PAPER OF ICT FOR EDUCATION

ICT Education and

ICT in Indonesian Education

Lecturer :
Anita,M.Hum

Arranged by:
Anggun Kurniati 1811230044
Chindy Yulia Permatasari 1811230051
Muhammad Riyadi 1811230045

ENGLISH EDUCATION STUDY PROGRAM

FACULTY OF TARBIYAH AND TADRIS
STATE ISLAMIC RELIGIOUS INSTITUTE (IAIN)
BENGKULU
2021
 PREFACE

First of all, thanks to Allah SWT because of the help of Allah, writer
finished writing the paper entitled “ICT Education and ICT in Indonesian
Education” right in the calculated time. Not to forget we also thank those who also
helped in the making of this paper, especially to our lecturer, mam Anita,M.Hum.
In arranging this paper, the writer trully get lots challenges and
obstructions but with help of many indiviuals, those obstructions could passed.
writer also realized there are still many mistakes in process of writing this
paper.
The writer realized this paper still imperfect in arrangment and the
content. Then the writer hope the criticism from the readers can help the writer
in perfecting the next paper. Last but not the least, hopefully this paper can
helps the readers to gain more knowledge.

Bengkulu, April 25th 2021

Author

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 TABLE OF CONTENTS

PREFACE................................................................................................................2
CHAPTER I.............................................................................................................4
INTRODUCTION...................................................................................................4
A. BACKGROUND OF THE PAPER..............................................................4
B. PROBLEM FORMULATION......................................................................5
C. PURPOSE FORMULATION.......................................................................5
CHAPTER II............................................................................................................6
THEORY AND DISCUSSION...............................................................................6
A. ICT in Education ..........................................................................................6
B. ICT in Education Indonesia........................................................................13
CHAPTER III........................................................................................................14
A. Conlusion.....................................................................................................17
B. Suggest.........................................................................................................17
REFERENCES.......................................................................................................18

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 CHAPTER I
INTRODUCTION

A. BACKGROUND OF THE PAPER

Following the progress of the times that have developed on every
side, especially Information and Communication Technology, this will
also affect the field of Education in the world, especially Indonesia. With
the role and development of ICT, the learning process continues to
develop and vary. The learning system is also easier with the use of ICT
both from teachers and students who receive knowledge, but still this
progress in ICT is not felt by every student and teacher in the application
of ICT because there are many obstacles that are felt starting from the
difficulty of finding signal even the absence of the technology.
Keeping up with the times, every teacher is required to understand the
use and application of ICT in the learning process because in addition to
facilitating the learning process and providing material, the existence of
ICT will further increase students' comprehension of the material given,
because in the use of ICT it involves two aspects that greatly influence
acceptance of a science in students, namely audio and visual. Seeing this
phenomenon, therefore, in this paper we are trying to explain what
problems educators and students often face in the use of ICT and we also
describe some efforts that can solve problems that hinder the use of ICT,
especially in Indonesia.

B. PROBLEM FORMULATION
1. What is Definition and Forms of ICT in Education?
2. What is the Role of ICT in Education?
3. What the Problem of ICT Education in Several Countries ?
4. What is the ICT Education in Indonesia?
5. What is the ICT problems in Indonesian Education?

4
 6. What is the Efforts to ICT Problems in Indonesian Education?

C. PURPOSE FORMULATION
1. To Find Out Definition and Forms of ICT in Education.
2. To find out the Role of ICT in Education.
3. To find out the Problem of ICT Education in Several Countries.
4. To find out the ICT Education in Indonesia.
5. To find out the ICT problems in Indonesian Education.
6. The find out the Efforts to ICT Problems in Indonesian Education.

