Strengthening Teacher Capacity in Identifying and Analyzing Critical Education Issues in East Kalimantan

Alya Shofiyyah; Della Yulia Putri; Diyah Ayu Kristianti; Akhmad

doi:10.59890/ijasse.v4i1.295

Authors

Alya Shofiyyah Mulawarman University
Della Yulia Putri Mulawarman University
Diyah Ayu Kristianti Mulawarman University
Akhmad Mulawarman University

DOI:

https://doi.org/10.59890/ijasse.v4i1.295

Keywords:

Critical Education Issues, Learning Quality, Teachers, East Kalimantan

Abstract

East Kalimantan holds a strategic position as a buffer zone for the Indonesian Capital City (IKN), which has significant implications for the education sector. Demographic changes, the demand for superior human resources, and inter-regional disparities require an adaptive and equitable education system. This article aims to examine critical education issues in East Kalimantan and analyze their impact on the quality and equity of learning. The method used is a descriptive-analytical study based on a review of the Teacher Capacity Building training materials organized by the East Kalimantan BGTK. The study results indicate that critical education issues include disparities in access and equity of education, teacher quality and distribution, low literacy and numeracy, challenges in implementing the Independent Curriculum, and limitations in digital transformation of education. These issues are systemic, interrelated, and have long-term impacts on the readiness of local human resources to support the development of the IKN. Therefore, strengthening teacher capacity in identifying and analyzing critical education issues is a strategic step in formulating policy solutions and learning practices that are targeted, sustainable, and contextual to regional needs.

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