Continuing to Cope with the Classic Problem
The learning process at state elementary school SDN 03 Nanga Dua in Bunut Hulu District, Kapuas Hulu regency, West Kalimantan, last March. One room is used for two classes, so the learning process is not optimal.
Francis Leo, 9, a third grader at SD 03 Nanga Dua state elementary school, seems confused by the teacher\'s explanation to the class. Occasionally he glances at the fourth graders on the other side of the room.
The schooling of students of different grades in the same classroom paints a blurred portrait of education in remote areas in West Kalimantan.
That day, for the third grade, a civic education lesson was being given by Victoria Mili, one of the teachers at the school. At the same time, in Class IV, a science lesson was being given by another teacher, Ayu Plesila.
With two different subject being taught in the same classroom, the attention of the students was divided. The children\'s attention was often disrupted by the sound of the teacher\'s voice on the other side of the room.
Victoria admonished her students, including Fransiskus, for repeatedly looking at the students of class IV. Likewise, Ayu, often admonished her students for paying more attention to grade III students. Not infrequently the students of the two classes teased each other by throwing folded paper at each other.
Under such circumstances, teachers find it difficult to teach and students likewise find it hard to learn.
Both teachers try to regulate the tempo and volume in delivering the material so as to not interfere with each other\'s lessons. "We need extra energy in classroom management. The material is not necessarily absorbed by the students," said Victoria in mid-March.
Moving to another room
SD 03 Nanga Dua state elementary school is located in the hinterland of Kapuas Hulu regency, West Kalimantan, about 600 kilometers to the east of Pontianak. The school accommodates 80 students and has only three classrooms. Each classroom is used for two classes.
When one of the classes has a daily test, the other class has to temporarily move to the teachers’ room.
The condition is not optimal. There are students who struggle to understand basic lessons, such as mathematics. Others are slow in learning to read.
There are students who struggle to understand basic lessons, such as mathematics. Others are slow in learning to read.
Fransiskus and other students find it difficult to concentrate under such circumstances.
The facilities are also minimal. Sometimes one table is used by three students, making them crowd together. Ideally one table should be only for two students.
SDN 03 Nanga Dua principal Trensius Acong said circumstances had been the same since the school\'s establishment in 1974.
Acong has frequently proposed to the regency administration that additional classrooms be built. However, the response has only been in the form of assistance for the renovation of the official residences of teachers.
Acong said his students had the potential to excel if supported by adequate learning activities. The proof was how well they did when they continued their studies at the downtown junior high school in the regency, which had better classrooms.
Educational expert from the University of Tanjungpura, Pontianak, Aswandi, said the region had struggled for decades with the classic problem of education. This is because education planning is not based on realities in the field.
A similar story of limited educational facilities can also be found in West Java, a province directly neighboring the capital city of Jakarta. Two weeks ago, Andreas, 18, along with 30 fellow students from SMK 1 Rancabali state vocational high school, was forced to “move” to SMK 3 Balaeendah state vocational high school in the framework of taking computer-based national exams (UNBK). Although both are in Bandung regency, the two schools are 50 kilometers apart.
The children of plantation workers were forced to rent cars and stay at residents’ houses because their school in Rancabali is not equipped with computers. Each student must spend Rp 300,000 on renting a car and paying for meals during their five-day stay to take exams at SMK 3 Balaeendah.
Since 2011, or when he began junior high school, Andreas has never had it easy when studying. When he was 11 years old, he had to walk 15 kilometers to reach SMP 3 Rancabali. He had to leave his house at 4:30 a.m., walk through the woods, a plantation and along roads. It took him 2.5 hours to get to school. Quite a few of his friends dropped out of school and became tea plantation workers, following in the footstep of their parents.
Teacher issue
Optimal learning not only lies in the availability of facilities and means. No less important is the availability of teachers. The classic problem of teacher shortages is found in a number of areas, including in Aru Islands regency, Maluku. According to Aru Islands Regent Johan Gonga, teachers in the region are referred to as “exam teachers.” The refers to teachers who are only present at exam time.
Amid the rapid advancement of information technology, the nation is often faced with damaged school buildings. In South Sumatra, for example, 38,871 school buildings are in need of repairs. It accounts for 70 percent of the total 54,908 school buildings in the province.
South Sumatra Governor Alex Noerdin acknowledged that it was a fundamental problem in the area.
The commemoration of National Education Day on May 2 had the theme of “Accelerate Education that is Equal and Qualified.” The theme will be a mere slogan if there is no serious effort to overcome the lack of access, facilities and educators. It is hard to talk about global competitiveness if these classic problems continue to be overlooked.
(ESA/TAM/ELN/DRI/RAM/NAR)