5
 CHAPTER II
THEORY AND DISCUSSION

A. ICT Education
1. Definition and Forms of ICT in Education
Information and Communication Technologies (ICT) or
Information and Communication Technology (ICT) is a technology
that includes all technical equipment for processing and conveying
information. ICT includes two aspects, namely information and
communication technology. Information technology includes all
matters relating to the process, use as a tool, manipulation, and
information management. Meanwhile, communication technology is
everything related to the use of tools for processing and transferring
from one device to another.
Information and communication technology (ICT), when viewed
from the above understanding, it can be understood that ICT is a
combination of information and communication technology that
synergizes with one another. ICT or it can also be said as multimedia
(combination of information and communication), which is actually a
paradigm development about education.1
In developing human resources through ICT education, there are
two desirable goals to meet the needs of skilled human resources:
those who can use ICT products (ICT users) and those who can
produce ICT products (ICT producers). Some of the ICT education
that has been and is still being carried out in Indonesia include:
a. Formal Education
1) Vocational School Program in Information Technology
Through this program, it is expected that basic level skilled
workers in the field of ICT will be able to fill the positions of

1
Nur Khomariah, “Pemanfaatan Blog Sebagai Media Pembelajaran Berbasis ICT”, Jurnal I-Afkar
Vol.V. 1 April 2016,P. 81-82

6
 ICT operators, technical support, help desks and web
designers.
2) Diploma program in ICT
This program is expected to produce a semi-skilled workforce
to meet the needs of skilled ICT workforce for industry.
3) Undergraduate program in the field of ICT
This program is expected to produce ICT programmers,
software engineers, analysts and designers.
4) Postgraduate program in ICT
Through this program, it is hoped that it can equip the
workforce with more specialized skills in the field of ICT
engineering.
b. Non-formal education (outside of school)
In addition to the ICT education program through formal
education institutions / schools at various levels, in Indonesia there
are many out-of-school education efforts that teach various fields
of ICT skills, which include certain fields such as preparing the
workforce for responsibilities as network technicians, computer
technicians, programmers, graphic artists, animators, operators,
Web designers, etc. Some of these non-formal educational
institutions or ICT training centers are organized in partnership
with foreign ICT training centers, while others are entirely driven
by local experts.
c. ICT literacy
1) Indonesian language software development
One of the obstacles in using computers for Indonesians is
the low mastery of English so that they are reluctant to use
computers. To overcome these obstacles and to support efforts
to make the community ICT literate, the government has
issued Presidential Regulation No. 2 of 2001 on Utilization of
Computers with Indonesian Language Application Programs

7
 through the development of application programs in
Indonesian based on openness. source platform, LINUX. Until
2002 two programs had been developed, called WinBI
(Windows in Indonesian) and Kantaya (Virtual Office) by the
Office of Technology Research and Application.
2) APEC Cyber Education Network (ACEN)
In general, the network that is coordinated by the Education
Research and Development Office of the Ministry of National
Education aims to reduce and reduce the gap between the
skills of secondary school teachers in Indonesia and their
peers in APEC countries in using ICT in Indonesia.
multimedia-based education.
3) ICT training in schools
The Directorate of Vocational Education has started this
program since 2001. The aim is to train teachers and students
in using information technology, especially the internet. For
this activity the Directorate of Vocational Education
collaborates with the School Information Network, a
community of Vocational Schools that are internet users. This
network provides training.
4) Dissemination of computer-assisted learning media in Senior
High Schools
In September 2002 the Directorate of Secondary Education
conducted a training program for the use of computer-assisted
learning media in collaboration with the Center for
Information and Communication Technology for Education
(Pustekkom). This program is carried out in the form of face-
to-face interactions involving 800 high school teachers from
200 schools in 20 provinces.
5) Millenium Internet Roadshow Program 2001 (MIR 2001)

8
 This program was initiated by several private companies in
2001. Its aim is to raise general public awareness and
disseminate knowledge about ICT. This program is carried
out by the Indonesian Internet Service Providers Association,
which has the full support of other parties such as the mass
media, local governments, the School Information Network,
and others. In 2001 this roadshow covered 15 provinces.
6) Healthy Internet
There are indications that internet users in Indonesia are
mostly young people, especially using it to get access to
negative information such as pornography, racial issues, and
others. In order for the internet user community to avoid this
negative content, several private parties driven by ICT Watch
(NGO organization), the Association of Indonesian Internet
Service Providers and the School Information Network have
launched a Healthy Internet campaign. This activity consists
of campaigns, training and distribution of information through
printed materials.2

2. Role of ICT in Education

To improve the quality of human resources, especially in
education, the government has utilized ICTs to expand educational
opportunities, increase the quality and relevance of education, and
increase the efficiency of the education system. Until this year, various
efforts to utilize ICT in education include:
a. E-learning
The application of the e-learning system itself originated in 1950
in the United States of America. According to Docebo.com's
report data, the total e-Learning market reached US $ 51.5 billion

