Urban and rural teacher perspectives on Indonesian educational reform: challenges and policy implications

Baharuddin, Baharuddin (2025) Urban and rural teacher perspectives on Indonesian educational reform: challenges and policy implications. Cogent Education, 12 (1). pp. 1-21. ISSN 2331-186X (In Press)

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Abstract

Educational reforms rely heavily on teacher engagement and perception, yet limited
research has examined how these reforms are received across diverse Indonesian contexts.
This study investigates teachers’ perceptions of the Merdeka Belajar policy, focusing
on differences between urban and rural settings. A quantitative survey was
administered to 581 teachers (336 urban, 245 rural) across eight Indonesian regions,
selected through stratified random sampling. A validated Likert-scale instrument measured
perceptions of policy implementation, including challenges, support systems, and
communication practices. Results indicate that rural teachers were generally more positive
toward the reforms but struggled with limited resources (mean score: 4.16) and
vague policy directives. Urban teachers reported better access to professional development
and teaching materials, yet expressed mixed views on the alignment between
reforms and classroom realities. Across both groups, participants highlighted weak communication
and insufficient inclusiveness in policymaking. Despite systemic challenges,
rural teachers showed notable resilience and adaptability. The study recommends reducing
urban-rural disparities through equitable resource distribution, targeted training,
and improved stakeholder engagement. Future studies should incorporate qualitative
methods and broaden geographic coverage to deepen understanding.

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