Rural Teachers’ perspectives on Deep Learning implementation in Indonesia

A Critical Policy Theory study with urban comparisons

Authors

  • Fikri Yansyah STiR Education, UIN Raden Fatah, Yayasan TEACH Indonesia https://orcid.org/0000-0002-7845-5246
  • Lira Fajarwati SD Negeri Kaliboto Kidul 01
  • Ananda Puspita Rani Poltekkes Kemenkes Palembang
  • Shadira Hermansyah Universitas Sriwijaya

Keywords:

Rural and urban teachers, teachers’ perspectives, Deep Learning, critical policy theory, education policy

Abstract

The Indonesian government implemented a new educational strategy known as Deep Learning in 2025. Participation in the associated training programme is limited to selected teachers. This study primarily explores the perspectives of educators in rural Indonesia to identify potential inequities arising from current policy practices, with urban teachers included for comparison. Drawing on Critical Policy Theory, the study analysed the views of 15 educators from rural and urban settings through semi-structured interviews. The interview data were transcribed and analysed using inductive thematic analysis. The findings show that rural educators experience limited access to training, insufficient institutional support, and perceive discriminatory effects linked to the policy. Rural teachers also reported a limited understanding of the policy and described classroom practices as sub-optimal due to inadequate support. Overall, the findings suggest that current policy practices disproportionately disadvantage rural educators while privileging those in urban settings. These results highlight the need to revise existing policy frameworks to ensure more equitable and inclusive implementation, with particular emphasis on the development of rural education.

Author Biographies

Fikri Yansyah, STiR Education, UIN Raden Fatah, Yayasan TEACH Indonesia

Fikri Yansyah is an education lecturer at a state university whose work centers on literacy, teacher professional development, and rural education. His research explores how educators navigate policy, pedagogy, and contextual challenges to support meaningful learning, particularly in under-resourced settings. He is interested in multilingual practices, social justice in education, and the integration of technology, including artificial intelligence, to enhance teaching and learning. Alongside his academic work, he engages in training and mentoring teachers and school leaders, contributing to professional learning programs that strengthen classroom practice and education systems across diverse contexts.

Lira Fajarwati, SD Negeri Kaliboto Kidul 01

Lira Fajarwati was an award-winning presenter at a national event on innovative teaching approaches conducted by the Ministry of Education and Culture in Indonesia in 2023 and is a teacher at SD Negeri Kaliboto Kidul 01 in Lumajang. She is known for her strong commitment to education and her continuous effort to stay updated with the latest developments in teaching and learning. Her work emphasizes the Deep Learning approach, focusing on awareness, meaningful learning, and joyful classroom experiences. She actively participates in professional development programs and strives to create engaging environments that support students’ growth, creativity, and character.

Ananda Puspita Rani, Poltekkes Kemenkes Palembang

Ananda Puspita Rani is a graduate of Medical Laboratory Technology with interests in the intersection of health, literacy, and education. During her studies, she was actively involved in academic activities and health education initiatives, gaining experience in promoting community awareness and preventive health practices. She is a recipient of the BESTARI Education Scholarship from Yayasan Khow Kalbe, in collaboration with the Ministry of Women’s Empowerment and Child Protection and UNFPA. She is committed to developing her expertise in health and contributing to improving the quality of education, particularly through integrated and community-based approaches.

Shadira Hermansyah, Universitas Sriwijaya

Shadira Hermansyah is an undergraduate student in Development Economics at Universitas Sriwijaya. Her interests focus on social development, education, and youth empowerment, particularly in community-based contexts. She is actively involved in organisations such as SAN Chapter Palembang, TEACH Indonesia, and the Rotaract Club of Palembang, where she contributes to various social and educational initiatives. Through these engagements, she has developed experience in collaboration, program implementation, and community outreach. She is committed to contributing to sustainable development and expanding access to quality education, while continuing to strengthen her academic and professional capacity.

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Published

04-05-2026

How to Cite

Yansyah, F., Fajarwati, L., Rani, A. P., & Hermansyah, S. (2026). Rural Teachers’ perspectives on Deep Learning implementation in Indonesia: A Critical Policy Theory study with urban comparisons. Australian and International Journal of Rural Education, 1–21. Retrieved from https://journal.spera.asn.au/index.php/AIJRE/article/view/875

Issue

Online First

Section

JOURNAL PAPERS

License

Copyright (c) 2025 Fikri Yansyah, Lira Fajarwati, Ananda Puspita Rani, Shadira Hermansyah

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