POST-PANDEMIC LEARNING RECOVERY IN INDONESIA: POLICY RESPONSES AND EDUCATIONAL TRANSFORMATION

Abstract

This research examines how the COVID-19 crisis has affected Indonesian's education system, specifically on recovery efforts after this crisis. The study seeks to understand the perception and experiences of measures taken in this recovery process from the perspectives of main stakeholders’, students, teachers, and policymakers based on regional inequities and digital access issues. Using a qualitative methodological framework, this study was collected through semi-structured interviews and focus group discussions for the rich data collection of participant views. The results show that learning loss was worse in rural locations with little digital access and limited broadband. Additionally, recovery services were perceived as being timely in the immediate aftermath but frequently insufficient to meet students’ needs at that time, especially in relation to emotional well-being. The research emphasizes the necessity of structural reforms such as digital literacy, and Merdeka Curriculum for establishing an inclusive and adaptable education system. The researchers conclude that while recovery supports were critical, more comprehensive support for both academic and emotional recovery is necessary for real change can happen. The findings suggest that future initiatives should target regional inequalities, psychosocial interventions, and improved teacher training to promote sustainable educational recovery.