Analysis on Education Provision Policy in Frontier, Outermost, and Underdeveloped Regions to Improve National Security in Sebatik Island, Indonesia

Journal of Contemporary Governance and Public Policy Vol. 2 No. 1, April 2021, 1-12 Available Online at http://journal.ppishk.org/index.php/jcgpp ISSN (Print): 2722-3981 | ISSN (Online): 2722-3973

Asri Nur Aina1*), Siswidyanto2, Ainul Hayat2 1Postgraduate Program of Public Administration, Faculty of Administration Science, Universitas Brawijaya, Jl. MT. Haryono No. 163, Malang, 65145, East Java, Indonesia.

2Department of Public Administration, Faculty of Administration Science, Universitas Brawijaya, Jl. MT. Haryono No. 163, Malang, 65145, East Java, Indonesia.

Received: 2021-02-13; Accepted: 2021-03-27; Published: 2021-04-30

Abstract This article aimed to analyze the Government Policy in the process of implementing education to improve National Security at the Sebatik Island of Nunukan Regency. The author analyzed using Bardach’s Eightfold path to more effective problem solving which consists of defining the problem, assembling the evidence, constructing the alternatives, selecting the criteria, projecting the outcomes, confronting the trade-offs, deciding, and telling the story. This is a descriptive-type study with a qualitative approach. Study results shows that in Nunukan Regency, especially Sebatik Island that is considered as a Frontier, Outermost, and Underdeveloped region, which also lies at the border between Malaysia and Indonesia—haven’t been optimally carrying out policies on education implementation for improving national security. This was also proven by the number of schools that lack the necessary facilities and infrastructures, in addition to the curriculum that has yet to instil national security strengthening in schools and the lack of routine for nationalism-related activities given by the local government. Therefore, the local government should synergize with other parties, such as the Indonesian Army and education communities to improve national security in Sebatik Island while also strengthen the students’ sense of nationalism through accommodating school subjects on Indonesian nationality and culture.

Keywords: Education Policies; Frontier Region; Outermost Region; Underdeveloped Region; National Security

How to Cite: Aina, A. N., Siswidyanto, S., & Hayat, A. (2021). Analysis on Education Provision Policy in Frontier, Outermost, and Underdeveloped Regions to Improve National Security in Sebatik Island, Indonesia. Journal of Contemporary Governance and Public Policy, 2(1), 1–12. https://doi.org/10.46507/jcgpp.v2i1.34.

Permalink/DOI: https://doi.org/10.46507/jcgpp.v2i1.34

*) Corresponding Author Email : [email protected] http://journal.ppishk.org/index.php/jcgpp Journal of Contemporary Governance and Public Policy 2 (1), April 2021, 1-12 2 of 12

Introduction compared to others on a national Based on publications from scale. Based on the regulation, a the Ministry of Home Affairs region is considered to be an published in the 2018 Statistics Book underdeveloped region if they fulfill of Indonesia, Indonesia has 16.056 certain criteria, comprising of islands in 2017. This number reduced people’s economy, human resources, by 1448 islands from the previous facilities and infrastructures, regional year which accounted for 17.504 financial capacity, accessibility, and islands. As an archipelagic country, regional characteristics. Indonesia shares direct borders with As established by the 10 (ten) other countries. The borders Presidential Regulation No. 131 of in land area are shared with three 2015, there are currently 122 countries, which are Malaysia, Papua underdeveloped regions. Reflecting New Guinea, and Timor-Leste. on those figures, the government Indonesian sea area bordered with 10 should have implemented strategic countries, namely India, Malaysia, moves for carrying out improvements Singapore, Thailand, Vietnam, the in underdeveloped regions and Phillipines, Republic of Palau, borders. Broadly speaking, the Australia, Timor-Leste, and Papua existing problems in border areas New Guinea (Indonesia, 2018). comprise of three aspects: regional One important aspect in socio-economy, socio-economy, and geopolitics is country borders where defense and security. National history has proven various inter- defense and security, especially in country and international problems border areas, are vulnerable to due to border disputes. Basically, the threats and influences from term “Border” has two definition: neighboring country(ies). Thus, it is Boundaries and Frontiers. In the unquestionable that the countless context of Boundaries, borders are problems that lie in border areas the dividing lines of international become an alternative to subside the area while in the context of Frontiers, sense of nationalism of people living borders refer to lanes or zones in border areas (Rantau Itasari, stretching and separating two regions 2020). of countries (Rantau Itasari, 2020). One precise strategy which Border area is a strategic aims to develop a nation and country territory due to its position being is to place education development as adjacent to neighboring country(ies), the leading sector. As a result, almost making border areas’ development all countries position education and progress the symbol, gateway, development as their main priority in and pride of Indonesia in the national development programs. The international scale. However, the key to a country's success in reality is that border areas in this development is competent and country are still identified as the quality human resources which are frontier, outermost, and the products of education (Asri, underdeveloped regions. This means, 2016). Also, people’s quality will it’s undeniable that border areas are determine the success of still becoming serious concern for development and education is the key this country. to achieve competent people In the Presidential Regulation (Kurniawan & Managi, 2018). No. 131 of 2015, underdeveloped A number of concrete issues regions are defined as regions with which often occur in border areas are underdeveloped areas and population difficulties in communication and the

