The early years of a teacher’s career are crucial to the formation of their professional identity—a complex process of reconciling their personal attributes with the demands of the profession. This study explores the identity formation of novice teachers in Indonesia and seeks to identify the various aspects that shape this process. Specifically, we examine how Indonesia’s current teacher policy landscape affects novice teachers’ perspectives on teaching and their profession.
Kebumen Disctrict in Central Java is one of RISE's Learning Laboratory areas. RISE Programme in Indonesia collaborates with Kebumen District Education Office in conducting a study on how information delivered by teachers to parents on students’ learning progress and guidelines for active involvement in children's education can improve learning outcomes.
The zoning-based new student admission policy has been implemented since 2018 in Yogyakarta City. One primary objective of the policy is to ensure students have equal access to education services.
RISE Programme in Indonesia studied the impact of the school zoning system implementation on the learning of junior secondary students in Yogyakarta.
Despite government efforts to reform teacher professional development (TPD) in the past four decades, Indonesian teacher quality remains low. Why have the improvement efforts failed?
Cheating reduces the signal value of exam data and it might shift the focus of teachers and students away from learning. However, it is difficult to prevent cheating if it is widespread. We evaluate the impact of computer-based testing (CBT) on national exam scores in junior secondary schools in Indonesia, exploiting the phased roll-out of the program from 2015 to 2019.
What drives educational innovation to emerge at local level? We contribute on this question by examining three highly innovative districts in Indonesia. Our specific aim is to understand how the innovations are related to the districts’ socio-cultural context.
Why is it so hard for Indonesia to recruit good teachers? We argue that the struggle to recruit good teachers are due to institutional, political economy, and social dynamics of the recruitment process. We will discuss three factors that underpin this issue.
This paper reports the impacts of three interventions that linked community-based monitoring to a government allowance for teachers working in remote areas in Indonesia.
Indonesia has instituted wide-ranging educational reforms over the past twenty years, but recent international assessments of student learning indicate that these reforms may not have translated into learning gains.