Presentation of a study I conducted last year titled "ICT in Indonesia's Education System: Analysis of Schoolbooks and the Use of ICT in Teaching-Learning Activities. The study was presented at Asian Studies Association of Australia (ASAA) conference in Perth, July 2014

1. ICT in Indonesia’s Education System:
Analysis of Schoolbooks and the Use of ICT
in Teaching-Learning Activities
Nadia Andayani
Department of Communication
Universitas Indonesia
To be presented at ASAA Conference
Wednesday, 7 July 2014
A Preliminary Study

2. presentation
agenda 1
2
3
background
research aim
methods
4
5
findings
preliminary conclusions

3. ‣ The importance of ICT skills toward the development of information society. Many
countries have taken into account the importance of ICT and integrate it into the
development of education curricula (Abbis, 2009)."
‣ In the 2013/2014 academic year, Indonesia implemented 2013 curriculum
(competence/character-based curriculum). It results in the elimination of ICT as a
mandatory school subject (kemdikbud.go.id, 2013)."
‣ According to the Ministry of Education and Culture, ICT as a subject is no longer
appropriate since it focused on basic computer skills, ICT skills should be taught in the
implementation level thus integrated in other subjects (kompas.com, 10 Dec 2013)."
‣ Since 2008, the Ministry of Education and Culture have applied e-schoolbooks
program through their official website in order to improve quality of education and to
ensure that schoolbooks is accessible for many Indonesians.
background

4. research aims
to investigate how Information and Communication Technology (ICT)
competencies integrated in Indonesia’s education system

5. research questions
How do ICT competencies being integrated in the school subjects?
How ICT is used in teaching-learning activities?
quantitative content analysis - 76 e-schoolbooks 2013 curriculum
in-depth interviews - 2 school teachers

6. findings
content analysis
• The study only analyses e-schoolbooks available from the Ministry of Education
and Culture official site/app."
• There are only 76 e-schoolbooks for the new 2013 curriculum available, consist
of 38 books for teachers and 38 books for students. All books are paired
between student and teacher books. It also does not cover all grades."
• File size: 2 - 101.8 MB"
• N= 76 books; 14,658 pages"
• Keywords: internet, digital, www, website (situs), computer (komputer) — Also
any link to other sources available

8. findings
content analysis
Available Books Amount Keyword Findings
1st grade 20 books internet (56), link (28)
4th grade 20 books internet (44), link (12)
7th grade 30 books internet (87), link (32)
10th grade 6 books internet (18), link (6)

9. findings
content analysis
• The word ‘internet’ only appeared in the tasks/homework section or photo
description. It is important to note that there is no link or other explanation."
• In the tasks/homework section, the suggestion to use internet as a source of
information is optional and it really depends on the teacher/student whether
they want to use it or not. Internet is treated the same as newspaper/magazine
and other information resources without specific emphasis. "
• Links only appear in the reference list.

10. findings
interview
• There is an instruction from the schools to integrate the using of computer
and internet as information sources but it really depends on the teacher to
how much they want to supervise/give instructions to the students."
• In most of the cases, the teacher instructs students to do their homework
by using computers and find the information on the internet. Teacher do
not know where the information came from and how the students were
able to complete the tasks."
• However, if the teacher somewhat possesses good level of ICT skills, the
students could benefit more from the using of the internet as they learn
more on ICT skills, such as making blogs, online discussions, finding
credible resource of information, and how to prevent themselves from
online risks.

11. preliminary conclusions
Integration of ICT in the school subjects is extremely limited. ICT utilisation is
optional, only available in few tasks, and it is not followed by detailed instructions."
The integration of ICT is relying heavily on the individual skills of the teachers.
Thus, create possibility to enhance gaps as the skill levels are highly varied."
Electronic schoolbook program, although the essence is somewhat can be seen
as an progressive approach in providing accessible solution, is not fully
maximised and the development does not consider the limitation of infrastructure
and limited access to the technology. Lack of updates, particularly related to the
implementation of 2013 curriculum, also intrigues question whether government
takes this program seriously.

12. Thank YOU
Nadia Andayani
Universitas Indonesia
nadia.andayani@gmail.com