enhance teacher capabilities,and revolutionize school manag
41、ement.In recent years,the Indonesian government has initiated a new education revitalization movement:“Merdeka Belajar”(Emancipated Learning).Today,Indonesias K-12 education system comprises 437,311 schools(including early childhood education),53.8 million students,and 3.3 million teachers.The essen
42、ce of the rejuvenation program is to inspire and empower every unit in this ecosystem.Such transformation is both exciting and incredibly challenging.1Globally,technology has become a catalyst for disruptive change,and the same holds true in the field of education.In the education reform led by the
43、Indonesian MoECRT,technology plays a pivotal role,acting as a catalyst in the face of complex and urgent situations,becoming one of the driving forces behind Merdeka Belajar.Theres an urgency for Indonesia to transform education to support the countrys advancementIndonesia is renowned for its expans
44、ive archipelago and rich cultural diversity.According to the World Bank,the country is home to one of the worlds largest populations,with approximately 275.8 million people as of 2022.Of this vast populace,a notable demographic comprising around 16%,totaling about 44.5 million individuals,is activel
45、y engaged in educational pursuits within Indonesias mandatory 12-year education program.The educational landscape that caters to these millions of young learners forms a cornerstone of the nations aspirations such as Indonesia Emas 2045,in which it aims to transform Indonesia into a developed and pr
46、osperous nation by the year 2045.It marks the centennial anniversary of Indonesias independence for developmental and societal progress.Oliver Wyman7Technology-driven education reform in IndonesiaIndonesia,recognized as the largest economy in Southeast Asia by the International Monetary Funds World
47、Economic Outlook 2023,is propelled by its vast population and remarkable economic potential,fueling its ambitious vision for the future.The connection between educational readiness and national growth underscores the significance of establishing a strong foundation in talent development.The pace of
48、a nations development often positively correlates with the quality of its education system.This association is particularly prominent for kindergarten to Grade 12(K-12)education,the rudimental starting point and primary platform for shaping the future generations.However,Indonesia had been grappling
49、 with a persistently low academic performance on average,presenting formidable obstacles to its developmental journey.Low academic performance and regional disparityFurther exploration of Indonesias educational complexities reveals that the unsatisfactory performance in international assessments and
50、 evaluations represent only the tip of the iceberg.While these assessments depict insights at the city level,they mask the underlying issues of disparity and inconsistency prevalent across the educational spectrum.This inherent disparity becomes amplified in Indonesia,a vast and diverse country mark
51、ed by regional variations and a substantial population,making holistic academic improvement a daunting task.The expansive geographical size of Indonesia,coupled with regional disparities,has significantly amplified the intricacies involved in systematically enhancing academic performance and impleme
52、nting comprehensive improvements across the nations education system.Indonesia faces a sobering challenge in terms of academic performance,as underscored by a series of findings.International assessment studies,such as the Programme for International Student Assessment(PISA),have indicated a concern
53、ing fact where the quality of education in the country has struggled to keep pace with its developmental aspirations.These assessments have revealed a stark reality:in contrast to the average scores of the Organization for Economic Co-operation and Development(OECD)countries,Indonesian students lag
54、their global peers by approximately three years.Perhaps even more alarming is the fact that over half of Indonesian 15-year-olds struggle to master fundamental skills in literacy and numeracy.The urgency of improving Indonesias educational landscape is further underscored by the inadequate participa
55、tion rates in senior secondary education,where fewer than one-third of Indonesians2 successfully completed this critical phase.This can be attributed to shortcomings in the earlier educational stages,as deficiencies in those levels contribute to a decline in the senior enrolment and attendance of st
56、udents.2 OECD.(2023).Education GPS.www.gpseducation.oecd.org/CountryProfile?primaryCountry=IDN&treshold=10&topic=EO Oliver Wyman8Technology-driven education reform in IndonesiaExhibit 1.1:Indonesias 2018 PISA Results550ReadingScienceMathematics5004504003778340337939340239639737
57、9921518360396IndonesiaOECD averageTrend IndonesiaSource:OECD Programme for International Student Assessment,2018 The performance of mainly 15-year-old Indonesian students in literacy,numeracy,and science falls well below the average scores of the OECD countries.In re
58、ading,only 30%of Indonesian students reached a proficiency level of at least Level 2,significantly lower than the OECD average of 77%.For context,Level 2 readers can identify the main idea in moderately long texts,understand relationships within a limited part of the text,and make basic inferences e
59、ven when there is distracting information.Similarly,in mathematics,just 28%of Indonesian students achieved Level 2 proficiency or higher,compared to the OECD average of 76%.In the field of science,approximately 40%of Indonesian students attained proficiency levels of Level 2 or higher,lagging the OE
60、CD average of 78%.A separate study by Innovation for Indonesias School Children(INOVASI)in 2022 conducted a comprehensive situational analysis examining students learning status and the potential impact of COVID-19 in Indonesia.Part of the study included literacy and numeracy assessments for student
61、s in Grades 1 to 3.Additionally,the study benchmarked the findings against both global and national reference points,linking the assessments to sustainable development goals through frameworks such as the Global Proficiency Framework(GRF),and aligning the results with national assessments such as th
62、e Indonesian Minimum Competency Assessment(AKM)and Indonesias 2013 curriculum,commonly known as K-13,which was the countrys most recent educational framework preceding the COVID-19 outbreak.Oliver Wyman9Technology-driven education reform in IndonesiaExhibit 1.2:Proportion of students by level by gra
63、deMathematicsLiteracy28%27%34%11%Grade 119%24%40%16%Grade 210%19%39%32%Grade 3Level 1Level 2Level 3Level 442%44%14%18%44%39%8%37%55%Grade 1Grade 2Grade 3Source:INOVASI.2022.The Learning Gap Series One.Beyond letters and numbers:the COVID-19 pandemic and foundational literacy and numeracy in Indonesi
64、aThe results of the study show that there are similar concerns among the tested subjects across Indonesias educational landscape.In the field of mathematics,the vast majority of 84%of Grade 2 students did not achieve minimum proficiencies,while by Grade 3,roughly two-thirds of the students failed to
65、 meet expected standards.In Bahasa Indonesia,particularly with regard to listening and reading comprehension,nearly 60%of Grade 2 students fell short of minimum reading proficiencies.These statistics highlight the urgent need for targeted educational interventions,and to reevaluate Indonesias pedago
66、gical approaches so as to bridge these profound learning gaps.Oliver Wyman10Technology-driven education reform in IndonesiaExhibit 1.3:Literacy score competency from Asesmen Nasional 2021 in Elementary/MI/equivalent level70Source:Oliver Wyman analysis based on data from the PUSDATIN,Center for Data
67、and Information,MoECRT Indonesia also faces significant challenges due to its regional disparities in educational achievement,arising from the countrys diverse geographical and sociological characteristics.The Asesmen Nasional(National Assessment)results for the 2021/2022 academic year have brought
68、to light significant variations in literacy and numeracy scores among students across Indonesias different regions.In the assessment,students in the Eastern province attained lower scores in literacy,whereas students in the central island of Java performed notably better,achieving three times the sc
69、ores.This disparity marks the great presence of educational inequality and divergent levels of educational attainment across different regions in Indonesia.Indonesia stands at a critical juncture,necessitating rapid and effective solutions to seize the window of opportunity for comprehensive develop
70、ment.The overhaul of Indonesias foundational education is crucial,owing to the variety of deeply entrenched challenges that have persistently fueled the nations educational complexities.Addressing these multifaceted issues at their root cause is pivotal to successfully drive substantial improvements
71、 within the educational landscape nationwide.Oliver Wyman11Technology-driven education reform in IndonesiaWith the imperative to revitalize the K-12 education system specified,steps must be taken to address the root causesRoot causes of Indonesias low educational performance3 Research and Developmen
72、t Agency,Indonesian Ministry of Education.(2019).Kajian implementasi kurikulum 2013.Jakarta:Kementerian Pendidikan dan Kebudayaan RI4 Education Standard,Curriculum,and Assessment Agency MoECRT.(2022).Kajian Akademik Kurikulum untuk Pemulihan Pembelajaran.Jakarta:Pusat Kurikulum dan Pembelajaran Keme
73、nterian Pendidikan,Kebudayaan,Riset,dan Teknologi RI5 Ibid.Nature of previous curriculumThe underlying causes of Indonesias low educational performance can be attributed to several critical factors within its educational system.There has been historical inclination towards delivering uniformed natio