Asri Nur Aina, Ainul Hayat/Analysis on Education Provision Policy in Frontier, Outermost, and Underdeveloped Regions to Improve National Security in Sebatik Island, Indonesia Journal of Contemporary Governance and Public Policy 2 (1), April 2021, 1-12 3 of 12 scarcity of the means to assist inadequate education will eventually teaching-learning process which impact national security because the hinder the process of building two share reciprocal relationship, standard education facilities and both positively and negatively providing educators in frontier, (Joshua, Ibietan, & Azuh, 2016). outermost, and underdeveloped Unsupportive educational situation regions regions and border areas. and condition will negatively impact Currently, border areas are still conditions in border areas and have categorized as isolated, remote, and the possibility to further threaten underdeveloped regions, which also national sovereignty (Abdi, 2018). As apply to their education sector. a consequence, the government’s Education in border areas is still challenge is to find out ways to relatively lower when compared to integrate people’s security as a core other regions due to the distribution in the process of planning and of facilities and infrastructures not implementing border area reaching villages which are farther developments in order to improve located from each other (Suciati & human-development-based national Ariningsih, 2016). This, of course, is security. If the developments of contrasting with what Coleman stated border areas disregard people’s in Mujahidun (2016) which explained security, what would happen is that that the concept of distribution the sense of nationalism of people consists of passive distribution, i.e. living in those areas gradually distributions which emphasize more diminishes and ceases to exist on the equality of opportunity to because they feel neglected by the enroll in school, while active government. Their trust towards distribution means equal opportunity their government will also decrease, for enrolled students to achieve the which in turn disrupts national highest education result. Based on security that affects the unity of this understanding, education nation. The government must focus distribution becomes broader which on people’s education and welfare consists of things, such as equality of when developing border areas (Rani, access, equality of survival, equality 2012). of output, and equality of outcome. Sebatik Island is one of the Several great challenges in districts in Nunukan Regency, North Sebatik Island are the many Kalimantan. This island is one of the Indonesian workers’ (TKI; Tenaga frontier, outermost, and Kerja Indonesia) children who go to underdeveloped regions which is the school in the island because they are main priority for development denied from going to school in because it is directly adjacent to a Malaysia, where Malaysia often neighboring country, namely becomes the main target country for Malaysia. Sebatik Island, which is TKI. In addition, the problem existing very close to Malaysia, is very in those borders today is the lack of vulnerable to various threats such as literatures which introduce threats from the defense and security Indonesian cultures to the sector, economic threats and schoolchildren in Sebatik Island, ideological threats. Apart from that, resulting to more dominant cultural narcotics is still the biggest threat on influences from the neighboring Sebatik Island. Its location is very country, i.e. Malaysia. close and there is a lack of The amount of education- supervision so that many smugglers related problems, which include use the rat route to enter drugs into