2
Harrina Yuhetty, “ TIK dan pendidikan di Indonesia” Pusat Teknologi Informasi dan Komunikasi
Pendidikan, Kementerian Pendidikan Nasional, Indonesia. P.6-8

9
 in 2016 with an average annual growth rate of 7.9 percent
worldwide. Meanwhile, Asia has a total market of US $ 7.1 billion
with an annual growth rate of 17.3 percent. E-learning aims to
improve the quality of education at high school level through the
use of the internet. In Indonesia starting in 2002, the Center for
Information Technology and Education Communication
(Pustekkom) developed an e-learning program called "e-
education" which was supported by the Indonesian Telephone
Company (PT Telkom), the Agency for Research and Application
of Technology, the Association of Indonesian Internet Service
Providers, School Information Network, Detik.com, and ICT
Watch. In this preliminary stage learning materials are developed
for the following subjects: Mathematics, Physics, Chemistry,
Biology, Electronics, and Information Technology.
b. Online courses and tutorials
Several private universities have provided lectures via the
internet for several subjects. One such institution is the Petra
Christian University in Surabaya. One of the uses of information
technology for education in higher education is for tutorial
purposes for distance education institutions. One of the institutions
that makes use of tutorials via the internet is the Indonesian Open
University.
c. Joint Research
As a forum for collaboration through the use of information
technology, a joint research program has been carried out. This
collaboration involves five universities, namely the Bandung
Institute of Technology (ITB), the Bogor Agricultural Institute
(IPB), Gadjah Mada University, and Diponegoro University.3
d. Electronic Library

3
Harrina Yuhetty, “ TIK dan pendidikan di Indonesia” Pusat Teknologi Informasi dan Komunikasi
Pendidikan, Kementerian Pendidikan Nasional, Indonesia. P.9

10
 The Digital Library Network aims to increase information
exchange between universities and research institutions in
Indonesia. Sharon, Taly and Ariel J (2004: 4) classify digital
libraries into 3 categories:
1) Stand Alone Digital Library (SDL), is a traditional library that
is computer-based, manages collections by scanning or
converting them to digital collections, where the collections
are local and centralized.
2) Federative Digital Library (FDL), a federation of several SDL
libraries in one network, which is managed with the same user
interest which has heterogeneous metadata, for example
digital library networks on theses and dissertations.
3) The Harvested Digital Library (HDL) is a virtual library that
provides quick access to sources of information spread across
a network. An example of this digital library is that in
Indonesia there is e-pusnas, in Europe there is ERIC and the
World at the digital library.
e. Computer Assisted Instruction (CAI)
CAI is able to reach a broader and more complex learning
strategy, because CAI applies a programmed learning approach.
Where the student's efforts in achieving competence, learning
activities are carried out through certain learning stages (Simoson
and Thompson, 1990). The form of learning with CAI is usually
interpreted as a computer approach to convey information to
students, so that many forms of CAI refer to computer drill and
practice programs and tutorials. This is an off-line instruction
program so it does not depend on access to the internet. The
Center for Information Technology and Education Communication
(Pustekkom) has developed computer-assisted teaching materials
for various subjects and subjects.4

4
Sunarto sunaryo. Pembelajaran Berbasis Komputer. http://staff.uny.ac.id/ [22 Desember 2011]

11
3. The Problem of ICT Education In Several Countries In General
Lundell & Howell (2000) noted that the common factors inhibiting
schools from using ICT education such as computers for teaching and
learning in South Africa are due to insufficient funds to buy computers
and the internet network is not available. In addition, there is a lack of
computer training among teachers so that subject teachers who are
trained to integrate computers into learning areas are reduced. And the
absence of a well-developed curriculum for teaching computer skills.
In Ethiopia only nine out of 12,000 primary schools had Internet
access at the end of 2001, and ten of these were 424 secondary schools
(Jensen & Sarroco, 2002). Furthermore, the costs of Internet access can
be very high for many schools, both in Africa and elsewhere. In a
study conducted in the United States, it was shown that subsidies to
schools for Internet access (which range from 20-90% depending on
school characteristics) account for 66% more classrooms with the
Internet (Goolsbee & Guryan, 2002).
In third world countries which are also known as countries in the
southern hemisphere such as Indonesia, Philippines, Cambodia, Brunei
Darussalam, Timor Leste, Chile, Madagascar etc., have difficulties in
finding, receiving, processing and producing information. The absence
of the right information at the right time will result in low productivity,
low quality of research results, and waste of time looking for
information even to carry out research that has actually been carried
out by other people or in other countries.
Of the countries pictured, South Africa has the highest radio
penetration per 1000 people at 316. Egypt has the highest percentage
of computers in schools, at 31.25%. In Mozambique, only 20 schools
currently have access to computers. Looking at Ghana and South
Africa, the countries where radio and computer data in schools are
available, it is clear that in Ghana, for example, only 1.43% of schools