74、nal curriculum that focus on content mastery.This approach entailed each student receiving identical content at the same pace without considering important factors such as students competency level,character development,and contextualization for regional variances.Teachers often neglect the crucial
75、aspect of assessing student comprehension,3 prioritizing instead the completion of curriculum to meet compliance requirements.This has resulted in less meaningful learning that is less engaging and enjoyable for students.Students and parents have expressed concerns and dissatisfaction with the perce
76、ived excessive workload.4Education challenges can be also attributed to a lack of competency in effectively facilitating student learning,as teachers often deprioritize teaching at the right level in favor of completion.The rigid emphasis on uniformity overlooked the diverse needs of students and po
77、sed limitations on addressing varied learning abilities across schools and regions.This attitude became deeply entrenched in the mindsets of educational actors,leading to the delivery of an education system that defines success on the conveyance of curriculum content and acquisition of cognitive ski
78、lls over the progress of students basic competencies.Centralized governance of education curriculumThe centralized governance of education curriculum,characterized by a uniform and prescriptive approach to standard setting,presented a significant hindrance.The“one-size-fits-all”system had caused a l
79、ack of awareness among school principals and on the importance of customizing teaching and learning strategies to the specific circumstances of their schools.The lack of flexibility posed by the K-13 curriculum hindered teachers ability to cultivate creativity and innovation,primarily because it imp
80、oses rigid requirements for teachers to handle complex administrative tasks related to teaching equipment.5 Oliver Wyman12Technology-driven education reform in IndonesiaFollowing the introduction of the regional autonomy system,several protocols of school management education governance were given t
81、o either central governments or district governments.The complexity of this challenge is further intensified by the system and authority structures in these regions.Previously,teacher training in Indonesia took a top-down approach,with control largely vested in local governments and constrained quot
82、as.In 2019,out of around 3 million teachers in Indonesia,only around 620,000 or approximately 20%,attended training due to these limited quotas.The collaboration and partnership between the central government and local governments to promote the development of teacher competence was limited.66 Direc
83、torate General of Teachers and Education Personnel of MoECRT.(2020).Naskah Akademik Pembentukan Balai Besar Guru Penggerak(BBGP)dan Balai Guru Penggerak(BGP)7 Ibid.Limited access for teacher upskillingLimited access to training is evidently shown by the unequal distribution of training facilities in
84、 Indonesia,primarily concentrated in Java,with only six Center for Development and Empowerment of Educators and Education Personnel(Pusat Pengembangan dan Pemberdayaan Pendidik dan Tenaga Kependidikan or P4TK)until 2020 resulting a substantial imbalance in the access to high-quality training and tea
85、ching resources throughout the country.Teachers who wished to improve their expertise in particular subjects encountered a restricted selection of choices.7 For example,P4TK IPA Bandung stood as the sole center for enhancing competence in science subjects,Batu in East Java exclusively catered to soc
86、ial studies,and Karanganyar in Central Java served as the exclusive hub for enhancing the competence of school heads and supervisors.The limited geographic coverage of training centers contributes to disparities in teacher development,impeding the potential for a well-distributed and highly skilled
87、teaching workforce nationwide.These constraints curtailed teachers opportunity to upskill and upgrade their skills and competencies,hence limiting the capacity to create innovative teaching methodologies and tailor strategies that could enhance students learning experiences.Mindset of educational ac
88、torsThe persistent issue of low educational quality can also be partly attributed to the deeply ingrained mindset of the“comfort zone”mentality which hinders teachers motivation to actively pursue improvements.Directorate General of Teachers and Education Personnel of MoECRT(2020)further suggests th
89、at conventional methods of teacher training in Indonesia have historically relied on one-way methods such as lectures and seminars.This unilateral form of training impedes effective transmission of knowledge,sometimes leading to materials that do not answer specific needs of teachers in their respec
90、tive contexts.Oliver Wyman13Technology-driven education reform in IndonesiaThus,in addition to the adherence to a prescriptive approach within Indonesian school districts,the aforementioned limited access to training had also inadvertently limited the incentive and culture for innovation and profess
91、ional development.These systems offered little motivation for teachers to improve teaching methods and enhance professional capabilities,as prescriptive approaches restrict educators to follow a predetermined“recipe”for teaching,stunting their potential for pedagogical growth and innovation.8 Educat
92、ion Standard,Curriculum,and Assessment Agency MoECRT.(2022).Kajian Akademik Kurikulum untuk Pemulihan Pembelajaran.Jakarta:Pusat Kurikulum dan Pembelajaran Kementerian Pendidikan,Kebudayaan,Riset,dan Teknologi RI9 CenterforCurriculumandBookAffair,IndonesianMoE(2019)Kajianpengembangandanimplementasik
93、urikulum2013.Tidak dipublikasikan.10 Khurotulaeni.(2019).The implementation of curriculum 2013 revision on lesson plans made by English teachers of SMAN 2 Magelang in school year 2018/2019.Journal on Applied Linguistics Language and Language Teaching.11 Ahmad,S.(2014)Problematika kurikulum 2013 dan
94、kepemimpinan instruksional kepala sekolah.Jurnal Pencerahan.Vol.8.No.2Administrative burdenThe task to better support teachers is further compounded by the administrative burdens placed on certain teachers,particularly in the preparation of class materials.Studies conducted by Education Standard,Cur
95、riculum and Assessment Agency MoECRT(2022)8 and Center for Curriculum and Book Affair(2019)9 both revealed that teachers in Indonesia tend to prioritize administrative document preparation.Similarly,Khurotulaenis 2019 qualitative study10 conducted in a school in Magelang revealed that a majority of
96、teachers lack the motivation to create lesson plans.They perceive direct classroom actions as more significant than meticulously scripting complex pages.Additionally,the study emphasizes the significance of teachers developing lesson plans in an engaging,inspiring,and enjoyable manner to foster chal
97、lenges and student creativity.Teachers have faced difficulties in achieving this expectation due to the excessive complexity of certain parts of the lesson plan,which diverts their attention towards administrative aspects of the lesson plan(Rencana Pelaksanaan Pembelajaran or RPP).11 Additionally,th
98、ose with multiple roles often find themselves obligated to handle administrative tasks such as budgeting and reporting.Furthermore,in relation to their role as civil servants,they must fulfil various administrative obligations to receive allowances,secure promotions,and more.The lack of flexibility
99、and personalized style in educational management likely led to a magnification of the challenges and levels of underperformance observed within the education sector over time.In recent years,the Indonesian government has taken a targeted approach and formulated a series of policies to address the ab
100、ove issues at their roots Oliver Wyman14Technology-driven education reform in IndonesiaGovernment intervention and policiesSince 2019,Indonesias MoECRT has embarked on a transformative journey to address challenges within the nations educational landscape.Through Merdeka Belajar or Emancipated Learn
101、ing,the government adopted a focused strategy and developed a set of policies to tackle the aforementioned issues at their core.The Merdeka Belajar movement comprised a comprehensive set of policies aimed at transforming Indonesias education system.Merdeka Belajar also addresses crucial intervention
102、s within the education system,such as assessment and curriculum,among other significant aspects.These interventions include,but not limited to,changing the National Examination(UN)to National Assessment(AN)that includes Competency Assessment Minimum and Character Survey,as well as simplifying the Le
103、sson Plan(RPP)to include only three core components.Among the policies are Kurikulum Merdeka(which will be explained further below)and the change to a data-based planning culture.The approach taken by Indonesia to reform its K-12 education aligns with best practices of other countries.The educationa
104、l reforms in Finland during the 1990s granted greater autonomy and authority to local municipalities.Notably,teachers were entrusted with the autonomy to design their own curricula and assessments,fostering a new educational landscape characterized by trust,local governance,professionalism,and self-
105、governance.Similarly,Ontario,Canada embarked on comprehensive reforms in 2003 to improve students literacy and numeracy standards.Its initiatives focused on enhancing teaching quality through teacher-led solutions,and nurturing leadership development among school leaders through mentoring and apprai
106、sal programs.The government actively engaged teachers in the implementation process,ensuring that professionals,rather than bureaucrats,were at the forefront of the educational reforms.This collaborative approach garnered acceptance and support from teachers,contributing to the success of the reform
107、 efforts.These examples highlight the significance of empowering educators and involving them in decision-making processes to drive positive change in the education sector.By fostering a culture of trust,professionalism,and collaboration,countries can create an environment conducive to educational e