Indonesian areas. Some of the on policies of education provision national security problems faced by from the perspective of policies on the community occur because one of education implementation, the factors is the low quality of government programs, education human resources in the Border area curriculum, and education facilities (Siregar, 2008). and infrastructures. The author The current conditions at the conducted policy analyses using an border are relevant for reviewing approach by Bardach (Ainul, 2018) regulations, policies, programs, and which was the Eightfold path to more budgets from the central or regional effective problem solving, which governments, especially in the comprise of defining the problem, education sector, whether the current assembling the evidence, constructing conditions have met the principle of the alternatives, selecting the criteria, availability, the principle of projecting the outcomes, confronting opportunity to obtain, the principle of the trade-offs, deciding, and telling acceptance and the principle of the story. Data were sourced from adjustment in the region (Itasari, primary and secondary data. Primary 2020). data were obtained through Based on the description interviews conducted on 12 above, this article is important to informants which consist of conduct a more in-depth analysis of government officials of Nunukan educational policies and programs to Regency, member of Regional improve National Security on Sebatik People's Representative Council Island, Nunukan Regency. (DPRD; Dewan Perwakilan Rakyat Daerah) of Nunukan Regency, Research Methods headmasters of elementary schools in One of the causes for the low Sebatik Island, community figures, quality of human resources is and the Chairman of Community determined by education. Education Council of Sebatik Island. Meanwhile, on Sebatik Island is currently still secondary data were acquired from facing several major challenges documents. Data collections were including a lack of educators both in done through observations, quantity and quality, lack of interviews, and documentations. This educational infrastructure, study used Miles and Huberman data unavailability of public analysis which was performed transportation to make it easier for cyclically and was separated into students to go to school, a lack of three steps: Data codification, data compatibility between the curriculum display, and conclusion drawing or and the needs of the people on verifying (Miles & Huberman, 2007). Sebatik Island, and many of them. underprivileged children from Results and Discussion Indonesian Migrant Workers (TKI) Based on focus of the study, families who go to school on Sebatik there are three things which can be Island due to being refused school in highlighted in the process of Malaysia (Rosliana, W, Lutfie, education provision, which were: Hidayah, & Aziza, 2015). Outermost, regulation for education and Underdeveloped (3T) regions in implementation as the reference for order to improve the national the process of implementing security. This study was carried out in education in Sebatik Island, learning Sebatik Island of Nunukan Regency in curricula, and facilities and North Kalimantan. This study focused

Asri Nur Aina, Ainul Hayat/Analysis on Education Provision Policy in Frontier, Outermost, and Underdeveloped Regions to Improve National Security in Sebatik Island, Indonesia Journal of Contemporary Governance and Public Policy 2 (1), April 2021, 1-12 5 of 12 infrastructures which support the the form of forests which cause a lack process of implementing education. of access to education so that affordability is low. Although there Regulation for Education have been several efforts by the Implementation central government and local The implementation of policy governments to resolve these on regional autonomy based on Law problems, there has not been any No. 32 of 2004 decide on a policy focus on the quality and quantity independently where the authority aspects of advice and infrastructure. once belonged to the central Itasari, (2020) considers that there is government is now handed down to a current government policy that regions, in this case provinces and wants to build from the border and regencies/municipalities. In attempt outermost areas, education should be to improve the qualities of human a priority for fulfilling the right to resource, global competitiveness, and education for people on the border. nation’s intellectual capacity, the Based on the government's wishes, it government of Nunukan Regency is deemed necessary to have a study have formulated Regional Law No. 05 to obtain an overview of the politics of 2012 concerning the management of law and state policies as well as a and implementation of education to comprehensive analysis of policies, achieve proper education and programs, activities and funding in guarantee equal opportunity of fulfilling the right to education, both quality education for people in primary and secondary education in Nunukan Regency. Management for border areas. education—contained in the Regional Law No. 05 of 2012—serves a Learning Curricula purpose to: 1) Guarantee public Most of the schools on Sebatik access for sufficient, equal, and Island have implemented a affordable education. 2) Guarantee curriculum regulated directly by the competitiveness and quality of central government, namely the education and its releance with curriculum contained in the society’s needs and/or conditions. 3) Regulation of the Minister of Guarantee the effectiveness and Education and Culture No. 57 of 2014 accountability of education concerning the 2013 Curriculum for management. However, the Elementary School / Madrasah regulation does not have special Ibtidaiyah and No. 58 of 2014 treatment for border areas. This is concerning the 2013 Junior High because there is no central School / Madrasah Tsanawiyah government regulation regulating the Curriculum. This regulation has management and implementation of attached a syllabus which technically special education in border areas. details the subject points that the This is also done by stakeholders in teacher will teach to students. In the Nunukan Regency so that the efforts context of improving national carried out are only for the security or the context of national cultivation of national insight orally. security and resilience, the 2013 The need for special policies in curriculum has been contained in border areas was also expressed by education and citizenship subjects (Itasari, 2020) in her research which which contain Pancasila values, the explained that one of the obstacles in role of the region in the framework of border areas is geographical the Republic of Indonesia, how to constraints and natural contours in defend independence and others.