12
 have access to a computer, 238 out of 1000 (23.8%) people have
access to radio. Likewise, for South Africa, 17.36% of schools have
access to computers while 31.6% of people have access to radios. 5 This
comparison highlights the importance of using ICTs most
appropriately for a given environment rather than focusing ICT and
education efforts on computers, in particular. Given the pervasive
constraints on computers and Internet access, it is imperative that
technology and other resources, such as radio, television, and print
media, should not be considered less important than computers and the
internet. This media will continue to play a fundamental role in
providing educational resources for students.

B. ICT in Indonesia Education

1. Role of The ICT Education in Indonesia
The successful use of ICT depends, among other things, on
infrastructure which includes telecommunications networks, the
availability of internet facilities and the use of the internet. In general,
the development of ICT in Indonesia is currently less encouraging
compared to developed countries, even compared to neighboring
countries such as Singapore, Malaysia, Thailand and others. To
provide an overview of the condition of ICT in Indonesia, let's look at
the data cited from the Research and Development Center for
Information and Electronic Technology Agency for Research and
Development, 2001 as follows:
a. Public Telephone Lines for 203,456,005 residents
1) The number of telephone kiosks is 228,862
2) Number of Telephone Booths 345,307
3) Customer telephone 6,304,798
b. Internet

5
Butcher. N, “Technological infrastructure and use of ICT in education in Africa”An overview.
Working on Distance Education and Open Learning.Africa :2003. P.59

13
 1) Internet Service Provider = 40
2) ISP Public Access Speed Rate = 15 KBPS
3) ISP customers = 511,000 with 1,980,000 users
4) Internet users consist of 42% for commerce, 30% for higher
education, 21% for government, 6% for research institutions,
and 1% for non-government offices.
5) Internet users by profession can be distinguished as follows:
students 39%, workers 22%, managers 17%, assistant managers
5%, professionals 5%, directors 4%, entrepreneurs 3%, and
others 5%.
6) Internet users based on their educational background are as
follows, SD / SMP 2%, SMA 41%, College graduates 9%, S1
43%, and 5% graduates.6
By using ICT, teachers can vary their learning activities teach
them. This can help them to gradually change their teaching
style from teacher-centered to participant-centered students,
providing opportunities for students to have an active role in the
learning process.7

2. ICT Problems In Indonesian Education

a. Economic crisis It is not surprising that the biggest obstacle facing
Indonesia with regard to ICT is the economic crisis. This condition
forces the government to prioritize short-term programs to help
improve the economy of the general public through social security
nets, assistance to poor students to reduce dropout rates, improve
teacher welfare, etc. Therefore, the government must postpone
various programs that have been planned including programs to
support the development of ICT, Nusantara 21 etc. The sluggish

6
Harrina Yuhetty, “ TIK dan pendidikan di Indonesia” Pusat Teknologi Informasi dan Komunikasi
Pendidikan, Kementerian Pendidikan Nasional, Indonesia. P.4-5
7
Beatty, Teaching & researching Computer-Assisted Language Learning (CALL) Pearson
Education Limited. Great Britain (2010), P.53

14
 economy also makes people's spending capacity shrink, so they
prioritize their spending for primary needs such as clothing and
food, so the need to use ICT to gain access to information is the
last option.
b. Infrastructure Another obstacle in ICT development is the poor
condition of infrastructure both in terms of quantity and quality.
Of course, this appalling condition has an impact on the ease of
access to information. In relation to the availability of
infrastructure, it makes access to information expensive, which in
turn lowers the use of ICT.
c. Public awareness and knowledge about ICT is low. Community
ICT literacy is still very low. What is most worrying for us is that
the level of ICT literacy among students and teachers is also low,
especially those living in rural or remote areas.