108、xcellence and improved student outcomes.Vietnam also implemented its latest competency based C2018 Curriculum in 2020,moving away from outdated teaching methods focused on one way knowledge transmission and memorization.Under the new competency-based curriculum,Vietnam aimed to give teachers more fl
109、exibility and autonomy to tailor teaching to students needs and to implement technology-based education to equip students with hands-on skills essential for the 21st century.Compulsory subjects have been reduced and complemented by optional and integrated subjects,such as ICT,which has seen strong u
110、ptake by 70%of students in 22 cities.Oliver Wyman15Technology-driven education reform in IndonesiaIndonesias Merdeka Belajar has driven systematic changes to the countrys education system specifically with the introduction of Kurikulum Merdeka(Emancipated Curriculum).Kurikulum Merdeka is designed to
111、 provide personalized learning experiences that cater to students individual needs and learning pace,ensuring a meaningful and engaging learning process.Kurikulum Merdeka(Emancipated Curriculum)and Asesmen Nasional(National Assessment)Kurikulum Merdeka represents a curriculum characterized by a flex
112、ible approach to learning that enables depth in engagement rather than breadth in comprehension while also focusing on fostering character development and soft skills that are responsive to global demands(Minister of Education Decree Number 22 of 2020).The previous curriculum focused mainly on conte
113、nt delivery,equipping students with comprehensive modules that were not streamlined based on the respective students needs and learning capabilities.12Thus,one of the central tenets of Kurikulum Merdeka is to make learning simpler and more profound,with primary focus on essential subject matter and
114、the development of comprehensive competencies and character in each educational phase.Contents are refined to ensure optimal depth and breadth of learning,affording students ample time and resources to delve into critical concepts.This approach aims to emancipate teachers and students to become more
115、 self-reliant.Teachers are encouraged to tailor their instruction so that it aligns with their students progress and stages of development.For students,at all educational levels,project-based learning is highlighted as a key element to encourage critical thinking,and to improve interdisciplinary pro
116、blem-solving skills.Another critical aspect of this curriculum reform is the delegation of authority to schools with the principle of flexibility and gotong royong(working together).The educational content of the previous curriculum was more uniformed in nature,and the implementation of education wa
117、s more prescriptive in approach.This resulted in a lack of initiative and incentive for innovation.Alongside Kurikulum Merdeka is the Asesmen Nasional that is an assessment initiative designed to evaluate the quality of primary and secondary schools by comprehensively capturing the input,process,and
118、 output of students learning.This new evaluation process encompasses various crucial aspects including students literacy and numeracy competencies,and character development.Additionally,it examines the quality of the teaching and learning processes within educational units,commonly referred to as Sa
119、tuan Pendidikan or Satdik,and with respect to the climate of the learning environment.Results of the assessment serve as data needed by schools to evaluate and improve quality of learning.12 Education Standard,Curriculum,and Assessment Agency MoECRT.(2022).Kajian Akademik Kurikulum untuk Pemulihan P
120、embelajaran.Jakarta:Pusat Kurikulum dan Pembelajaran Kementerian Pendidikan,Kebudayaan,Riset,dan Teknologi RI Oliver Wyman16Technology-driven education reform in IndonesiaAsesmen Nasional is conducted through digital platforms and incorporates three essential aspects.Firstly,the Minimum Competency A
121、ssessment(Asesmen Kompetensi Minimum)focuses on literacy and numeracy,emphasizing the development of reasoning abilities rather than mere content knowledge.Secondly,the character survey(Survei Karakter)delves into the students characters,values,and behaviors based on the principles of Profil Pelajar
122、 Pancasila.13 Lastly,the learning environment survey(Survei Lingkungan Belajar)is a tool that provides a comprehensive assessment on the quality of learning support in educational settings.It covers a wide range of aspects including students a)socio-economic backgrounds,b)effectiveness of classroom
123、learning,c)teacher reflection and improvement of strategies,d)instructional leadership,e)the overall security climate,f)diversity,g)inclusivity,h)gender equality,and i)the level of support from parents and students for educational programs.In this assessment,students are required to complete all thr
124、ee aspects of the survey,whereas teachers and principals are required to complete the learning environment survey.Each education stage has a maximum number of student respondents,with the primary level of 30 students,and middle and high schools of 45 students.This multifaceted assessment aims to pro
125、vide a more thorough and data-based understanding of the educational landscape in each educational institution,highlighting both strengths and areas of improvements.As part of the transformation,technology is invited as the catalyst to deliver a swift implementation of policies and profound behavior
126、s and mindset shift of education actorsIntegration of technology in adoption of education reformAdministering and implementing a new set of curriculum and assessment schemes presents significant hurdles in a country such as Indonesia.One primary challenge involves ensuring consistent execution acros
127、s the regions with varied availability of resources and infrastructure,and educational requirements.Achieving synchronization with updated educational objectives at such a vast scale in a country as diverse as Indonesia is complex.Additionally,devising assessment techniques that effectively gauge di
128、verse learning outcomes across regions,while ensuring fair and reliable evaluations,poses another obstacle.Policymakers have leveraged the power of technology to bridge geographical and logistical barriers with the advent of digital tools,e-learning platforms,and online communication channels.This n
129、ot only enhances the accessibility of policies but also ensures their swift deployment to various educational institutions,public sectors,and stakeholders.13 Evaluates each students adherence to noble values,such as noble-minded,collaboration,creativity,critical thinking,an understanding of global d
130、iversity,and independence Oliver Wyman17Technology-driven education reform in IndonesiaFurthermore,technology empowers policymakers with data-driven insights and feedback mechanisms,enabling them to tailor policies that meet the evolving needs of their target audience.The integration of technology c
131、an be a way to both address the formidable challenges and accomplish the objective of revitalizing the countrys education sector through the implementation of more streamlined and expedient strategies.Technology integration also aligns with the core principles of Indonesias“Digital Government”initia
132、tive.According to the OECD,14 the application of technology significantly enhances the effectiveness and implementation of public education policies across diverse fields.It does so by addressing three principal areas.Initially,technology aids in the enhanced supervision,monitoring,and implementatio
133、n of current policy measures.By accessing data that was previously difficult or costly to acquire,such as the case in the Netherlands,where school support relied on self-reported data for disadvantaged students,digitizing student administrative data improved policy precision.Similarly,in Singapore,t
134、he implementation of a portal for resale flats by the Government Technology Agency(GovTech),Singapores special technology force to drive digital transformation within the public sector,15 substantially reduced transaction times,exemplifying how digitalization strengthens the amalgamation of policy a
135、nd operations.Secondly,technology enables the deployment of innovative and more efficient policy instruments.It enables swift execution of information and communications technology(ICT)projects and reduces overall expenses,a demonstrated feat by Singapores GovTech and its shared technology infrastru
136、cture.Additionally,the establishment of longitudinal data systems allows for the tracking of student progress from early education to the workforce,triggering discussions on resource allocation for low-income students by linking academic performance to household income.Finally,digital channels foste
137、r engagement between the government and stakeholders.For instance,after engaging with citizens,GovTech in Singapore designed an application to streamline services and provide information to families with young children.In recent years,Indonesias national strategy to digitize government systems has p
138、layed a role in addressing the aforementioned obstacles in the education sector.Within this strategic framework,technology is a pivotal enabler that holds immense potential to expedite the impact of educational reforms.Specifically,the government has planned an ICT product spending budget of Indones
139、ian Rupiah(IDR)17 trillion for the education sector until the end of 2023.Through the incorporation of technological advancements and digital platforms,substantial opportunities exist to accelerate the effectiveness and reach of education reform initiatives,fostering a more inclusive and efficient e
140、ducational landscape.14 OECD.(2019).“Using digital technologies to improve the design and enforcement of public policies”.OECD Digital Economy Papers,No.274.OECD Publishing.Paris.www.doi.org/10.1787/99b9ba70-en.15 Government Technology Agency of Singapore.(n.d.).Our role.Retrieved from www.tech.gov.
