Digitalisasi dan Disparitas dalam Pendidikan

Abstract

Digitalization in education is essentially the government's effort to homogenize access to education and reduce the problem of digital inequality in education. The purpose of this article is to identify aspects of the education digitization policy implemented at Ngayung primary school and the extent to which the digitization policy can help primary school teachers improve access to education and keep up with digitization. The method used in this research is qualitative with a case study approach. The survey respondents in this study were six teachers, the principal, and the SDN supervisor. The data was collected through in-depth interviews and documentation. The survey found that primary school teachers in Ngayung village directly experienced two aspects of the digitization policy in education. The first is the digitization of education policy communication, and the second is the digitization of learning. In the first dimension, teachers experience faster access to education policies. Teachers can better understand national education policies and follow direct instructions from the central government through available information channels. However, for the second aspect, teachers are less prepared in terms of content. They are familiar with media, but they do not use various software products to maximize learning.