3. Efforts to ICT Problems in Indonesian Education

a. Drafting the National Education System Bill Currently, the
government (cq. Depdiknas) and the House of Representatives are
drafting the National Education System Bill. The draft also
contains arrangements for ICT education and ICT for education.
b. ICT Curriculum for public schools With the development of a
new curriculum for competency-based primary and secondary
schools, this year the government is conducting limited trials in
certain schools. This curriculum also includes ICT education
which will be taught since Elementary Schools, Junior High
Schools and Senior High Schools and Vocational Schools.
Hopefully with the teaching of ICT from the beginning, Indonesia
will have sufficiently qualified ICT personnel.
c. Preparation of ICT teachers for public schools. To implement a
competency-based curriculum, especially those related to teaching

15
 ICT in schools, the government needs to carry out various
activities to prepare teachers who will teach in schools.
d. Increasing the role of non-formal education Non-degree education
to train skilled personnel in the field of ICT needs to be
encouraged. Because non-formal education has a significant role,
even a decisive role, to help prepare skilled non-degree educated
personnel in the field of ICT in the future.
e. Encouraging local governments to play their roles With the
recently implemented decentralized government system, in which
local governments have autonomy to govern themselves in their
provinces, the success of providing and developing skilled ICT
human resources will be determined by the role of local
governments. Therefore, the central government through the
Agency for Research and Application of Technology and related
Ministries has and is currently carrying out a series of activities to
encourage local governments to socialize, utilize and provide
ICT-trained human resources.
f. Promoting private sector participation The role of the private
sector in mastery of ICT is very important. Whether its role in the
development of ICT resources and infrastructure, as well as in
human resource development, the private sector has a very
important role. They have done a lot. However, the government
needs to work with the private sector to take a bigger role in
promoting ICT education.8

CHAPTER III

A. Conclusion
8
Harrina Yuhetty, “ TIK dan pendidikan di Indonesia” Pusat Teknologi Informasi dan Komunikasi
Pendidikan, Kementerian Pendidikan Nasional, Indonesia.
P.10-12

16
 The learning process will certainly run well if it is supported by
adequate facilities as well. Of course, the existing facilities are related to
the allocation of funds channeled by the government to schools based on
state subsidies. The role of ICT is very important for the continuity of
education, because in this modern era students are required to use
technology-based facilities to be more advanced. The Role of ICT in
Education is to improve the quality of human resources, especially in
education, improve the quality and relevance of education, and increase
the efficiency of the education system.
With the existence of tick problems in Indonesian education such
as the use of ICTs that have not been implemented properly and
thoroughly, the community and government are expected to collaborate
well so that the learning process using ICT can be carried out well too.
Adapaun Efforts to ICT Problems in Indonesian Education can be
preparation of the new Legislation Draft on national education system, Ict
of curriculum of general school, preparation of ict teacher for general
school, Increasing the role of non formal education Inducing the local
government to do its role and the last promoting private sector
participation.
B. Suggest
Suggestions for good readers, your contribution in order helps to
improve this paper because the author is aware that there are still many
mistakes in making this paper

REFERENCES

Yuhettl. H. (2002). ICT and education in Indonesia. Center for Information and
Communication Technology for Education, Ministry of National
Education, Indonesia. Retrieved from
http://eprints.relis.org/8259/1/indonesia-ICT-paper.pdf

17
Butcher. N (2003), Technological infrastructure and use of ICT in education in
Africa: An overview. Working on Distance Education and Open
Learning.Africa

Sunarto sunaryo. Pembelajaran Berbasis Komputer. http://staff.uny.ac.id/ [22

Desember 2011]

Hidayati, TL (2016). Integrating ICT in English language teaching. JEELS, 3(1).

38-62.

Beatty. K. (2010)Teaching & researching Computer-Assisted Language Learning

(CALL) Pearson Education Limited. Great Britain

Khomariah. N. (2016 ) “Pemanfaatan Blog Sebagai Media Pembelajaran

Berbasis ICT”, Jurnal I-Afkar Vol.V. 1 April,P. 81-82

18