141、sg/who-we-are/our-role/Oliver Wyman18Technology-driven education reform in IndonesiaIn recent years,Indonesias national strategy to digitize government systems has played a role in addressing the aforementioned obstacles in the education sector.Within this strategic framework,technology is a pivotal
142、 enabler that holds immense potential to expedite the impact of educational reforms.Specifically,the government has planned an ICT product spending budget of Indonesian Rupiah(IDR)17 trillion for the education sector until the end of 2023.Through the incorporation of technological advancements and d
143、igital platforms,substantial opportunities exist to accelerate the effectiveness and reach of education reform initiatives,fostering a more inclusive and efficient educational landscape.In implementing the new curriculum and its associated programs,for example,the MoECRT has taken substantial stride
144、s by developing an integrated technological ecosystem.Among these,it has placed significant focus on the development of tools such as the Platform Merdeka Mengajar,Rapor Pendidikan,ARKAS and SIPLah.These digital solutions serve as one of the core enablers of the educational reforms initiated by the
145、MoECRT.Though each of these platforms operates uniquely,they are designed to integrate and interconnect with one another,fostering inclusive access for teachers competence development needs,data-driven decision making and a more efficient administrative process.The subsequent chapters in this report
146、 will delve deeper into the functionalities,implications and changes that these technological advancements have helped drive in reshaping Indonesias educational landscape.Oliver Wyman19Technology-driven education reform in IndonesiaChapter 2STRATEGYThe introduction of technology to drive transformat
147、ion,enhance quality,and increase efficiency is not surprising.What truly matters is how to formulate an education technology strategy tailored to the nations context.In this chapter,we explore how technology solutions that facilitate the education revitalization plan are created.As a smartphone-cent
148、ric society,Indonesia has chosen a cell phone-based technological approach to ensure broad accessibility.This is further complemented by a laptop distribution initiative to strengthen weak links in ICT infrastructure in schools.Empowering the education industry with technology is not new.However,its
149、 often the case that tools are either made by speculations on requirements or are directly transplanted from other sectors.These tools therefore do not address the pain points of teachers and schools,and sometimes end up unused or causing frustration.What stands out in Indonesias practice is the est
150、ablishment of a workflow for the development and operation of education technology products,resembling the effectiveness of the private sector.MoECRT,in collaboration with the technology team,adhering to a user-centric principle,has successfully created technology solutions highly welcomed by teache
151、rs.Relying on the merits of their own,rather than administrative orders,these products have gained reputation and recognition.Just like the education revitalization plan,this too represents an exciting transformation.Technological tools only break temporary barriers.Advocating for collaboration,cont
152、inuous evolvement,and placing the end-users at the core are the enduring sources of technological power.Oliver Wyman20Technology-driven education reform in IndonesiaTechnology integration has accelerated educational initiatives in other countries.Indonesias technology strategy for education is caref
153、ully contextualized to the countrys infrastructure readiness,prioritizing tools that address urgent needs in an accessible and effective mannerTechnology is commonly used as a catalyst to drive changes in many sectors,including education.Many countries have adopted technology as an enabler of their
154、education intervention plans.In Estonia,16 the eKool platform serves as a comprehensive school management tool that facilitates communication and collaboration between students,parents,schools,and regulatory bodies.This platform helps deliver a better learning experience for students,as a channel fo
155、r parents and schools to supervise and communicate on students progress,as well as a learning and teaching resources portal.Based on eKools website17,as of November 3,2023,eKool now offers over 97 million lessons and its users have exchanged over 56 million messages to date within the portal,indicat
156、ing the strong traction and usage.In Singapore18,The Student Learning Space(SLS)was launched in 2017,offering educational resources,assessment tools,and the ability to monitor students progress.It also includes a dashboard for teachers to track student performance and plan lessons,as well as a commu
157、nity gallery where teachers can share their lessons with peers and get inspired.As observed in many countries,one of the primary benefits of embracing technology in the education space is that it drives faster implementation and wider coverage of beneficial education initiatives and provides easier
158、access to quality educational materials.Singapore is a prime example of a country that manages to successfully harness the power of technology to improve government efficiency,maximize policy impact,and drive social and economic progress.GovTech created the Singapore Government Technology Stack(SGTS
159、),a collection of digital services and infrastructure that all government agencies can utilize to develop their own digital applications.This initiative has significantly reduced the time and effort required to introduce new digital services,enabling a more agile approach compared to traditional tec
160、hnology provisions of the government.16 e-Estonia.(n.d.).e-Estonia Programme for e-Education.Retrieved November 3,2023,www.e- eKool.(n.d).eKool home page.Retrieved November 3,2023,from www.ekool.eu/en/home18 UNESCO.(2023).Global education monitoring report,2023:technology in education:a tool on whos
161、e terms?.Retrieved from www.unesdoc.unesco.org/ark:/48223/pf0000385723 Oliver Wyman21Technology-driven education reform in IndonesiaAs part of the SGTS,the MyInfo project was launched as a pilot.By offering“Tell Us Once”service,the project allows users to automatically populate personal details onli
162、ne,saving time to repeatedly enter the information or provide supporting documents.With the implementation of the SGTS,the pilot for the MyInfo project was successfully developed and delivered within just four months,a significant reduction in time compared to the usual year-long timeframe.Facing th
163、e formidable challenges and the imperative to act fast,it is not surprising that Indonesia is also resorting to technology to drive the implementation of solutions to address the root causes of its educational problems.This is especially true given Indonesias position as the worlds fourth largest ed
164、ucation system in which it would take decades for a systemic transformation to materialize without technological intervention.As put by UNESCO in the 2023 Global Education Monitoring Report19 on technology in education:“Technology does not need to be advanced to have an impact,it needs to be context
165、 specific.”Indonesia has carefully selected its path of technological interventions,adopting an unprecedentedly organic approach to growing ed-tech applications primarily focusing on teachersDeveloping countries often lag behind their more technologically advanced counterparts in terms of their scho
166、ols access to the internet,projectors and laptops.The infrastructure investment required for nationwide educational ICT is expensive and usually takes decades to fully rollout.Indonesia has decent electricity access,smartphone penetration,internet penetration,and low cost of data,and like many emerg
167、ing economies,Indonesia is a mobile-first society where the technological revolution driven by smartphones rapidly saturated before the widespread adoption of personal computers and broadband network.This technological landscape is expected to persist in the long term.Hence its schools access to com
168、puters are relatively weak and the government can take targeted actions to fill gaps where needed(Exhibit 2.1).19 UNESCO.(2023).Global education monitoring report,2023:technology in education:a tool on whose terms?Retrieved from www.unesdoc.unesco.org/ark:/48223/pf0000385723 Oliver Wyman22Technology
169、-driven education reform in IndonesiaThe design of Indonesias technology strategy for education has therefore taken its technological readiness into the equation For students,individual use devices are not prioritized by the Ministry.Instead,the tools enablement was more focused on school and/or tea
170、cher level.Research of other countries experiences also reveal that it is better to entrust teachers with smart devices that students can use as tools under instruction compared to directly providing students with these devices.Improvement in learning outcomes among students who are given their own
171、devices is negligible,if not actually worse.Teachers and principals-facing initiatives should take into account the availability of personal computers and internet limitations in some schools,particularly in rural areas.Mobile phone-based tools should ensure the widest access to teacher groups.The g
172、overnment can distribute school-based computers as a supplement for more substantial needs,for example,providing adequate devices for students to complete national assessment,or upskilling teachers competencies.Exhibit 2.1:Indonesias technological readiness compared to other developing and developed
173、 countriesCountry performance comparison across different quantitative metrics Indonesia versus benchmark countries,2022Electricity access%of populationPenetrationof internet%of householdsPenetration of smartphones%of householdsPenetration ofpersonal computers%of householdsData costAverage costper g
174、igabyte(USD)Download speedof mobile internetDownload speed(megabits per second)Schools with accessto computers%of schoolsSchools with accessto internet%of schoolsDeveloping Country BenchmarkDeveloped CountryBenchmarkIndonesia99%78%0.4688%18%2016%2Bangladesh92%39%0.3287%11%1242%249%2Cambodia93%21%0.4
175、287%16%239%27%2India98%36%0.1785%21%1646%34%Vietnam99%76%0.6188%27%4188%284%2China100%78%0.4189%158%15199%299%2Malaysia100%92%0.4597%91%28USA100%88%5.6290%95%86Estonia100%90%1.2094%91%63100%3100%4StrongAverageWeakSchool LevelNational Level1.The data may differ among sources and some data indicate th
176、e penetration of smartphones in China households is 93%(澎湃新闻)2.Data only includes primary schools,2021 3.All municipality schools 4.All schools,2001Source:Economist:Inclusive Internet Index(3i),Euromonitor:Economies and Consumers Annual Data,Cable.co.uk:Worldwide mobile data pricing,Annual Executive
177、 Opinion Survey from World Economic Forum,CNN Indonesia,India Education Statistics 2021-22,UNESCO GEM report,e-Estonia website,Education Estonia website,and Oliver Wyman analysis Oliver Wyman23Technology-driven education reform in IndonesiaThe curriculum distribution and teacher enabler platform,Pla
178、tform Merdeka Mengajar(PMM),is a paramount example to demonstrate the philosophy.By defining appropriate technical solutions in response to local conditions,it ensures technological empowerment reaches the widest audience possible and maintains the balance of the effectiveness and equality impact of
179、 educational technology.The product is primarily designed for cell phone access(laptop access provided simultaneously)and distributed on the Android platform which is the dominant operating system in Indonesia.The app size is compressed to not exceed 6 megabytes of storage to encourage download and
