Pemetaan Kesenjangan Akses Teknologi Pendidikan Antar Wilayah Indonesia Menggunakan Data BPS 2019–2024
Keywords:
Mapping Disparities, Eductional Technology, regions in Indonesia, BPSAbstract
Abstract
This research aims to map the disparities in access to educational technology between regions in Indonesia using secondary data analysis from BPS (National Socio-Economic Survey and Education Statistics) for the period 2019–2024, encompassing a total of 1.2 million household observations and 214,873 schools. The analysis results indicate a significant disparity in school internet access between the Western region (82.1%) and the Eastern region (45.2%), with a national Gini index reaching 0.42. School access to computers has decreased by an average of 1.5% per year, indicating the polarization of inequality. GIS analysis produced a Moran’s I of 0.68 (p < .001), confirming the clustering of inequality in the 3T regions (underdeveloped, frontier, and outermost). Through Fixed Effects panel regression (R² = .784), it was found that composite infrastructure (β = .623, p < .001), education budget (β = .189, p < .001), and digital teacher competence (β = .274, p < .001) are the main determining factors of access to educational technology. The Difference-in-Differences test on the Palapa Ring Phase III project shows an access increase of 4.2% in the treatment areas. These findings indicate that the digital divide is systemic-structural and contributes to a learning loss of up to 1.8 years in the 3T regions. Recommendations from the research include accelerating infrastructure development, distributing devices, training digital teachers, and developing low-bandwidth hybrid platforms as national interventions.
Keywords: Mapping the Disparities, Educational Technology, Regions in Indonesia, BPS Data
Abstrak
Penelitian ini bertujuan memetakan kesenjangan akses teknologi pendidikan antardaerah di Indonesia menggunakan analisis sekunder data BPS (Susenas dan Statistik Pendidikan) periode 2019–2024 dengan total 1,2 juta observasi rumah tangga dan 214.873 sekolah. Hasil analisis menunjukkan adanya disparitas signifikan antara wilayah Barat (82,1%) dan Timur (45,2%) dalam akses internet sekolah, dengan indeks Gini nasional mencapai 0,42. Akses komputer sekolah menurun rata-rata 1,5% per tahun, mengindikasikan polarisasi ketimpangan. Analisis GIS menghasilkan Moran’s I = 0,68 (p < .001), yang mengonfirmasi kluster ketimpangan di wilayah 3T. Melalui regresi panel Fixed Effects (R² = .784), ditemukan bahwa infrastruktur komposit (β = .623, p < .001), APBD pendidikan (β = .189, p < .001), dan kompetensi guru digital (β = .274, p < .001) merupakan faktor determinan utama akses teknologi pendidikan. Uji Difference-in-Differences pada proyek Palapa Ring Fase III menunjukkan peningkatan akses sebesar 4,2% pada wilayah perlakuan. Temuan ini mengindikasikan bahwa kesenjangan digital bersifat sistemik–struktural dan berkontribusi terhadap learning loss hingga 1,8 tahun di wilayah 3T. Rekomendasi penelitian
mencakup percepatan infrastruktur, distribusi perangkat, pelatihan guru digital, serta pengembangan platform hibrida rendah bandwidth sebagai intervensi nasional.
Kata Kunci : Pemetaan Kesenjangan, Teknologi Pendidikan, Wilayah Indonesia, Data BPS
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