180、adoption.In addition,it has also been ensured that PMM functions well with limited bandwidth even in the disadvantaged,frontier,or outermost regions.Recognizing that not all educators have seamless and reliable internet access,the government also provides substitutive solutions in the form of offlin
181、e educational content from PMM stored in USB drives to be distributed to teachers in areas with limited internet connectivity.The distribution involves collaboration between the MoECRT with local governments.In challenging environments where connectivity is often a hurdle,the platform still remains
182、functional,catering to the needs of both teachers and students.These deliberate decisions are rooted in the aim of making PMM as widely accessible as possible regardless of ICT readiness.Besides providing software and contents,MoECRT also provides hardware solutions by distributing laptops to school
183、s to ensure accessibility and improved experiences of digital solutionsThe MoECRT introduced an initiative to distribute laptops to schools in order to facilitate the implementation of Asesmen Nasional and open up access to the integrated technological platforms.From 2020 to 2023,almost 1.25 million
184、 laptops have been distributed nationwide to support teaching,learning and school management activities,all of which play an important role in ensuring the proper implementation of the Asesmen Nasional and the overall Merdeka Belajar reforms.2020 Data from MoECRT as of November 2023 Oliver Wyman24Te
185、chnology-driven education reform in IndonesiaExhibit 2.2:Almost 1.25 million laptops were distributed to schools nationwide from 2020 to 2023In general,the penetration rate in the rural areas is higher compared with the more advanced regions.6%49%Source:Oliver Wyman analysis based on data the PUSDAT
186、IN,Center for Data and Information,MoECRTTransforming the development key principles in delivering a well-received technology interventionIndonesias MoECRT,specifically through the Ministrys Center for Data and Information(Pusat Data dan Informasi),works in close collaboration with a technology team
187、 which consists of professionals with collective experiences in building technological products from diverse sectors.Pushing tech interventions in the public sector led by government departments is nothing new.The problem lies in the reliability,relevancy,and integration between tech solutions.Under
188、 the new collaborative model,the technology teams act as a thinking partner of the MoECRT,working together to support the Ministrys programs.They collaborate with the Ministry from the beginning phase of ideation and design up towards the process of delivery and distribution.This new way of working
189、marks a substantial change from the previous vendor-client relationship where vendors developed products based on the Ministrys requests and inputs,followed by product delivery in a linear model.The development of technological tools has transformed into a more user-centric and iterative dialogue pr
190、ocess,in which the technology team assists the Ministry in defining users needs,then supports the development,launch,and distribution of each product in an organic manner to ensure the delivery of a relevant tech solution.Oliver Wyman25Technology-driven education reform in IndonesiaDriven by a user-
191、centric philosophy,the product journey evolves through iterative adaptations,a collective effort engaging policy makers and end-usersIneffective implementation often hinders well-crafted policies,making it challenging to instigate true transformation and drive meaningful improvements.By having user-
192、centricity as a ground rule,the Ministry ensures that the technology to be developed addresses the pressing needs of end-users while delivering the intended impact of policies as truthfully as possible.In the following sections of this chapter,we lay out the development process of PMM platforms from
193、 multiple angles over the past few years,to illustrate how Indonesia has effectively brought forth dynamic technological solutions,that are aligned with the empowering educator-centric policy intentions.Exceptional educational products that truly resonate with the audience cannot be achieved overnig
194、ht.That is why an evolving and iterative product development process is crucial.To ensure progress with each product prototype and iteration adds value to the intended impact,active collaboration in every step is essential.This involves listening to the voices of stakeholders in MoECRT and of teache
195、rs and principals.Only through lively and continuous exploration can technology deliver the products that meet end-users pain points and align with their using habits,so that retention can be achieved,and paradigm shift can be expected to happen.The development of PMM effectively showcases how an ed
196、ucation technology product,from conception to final delivery,through effective and collaborative interactions,surpasses the original needs of policymakers,encompassing a broader range of use cases and maximizing the value delivered to end-users.The initial purpose of PMM was to facilitate the implem
197、entation of Kurikulum Merdeka,guiding teachers in adjusting their teaching plans based on students assessment results.Originally conceived as a content provider,the product aimed to supply curriculum backgrounders,reference materials,teaching approaches,and instructional modules aligned to students
198、competency levels.From the outset,the technical team engaged collaboratively with the Ministrys Directorate General of Teacher and Education Personnel program team,school principals and teachers,contributing to content production.Relying on the collective effort of experts,the team assisted the Mini
199、stry in crafting training modules and optimizing the curation of content collections to enhance peers learning experiences.Simultaneously,through extensive communication with key stakeholders within MoECRT and deep interaction with users,the technology team together with policy makers discovered add
200、itional practical pain points that technology could help to address.Oliver Wyman26Technology-driven education reform in IndonesiaIn addition to curriculum contents,to better meet teachers demands for training and skill development,training features were incorporated to provide quality video training
201、 regardless of teachers locations.Furthermore,the Ministry along with the technology team also identified the existence of offline teacher learning communities,realizing that teachers actively sought inspiration and solutions from their peers whenever challenges were encountered.As teachers increasi
202、ngly adapt to the habits of upskilling and learning,communication and interaction will become a must-have.The provision of a learning community would amplify the seeds of high-quality educational content sown by PMM,encouraging teachers to find solutions through mutual inspiration.Beyond providing p
203、rescriptive training,PMM also created a space for collaborative work,fostering inspiration among teachers.Webinars,communities,and the sharing of proof of work were subsequently included.PMM started as a portal of curriculum content but expanded continuously throughout this iterative process.As user
204、s accumulate and their habits solidify,there is a vision of integrating more functions into PMM,ultimately evolving into a comprehensive ecosystem designed to empower educators,created by teachers and for teachers.We have observed a shift from the rigid ordering and delivery models of the past.Throu
205、gh organic and collaborative evolvement,technology solutions placed the needs of end-users at the core of every workflow.The end product not only helps facilitate the implementation of policies but also attentively fills the gaps between policy frameworks and the actual needs of the target audience.
206、This has led to improvements in efficiency,flexibility,and a sense of user-friendliness.In the subsequent sections,we will witness that even without mandatory administrative enforcement,PMM continues to gain traction with widespread audiences and recognition attributed to its own merits.This undersc
207、ores how the combination of education policy rollout and adaptive technological development model reduces implementation resistance,ensuring well-crafted policies to be effectively put into action.Oliver Wyman27Technology-driven education reform in IndonesiaThe success of technology products is supp
208、orted by end-to-end efforts,where the collaboration between the Ministry and technology team is present in all stages of the lifecycle to make sure the product is delivered for use and eventually becomes an irreversible routine for usersThe product development process is largely divided into three m
209、ain stages(Exhibit 2.3)in which each of the stages involves close collaboration between the Ministry and the technology team.Multiple functions and workflows collaboratively work in tandem,both sequentially and interdependently,to bring the user-centric principle to fruition and ensure a paradigm is
210、 established to propel culture and behavior changes(Exhibit 2.4).Exhibit 2.3:High level product development lifecycle by MoECRT and the technology teamDiscoveryAlignment on vision and problem focus with the MoECRTCollect insights and findingsby understanding user needsand contextual requirementsExpl
211、ore potential technological solutions,content needs,and touchpoints for marketingIdentify policy and transformation pointsof interferenceDistributionDevelop and implement adoption strategy with cross directorates in MinistryImplement retention strategies and activate community engagement Provide sup
212、port for customer operationsManage content contributors and curate materialsMonitor and analyze product performance and usabilityDeliveryAlignment on scope and product requirements with the MoECRTDevelop and build the product based on the agreed scope and workflowManage the provisioning of infrastru
213、ctureManage content production and quality controlAlign on the important goals and data trackingEach stage involves collaboration between the MoECRT and the tech teamDiscoveryDeliveryDistributionSource:MoECRT Oliver Wyman28Technology-driven education reform in IndonesiaIn the Discovery phase,the tec
214、hnology team begins by receiving the mandate given by the MoECRT to explore technological solutions for a specific problem.In this process,the technology team is thoroughly engaged in the Ministrys efforts to collect the context of the problem area through various research methodologies(surveys,inte
215、rviews,ethnographic models,insights synthesizing,and discussions with stakeholders and experts in the area),as well as collect insights directly via end user research.Together,the technology team and MoECRT then aligns on a shared vision.Ultimately,this results in the definition of opportunity gaps
216、through which the product direction can be based on,forming the initial blueprint for product and technical design to move to next steps.For example,during the discovery phase of PMM,the process began with the Design and Research team conducting studies to gain context and deep understanding of the
217、behavior,habits,needs,and challenges of teachers and school principals as the target end users.By combining this knowledge with usage patterns,they created robust user archetypes and their experience journey,which served as a foundation for defining the product flow and use cases.Once the use cases
218、are defined,the teams work in parallel to start scoping.The Design team focuses on crafting the interfaces while the engineers determine the required capacity based on the scope of the use cases.At the same time,the Marketing,Operations,and Policy teams devise strategies and identify the support nee
219、ded from stakeholders to ensure that product dependencies are managed in compliance with regulations.Throughout this process,the MoECRTs steering committee is involved to provide oversight.Once the Ministry and the technology team achieves alignment,the delivery process begins.Delivery phase is wher
220、e the Ministry brings the product direction to life,following the agreed scope and flow in the discovery stage.In this phase,after ensuring the development environment has been properly set up,product managers,engineers,and designers worked closely to translate the design of the product into product
221、ion,which includes processes from infrastructure provisioning until the sprint-by-sprint development cycles.Multiple testing rounds are conducted to ensure quality and scalability.Data and product team works hand-in-hand to brainstorm on important metrics to be tracked after the product goes live.Co
222、ntent team is involved in creating quality contents to be put inside the platform.Simultaneously,the marketing team gathers insights for the initial marketing strategy.Once the platform meets requirements,the Ministry and technology team prepares for the distribution phase.Distribution phase is wher
223、e the product is launched to the public and in a stage of continuous monitoring for potential room for improvement.Traditionally,technological collaboration typically stops after the product is introduced to users.However,the current way of working is a perpetual feedback loop to ensure that the lau
224、nched product is at the best quality for users.Oliver Wyman29Technology-driven education reform in IndonesiaSupporting only the development and launch of the product is not enough if the end goal is to drive irreversible paradigm change.Hence,the technology team strategizes hand-in-hand with the Min
225、istry in making sure the product is properly promoted,conveyed,educated to,and used by target audiences.Moreover,educators,or in fact any individual,often exhibit a tendency to stick to a proven path and changing habits require persistent work to make users stay and use more.That is where go-to-mark
226、et plans and customer retention strategies come into play.In PMMs case,the team works closely with the Ministry to leverage multiple channels of communication.The above-the-line channels(online launch event,social media,and in-app official letters)are used to repeatedly remind target audiences to ma
227、ke the awareness stick.While below-the-line campaigns are utilized to entrench use cases and recognition of user values among teacher communities and local governments.They approached communities in multiple regions,creating events,organizing training for the platform,and identifying advocates for t
228、he platform.The operations team assists the Ministry in the rollout plan,including in the creation of a customer service system and in providing a FAQ page to respond to various users questions.Policy and transformation team assists the Ministry in delivering a smooth development and rollout process
229、,ensuring the product can be well received by the public,for instance by creating Petunjuk Teknis(technical instructions)for wider use.Once the platform launched to the public,the Ministrys Center for Data and Information supported by the teams were continuously monitoring its performance starting f
230、rom product-related metrics(such as adoption rate)and technology-related metrics(such as error rate).The monitoring process allows for constant push to improve the platform for the betterment of user experience,which would then bring us back to the discovery stage should any change be required.Clear
231、ly,having the right collaborative support,insights,and expertise from various fields is essential for the successful delivery of these types of technological initiatives.Oliver Wyman30Technology-driven education reform in IndonesiaExhibit 2.4:Various domains engaged in the product development proces
232、sProduct managementTo oversee the whole product development lifecycle,starting from discovery to distribution,and continuously monitor its performanceEngineeringTo design and execute technical development and operations,including execution timeline planning,based on the specified scope and quality o
233、bjectives DataTo support product-building with data-driven insights,starting from the design phase,through development,and into the iteration phaseDesignTo create user interfaces and experiences for platforms that align with the requirements and preferences of usersResearchTo enhance user comprehens
234、ion by utilizing data to address areas of knowledge gapsProject managementTo oversee and provide guidance throughout the entire product development process as a strategic collaborator for the MoECRTMarketingTo develop a marketing and rollout strategy,such as employing top-down or bottom-up approache
235、sPolicy and transformationTo propose policy changes or required transformation initiatives to facilitate opportunities for technological interventionsOperationsTo provide assistance and support for all marketing and product-related activitiesContent management and developmentTo support end-to-end qu
236、ality content creation,curation,and development inside technology platforms based on user needs and the MoECRTs directionSource:MoECRT Oliver Wyman31Technology-driven education reform in IndonesiaThe implementation of multiple technology platforms in Indonesias education sector has come into fruitio
237、n and achieved initial success,gaining traction with nationwide adoptionThe Indonesian government has launched several technology platforms to facilitate Merdeka Belajar,its latest educational policy.This report will primarily focus on four platforms produced by the MoECRT that include Platform Merd
238、eka Mengajar,Rapor Pendidikan,ARKAS,and SIPLah.PMM is a one-stop enablement and upskilling solution for teachers.The platform supports Kurikulum Merdeka and offers multiple features,namely self-paced learning through accessible training,references of teaching modules,and crowdsourcing content and we
239、binars that encourage community engagement.The number of PMM users grew rapidly between May and August of 2022,almost showing a J-shaped trajectory(Exhibit 2.5).It was just during this period that the PMM platform incorporated more community attributes and interactive features.Evolving from a prescr
240、iptive platform,it transformed into an ecosystem that caters to user needs.The platforms popularity among users reached a new level.It is evident that adhering to a user-centric philosophy,and continuously iterating features based on user pain points,can allow educational technology tools provided b
241、y the public sector to be favorably received by users.Rapor Pendidikan showcases the schools assessment results in the form of key learning indicators along with root cause analysis,school planning,and improvement recommendations to principals that encourage data-driven decision-making for the follo
242、wing years education planning.ARKAS offers streamlined budgeting,planning,and reporting processes of the governments funds.It is best used together with SIPLah,a procurement platform that connects schools with nine different ecommerce partners to allow for a better reach and wider selection of produ
243、cts.Oliver Wyman32Technology-driven education reform in IndonesiaExhibit 2.5:Cumulative logins of PMM after the addition of collaborative featuresApr 22Jul 22Oct 22Jan 23Apr 23Jul 23Oct 230500,0001,000,0001,500,0002,000,0002,500,0003,000,000Users LoginCumulative:K-12 school teachersUpon the addition
244、 of collaborativefeatures(community,proof of work)Source:Oliver Wyman analysis based on data from the PUSDATIN,Center for Data and Information,MoECRTThe platforms have been well received in the educational realm.As of September 2023,PMM had about 2.3 million Grade 1 to 12(G 1-12)schoolteacher users,
245、21 of all G-1-12 schools,and approximately 1 million users logging in to the platform on a monthly basis.The platform has also received an average rating of 4.9 out of 5,from about 131,000 reviews on Google.22 Meanwhile,about 95%out of all G 1-12 schools have used the latest 2023 version of Rapor Pe
246、ndidikan.Lastly,about 220,000(almost 100%)G 1-12 schools had registered on ARKAS,and about 150,000 G 1-12 schools(about 70%),had logged on to SIPLah by early November 2023.23In the upcoming chapter,we will delve into the intricate layers of Indonesias K-12 education system,unveiling the nuanced beha
247、viors,mindsets,and cultural shifts taking place within the units of this comprehensive ecosystem.It will also unravel the fabric of change that these platforms weave into the very essence of Indonesias educational tapestry.21 Excluding preschools and Pendidikan Kesetaraan22 Data from Google Playstor
248、e as of November 6,202323 Oliver Wyman analysis based on data from the PUSDATIN,Center for Data and Information,MoECRT Oliver Wyman33Technology-driven education reform in IndonesiaChapter 3IMPACT ANALYSISThis chapter dives into the impact assessment of the technological tools developed by the MoECRT
249、 in Indonesia,with a focus on how they help empower and upskill teachers,and alleviate the burden of Indonesias educators.The assessment is guided by the research-backed“Theory of Change framework”where we examine how each technological tool helps drive positive changes that are proven to be effecti
250、vely linked to better teacher and students performance.The evidence used for analysis includes interviews with teachers and principals,platform data,and survey results from a survey with 130,000 respondents.The tools,including Platform Merdeka Mengajar(PMM),Rapor Pendidikan,ARKAS,and SIPLah,have dem
251、onstrated promising intermediate results in enhancing teacher enablement and improving the education environment.The benefits brought by technology in timeliness and convenience are evident.It is still too soon to observe tangible academic improvements within such a short period of time.Change manag
252、ement always starts with behavior,mindset,philosophy,and culture changes.Initial feedback from primary research tell a story where routines of Indonesian teachers and principals are being changed.Their perceptions of curriculum,teaching objectives,and student cognition are evolving,and a stronger mo
253、tivation for self-reflection and learning is emerging.This marks a promising beginning of wider and deeper transformation in the education sector.Oliver Wyman34Technology-driven education reform in IndonesiaIn the previous chapter,we detailed the MoECRTs strategies for technological intervention to
254、help drive the reforms and policy implementations necessary to improve Indonesias K-12 education system.We also provided a quick overview on the platforms that have been rolled out for the education sector,namely,PMM,Rapor Pendidikan,ARKAS,and SIPLah,and the laptop distribution initiative to schools
255、.In this chapter,we will focus on assessing how these moves impact the Indonesian education sector.The Indonesian governments key objective with Merdeka Belajar is to encourage transformation starting with education practitioners,to the ripple effects of positive shifts into Indonesias education eco
256、system,and the eventual improvement of students competencies.Referencing to Asesmen Nasionals results from 2021 to 2022,literacy score is generally improving except for high schoolers,while numeracy and students learning quality is increasing across all educational levels.24The MoECRTs strategies le
257、an towards systemic and behavioral transformations,starting from teachers learning new skills and embracing new methods of teaching and decision-making,to them applying it regularly in their daily routines,to these adjustments in approach eventually reflecting tangibly on their students learning out
258、comes.Indonesia is still at the initial stage of this paradigm shift.Realistically,it might take years or even a decade for the education ecosystem to fully embrace the shift,and for truly notable changes from the students perspective to be observed.Therefore,in this chapter,we focus on teacher enab
259、lement factors which would eventually improve education standards in Indonesia.Improving teacher quality is a well-proven success factor in education reforms,as it was experienced by Vietnam who had exceptional student performance in the PISA compared to other developing countries.By analyzing Vietn
260、am as a case study(see Exhibit 3.1),developing nations should recognize that technology is just an enabler in education reforms and not the complete solution.It is critical that nations first define their reform goals clearly,then identify the ways to leverage technological tools to facilitate these
261、 changes when appropriate.24 Literacy score:elementary school experienced increase by 8.11 pp,junior high school experienced increase by 7.63 pp,senior high school experienced decrease by 4.59 pp.Numeracy score:elementary school experienced increase by 16.01 pp,junior high school experienced increas
262、e by 3.79 pp,senior high school experienced increase by 5.98 pp.Students learning quality score:elementary school experienced increased score by 6.35,junior high school experienced increased score by 2.16,senior high school experienced increased score by 1.62.Source:Rapor Pendidikan Nasional(2023).w
263、ww.raporpendidikan.kemdikbud.go.id/login Oliver Wyman35Technology-driven education reform in IndonesiaExhibit 3.1:Vietnam:Success factors in educational reformsBenchmarked against other developing countries,Vietnam is a strong outlier in basic literacy and numeracy skills.According to a World Bank s
264、tudy in 2020,Vietnams education success can be attributed to the following six success factors.1Attracting and supporting qualified teachers:deployed new pre-service and in-service training programs on a massive scale;high education qualification requirements for teachers;financial incentives,such a
265、s scholarships for teacher trainees,and higher salaries for teachers serving in disadvantaged areas rather than in cities;continuous professional development and feedback;and teacher assessment systems with continuous monitoring2High public spending focused on general education,basic inputs,and equi
266、table access:universal primary and lower-secondary education,especially for marginalized groups,including low-income earners,children with disabilities,females,and ethnic minorities;and free school supplies for marginalized groups3Targeted investment in preschool education:universal preschool educat
267、ion for five-year-old children;free preschool education for disadvantaged communes;and mobilized communities and the private sector to support preschool education4Strategic use of assessments:Benchmarked student assessment system against international good practices,and reformed large-scale assessme
268、nts,such as by diversifying testing methods,and competency-based assessments5High accountability mechanisms:Extensive nationwide monitoring and reporting mechanism based on peer evaluations and classroom evaluations6Sociocultural aspects of Vietnamese society:High value on education;high parental ex
269、pectation;highly disciplined environments for teachers and students;and high social status of teachers due to the traditional values of respecting teachersThe initiatives under these six success factors did not involve using a lot of technological tools in the first phases of reform.In the first thr
270、ee decades,Vietnam focused on ensuring equitable access to pre-primary,primary,and lower-secondary education,as well as improving teacher quality.While the country also introduced several curriculum reforms in that period,success was limited due to the inadequate understanding of education pedagogy
271、and teacher training.It was only in 2020,over 40 years since the beginning of Vietnams education reform,that Vietnam launched the revised C2018 national curriculum that outlines plans for a technology-based education.The C2018 is a competency-based curriculum that replaces outdated teaching methods
272、traditionally based on knowledge transmission,with technology-based education that equips students with hands-on skills essential for the 21st century.Initiatives include organizing robotics and ICT clubs in schools,as well as offering ICT as an optional subject,chosen by 70%of the students in 22 ci
273、ties.This highlights the importance of technology as a means to an end.Developing nations should consider how to best leverage digital tools to facilitate their unique educational reform strategies.Source:World Bank,(2020).Vietnams Human Capital:Education Success&Future Challenges While it is challe
274、nging to link the role of technology to the improvement of educational outcomes within such a short period of time due to the coexistence of other education policies,initiatives,and campaigns;this report will attempt to detail the intermediate impact of technology through a mix of qualitative findin
275、gs and quantitative measures to track the positive signs towards the betterment of Indonesias education sector in the long term.Oliver Wyman36Technology-driven education reform in IndonesiaExhibit 3.2:Platform integrations within MoECRTs technology ecosystemData-driven identificationand reflectionPr
276、ioritization and planning based on what mattersEvaluationTargeted improvementRapor PendidikanPlatform MerdekaMengajarARKASSIPLahICT SupportSchools conditionidentificationRoot causesprioritizationInspiration and recommendationsfor improvementQuality educationtraining and resourcesBest practicesinspir
277、ationsLearning communitiesCareer developmentYearly improvementplanning(prioritized basedon Rapor Pendidikan)Integrated planningfor the upskillingof teachers andprincipalsSeamlessbudgetplanningSharing best practicesIntegrated procurement processNational assessmentImplementation of improvement plans a
278、nd realization ofbudget plansSource:MoECRT The integrated technology ecosystem developed by the MoECRT plays a vital role in both realizing and facilitating Indonesias principles for change in its education sector(see Exhibit 3.2).In evaluating the effects of these tools,we employed the Theory of Ch
279、ange framework(refer to Exhibit 3.3).This framework identifies the distinct intended use case for the corresponding tool and its desired positive changes,with the goal of enhancing educational outcomes.It is important to highlight that all the identified principles within the Theory of Change framew
280、ork have been validated in previous studies,ensuring their academic rigor.These principles have demonstrated their significant influence in improving educational outcomes,establishing a strong basis for evaluating the transformative effects of the MoECRTs technological interventions in education.By
281、examining whether the MoECRTs technological tools have served the purpose of delivering the mechanisms of the levers of change,we can then take a look at how these tools are contributing to the transformation that is happening in Indonesias K-12 education ecosystem.Oliver Wyman37Technology-driven ed
282、ucation reform in IndonesiaExhibit 3.3:Teacher enablement and the Theory of Change frameworkChange leversMechanismRelevant technology platform(s)Professional developmentThe professional development of teachers through training and upskilling plays a pivotal role in enhancing student learning outcome
283、s.By refining teaching methods and strategies,deepening subject knowledge,and promoting effective classroom management,teachers can facilitate more effective learning experiences and foster improved academic achievements among students.Platform Merdeka MengajarHigh-quality educational resourcesBy pr
284、oviding teachers with high-quality educational resources,they are able to bridge the gaps to address disparities and ultimately enhance the overall standard of education.Platform Merdeka MengajarLearning communitiesLeaning communities and exchanges for teachers contribute significantly to student le
285、arning outcomes.By facilitating the sharing of best practices,fostering collaboration and networking,and supporting continuous professional development,teachers are able to ultimately enhance teaching practices and benefit students.Platform Merdeka MengajarIncreased sense of pride and satisfactionEn
286、hancing an individuals sense of pride is likely to result in increased productivity and job satisfaction,which would eventually lead to improved learning experiences for students.Platform Merdeka MengajarData-based planning and decision-makingBy utilizing data in planning and decision-making,teacher
287、s can refine their instructional methods to better meet the individual needs of students,creating an environment that promotes improved learning outcomes.Additionally,the ability to identify specific areas in need of improvement empowers educators and institutions to implement targeted interventions
288、,leading to overall advancements in teaching practices and student learning.Rapor PendidikanReduction of administrative burdenBy reducing the burden of routine tasks,such as budgeting,planning,and reporting,teachers can allocate more time to planning lessons,focusing on individual student needs,and
289、improving their wellbeing.This positively impacts student outcomes by creating a positive learning environment and reducing attrition rates.It also helps teachers achieve a better work-life balance.ARKAS and SIPLahSource:Oliver Wyman analysis Oliver Wyman38Technology-driven education reform in Indon
290、esiaMethodologyWe referred to multiple sources to complement our assessment.We conducted interviews with selected teachers and principals to grasp a deeper understanding of the real use cases on the ground.At the same time,we leveraged data from the MoECRT on platform performance and usage,along wit
291、h a large sample survey intended to collect feedback from teachers and principals across the nation.The sampling was based on purposive random sampling,where distribution was closely monitored periodically using a soft quota method during the initial week of the survey distribution.The survey eventu
292、ally involved more than 130,000 respondents,with usable and valid data from about 118,000 respondents.25Platform Merdeka Mengajar(PMM)Platform Merdeka Mengajar(PMM)is a teacher-centered platform,consisting of various features to support teacher enablement,including supporting the launch and implemen
293、tation of Kurikulum Merdeka,providing teaching materials inspirations through Perangkat Ajar(teaching module references),upskilling teachers through Pelatihan Mandiri(self-paced learning),and cultivating opportunities to engage in teacher communities through Bukti Karya and webinars(community sharin
294、g activities).The platform aims to encourage learning,teaching,and community sharing activities among teachers with the objective of enhancing their pedagogical competencies and encouraging a mindset of continuous growth.The following subsections elaborates the observed changes the platform has mana
295、ged to drive through the lens of the Theory of Change framework.Based on our survey analysis,nearly 60%teachers reported that they have used more than three features in the PMM,indicating that teachers have been proactively exploring the many functionalities provided by the platform.For the remainin
296、g 40%of teachers,their use cases are highly concentrated in learning“Kurikulum Merdeka”,“Perangkat Ajar(teaching module references)”,and Pelatihan Mandiri(self-paced learning).25 Survey distribution:Principals(elementary school:76%,junior high school:18%,senior high school:4%,vocational school:2%),T
297、eachers(elementary school:64%,junior high school:24%,senior high school:8%,vocational school:4%)Oliver Wyman39Technology-driven education reform in IndonesiaExhibit 3.4:Platform Merdeka mengajar(PMM)interfaces and features overviewHomepageSelf-Training with Personalized Topic RecommendationCommunity
298、 PageCrowdsourcing Teaching ContentCuratedPractical InspirationsSource:MoECRT 26 MoECRT.(2023).Hampir 70 Persen Satuan Pendidikan Sudah Menerapkan Kurikulum Merdeka.www.kemdikbud.go.id/main/blog/2023/08/hampir-70-persen-satuan-pendidikan-sudah-menerapkan-kurikulum-merdeka27 Directorate General of Ea
299、rly Childhood Education,Primary Education,and Secondary Education MoECRT.(2022).Luncurkan Kurikulum Merdeka,Mendikbudristek:Ini Lebih Fleksibel.www.ditpsd.kemdikbud.go.id/artikel/detail/luncurkan-kurikulum-merdeka-mendikbudristek-ini-lebih-fleksibelPMM is one of the key tools supporting the Kurikulu
300、m Merdeka rolloutThe origin of PMM leads back to the Kurikulum Merdeka.The Kurikulum Merdeka was launched to pilot groups in 2021,26 and then to wider audiences in the following year.27 There is a unique characteristic in the Kurikulum Merdekas rollout strategy which differentiates it from the previ
301、ous curriculums.In its implementation,schools are given a buffer-period to voluntarily adapt to the adoption of the new curriculum at their own pace,based on their respective students needs,before the formal switch took effect.Learning from the past experiences,the MoECRT has used a combination of v
302、arious tools to ensure a more successful curriculum rollout.The MoECRT opted to leverage technology as one of the primary distribution strategies for several reasons.First,technology enables a direct communication channel to teachers,which helps eliminate the likelihood of information loss,particula
303、rly given Indonesias challenging decentralized situation.When used and instructed correctly,technology can lower the barriers for teachers to try the new curriculum.With the help of technology,teachers are only one click away from learning about and referring to the Kurikulum Merdeka whenever they a
304、re preparing for classes or reflecting on the teaching they have planned.Oliver Wyman40Technology-driven education reform in IndonesiaLastly,technology dramatically accelerates the delivery of information.Instead of spending time to brief each branch of local government separately on the new curricu
305、lum,the MoECRT was able to disseminate the information directly in one go,while also making it accessible to all teachers at the same time.In addition,technology ensures that the information received by teachers aligns with the governments intended message,as the absence of technology increases the
306、likelihood of discrepancies in the information received by teachers due to the multiple intermediaries involved in its transmission.Exhibit 3.5:The Kurikulum Merdekas six deployment toolsKurikulum Merdeka webinarsPlatform Merdeka MengajarSharing of best practicesthrough select sourcesLearning commun
307、ityHelpdesk1Implementation partners21.Via WhatsApp 2.Multiple partners which would be informed to local education departmentsSource:MoECRT Of the Kurikulum Merdekas six deployment tools,PMM managed to stand out as the primary implementation lever.Given its easy and flexible access,the platform reach
308、es teachers even in the most secluded areas of the country.At first glance,the launch of this type of technology platform on a nationwide scale seemed challenging.However,Indonesias technological readiness has risen rapidly,with the COVID-19 pandemic being one of the main catalysts.PMM has reached t
309、he majority of Indonesias G 1-12 teacher force with 85%of them having logged in to the platform as of October 2023.Oliver Wyman41Technology-driven education reform in IndonesiaExhibit 3.6:Cumulative user logins to the PMM as of October 2023Highly concentrated in the Java area due to the populous nat
310、ure of the region7,838334,966Source:Oliver Wyman analysis based on data from the PUSDATIN,Center for Data and Information,MoECRTIn particular,PMM acts as the primary trusted source for teachers when they refer to all of the Kurikulum Merdekas related items.It allows teachers and principals to unders
311、tand the curriculums concept and structure,and gives them exposure to learning outcomes,learning objectives,and teaching modules.Further,it helps them create independent learning classes though differentiated types of learning and utilize the assessment results from the Kurikulum Merdeka.PMM has pro
312、ven itself to be helpful for teachers and principals in familiarizing themselves with the new curriculum content.According to a 2022 The Education Standard,Curriculum,and Assessment Agency(BSKAP)survey involving approximately 290,000 teachers and principals to evaluate the effectiveness of MoECRTs d
313、eployment tools,28 90%of the participants utilized the PMM to gain insights into the Kurikulum Merdeka.However,the use case of PMM differs between the two groups.School principals tend to use it to keep up with the Kurikulum Merdekas updates and searching for materials to assist teachers learning,wh
314、ile teachers mainly use PMM to prepare their teaching modules.A quantitative study conducted by Oliver Wyman in 2023 gave similar results as the previous study.Teachers and principals mainly use PMM to gain a better understanding of the concept and implementation of the Kurikulum Merdeka.A section t
315、hat gives important information on the new curriculum(named Tentang Kurikulum Merdeka)is popular among teachers and principals,as 71%and 84%of them,respectively,have used it at least once.The platform has helped principals realize that the improvement of learning quality should be focused on their s
316、tudents.About 57%of principals reported this,indicating a key mindset shift that shall pivot the next wave of pedagogical strategy upgrades.28 Survey conducted by BSKAP by MoECRT in 2022 to 290,000 teachers and principals Oliver Wyman42Technology-driven education reform in IndonesiaAdditionally,by a
317、ccessing PMM,principals have learned more about the Kurikulum Merdeka,and passed on their learnings to teachers in their schools.While for teachers,about 49%reported that PMM has supported their efforts to upskill through the Pelatihan Mandiri feature,and about 45%reported that it has helped them be
318、tter understand the varied nature of their students.29 Oliver Wyman analysis based on data from the PUSDATIN,Center for Data and Information,MoECRT30 Daerah Tertinggal,Terdepan,TerluarDiversified references for teaching modulesSince the implementation of Kurikulum Merdeka as part of the Merdeka Bela
319、jar initiatives,Indonesian teachers are no longer restricted in developing teaching modules in accordance with the guidance provided by the textbook.They are given the authority to modify their teaching plans to best accommodate the needs of their students,thereby achieving better learning outcomes.
320、Through the Perangkat Ajar(teaching modules)feature,PMM allows teachers to have more options on top of the mandatory textbook as references to develop their own teaching modules.The MoECRT has approved the modules available within the Perangkat Ajar,ensuring that teachers,despite having the flexibil
321、ity and freedom to modify their teaching modules,are still able to deliver quality input for their students,facilitating the smooth implementation of the Kurikulum Merdeka as well.There are around 21,000 Perangkat Ajar modules which has been downloaded 7 million times by around 880,000 G 1-12 teache
322、rs or principals unique accounts as of November 2023,which indicates in general,one teacher would download eight Perangkat Ajar materials when using PMM.29 Oliver Wymans survey findings indicate that about 39%of the survey respondents use the Perangkat Ajar multiple times a week,regardless of whethe
323、r they are located in disadvantaged,frontier,and outermost areas(3T)30 areas or not.This indicates that,in general,the Perangkat Ajar is used regularly nationwide.According to the survey findings,the three main use cases of the Perangkat Ajar are to access quality teaching materials(84%),access refe
324、rences for creating teaching plans(77%),and access various assessment activities so as to track the students learning progress(69%).These findings are in line with the reason for the development of the Perangkat Ajar.The Perangkat Ajars modules have proven to be relevant in supporting the teachers d
325、aily work,given that a big proportion of them,about 43%,have used the materials for the majority of their teaching subjects.Recalling the Theory of Change framework,providing teachers with high quality teaching materials is important to ensure they are able to deliver top-notch lessons with minimum
326、quality gaps from one region to the other.Oliver Wyman43Technology-driven education reform in IndonesiaThe Perangkat Ajar has brought an extensive positive impact to teachers on top of being an alternative database of references for teaching modules.Our survey indicates that after using the Perangka
327、t Ajar,80%of the participants have tried to use contextual approaches in the classroom based on their students needs,and 76%have tried various teaching methods in the classroom.This shows that teachers are more willing to experiment in the classroom to achieve improved learning experiences for their
328、 students.Furthermore,after using the Asesmen Murid and Perangkat Ajar features,61%of the teachers surveyed now realize that each student has unique characteristics,53%have gained a deeper understanding of the principles of student-centered learning,and 49%are now able to adjust their teaching metho
329、ds so that these are better suited to the individual needs of their students.These findings suggest that the mindset and behavior of the teachers have evolved to become more student-focused,a determining factor in the enhancement of the overall standard of education in Indonesia.31 Government of Ind
330、ia.(n.d.).Diksha:National Digital Infrastructure for Teachers.Retrieved from www.india.gov.in/spotlight/diksha-national-digital-infrastructure-teachers32 Ministry of Education India.(2020).National Education Policy 2020.Retrieved from www.education.gov.in/sites/upload_files/mhrd/files/NEP_Final_Engl
331、ish_0.pdfTeachers can upskill themselves anytime,anywhere based on their needsProfessional development has always been at the heart of teacher enablement,as witnessed and proven by the multiple practices seen in other countries.By training and upskilling teachers,they are able to improve their teach
332、ing methods and strategies,increase their own knowledge,and improve their classroom management,all of which should ultimately help their students learn more effectively and achieve better academic outcomes.Observing use cases from India,for example,with the 2017 launch of the national learning platf
333、orm(DIKSHA),31 teachers and students now have access to teaching and learning material from an open education resource platform.Indias National Education Policy 2020 also emphasizes using the DIKSHA platform for teacher upskilling initiatives.32 To improve teaching quality,for instance,interactive and engaging teaching materials are uploaded to the platform in regional languages for teachers to be