Currently on Sebatik Island, develop curricula. They can organize there are still many students who are teaching to define specific goals, not fully familiar with Pancasila and content, learning processes, and have not studied the meaning of assessments. The government as the citizenship. This can be seen from the policy maker in the Sebatik Island number of students who find it area, of course, has the authority to difficult to use Indonesian well, still develop a curriculum based on the tend to use the language and currency needs of the region. Lambert & from Malaysia which symbolically Penney (2020) explains that basically shows that there is dependence on in making curriculum, it is necessary neighboring countries, even at the to pay more attention to the social elementary school level, there are still context in which the curriculum is many students who have not made. The research of Joshua et al., memorized the Indonesia Raya (2016) also reveals that the national anthem as well as Pancasila. importance of the curriculum also has This proves that the values in the an impact on national security in civic education subject have not been Nigeria. The large number of embedded in students on Sebatik unemployed created is the impact of Island. damaged education and curricula. Yanti & Nini (2018) in their research also showed the results that Education Facilities and students' understanding of the Infrastructures history of the nation's struggle was Facilities and infrastructures still minimal. One sample in Sebatik for education are two pillars for the Island is SD 01 Sebatik Tengah, which process of implementing education. is located very close to stake 3 or the The Law of Republic of Indonesia No. border stake between Malaysia and 20 of 2003 stated that every formal Indonesia. This proves the lack of and non-formal educational unit national insight among students in should provide the facilities and border areas. Agung, (2012) infrastructures which fulfill the needs explained the need for planting a of education according to the growth national insight into his research and development of learners’ which revealed that there needs to be physical, intellectual, social, attention and handling of the emotional, and spiritual potential. In cultivation of the value of national addition, Government Regulation of insight in border areas so that it the Republic of Indonesia No 19 of becomes one of the deterrents of all 2005 regarding National Standard of actions that can endanger the Education elaborated that every integrity of the Indonesian state. educational unit should have the Agung, (2012) also explained that the necessary education facilities and condition of students national insight infrastructures comprising furnitures, is very easily influenced by foreign education equipments, books and elements, therefore it is necessary to other learning sources, consumables, spread and cultivate national insight and necessary supplies to support to students or students at the border. steady and sustainable learning The importance of national process. Other facilities and insight can be an input for the infrastructures also consist of land, government in making policies classrooms, head office, teacher’s related to the curriculum. Ro, (2020) office, library, laboratory, canteen, explains that policy makers basically gymnasium, prayer room, outdoor have the authority to define and areas, and other spaces required to

Table 1. Data of facilities and infrastructures of public schools in Sebatik Island Source: Education Agency of Nunukan Regency, 2019

Number Number Number Number Of Number of Number of No Districts Of Of of Study Classrooms Laboratories Libraries Schools Students Groups

1 Sebatik 4 742 27 26 2 4

2 East Sebatik 3 967 42 29 0 3

3 West Sebatik 8 1592 65 63 3 5

4 North Sebatik 3 1061 43 33 3 3

5 Central Sebatik 8 1211 56 57 2 5

TOTAL 26 5573 233 208 10 20

Table 2. Data of facilities and infrastructures of private schools in Sebatik Island Source: Education Agency of Nunukan Regency, 2019

Number Number Number Number Of Number of Number of No Districts Of Of of Study Classrooms Laboratories Libraries Schools Students Groups

1 Sebatik 4 464 26 23 1 2

2 East Sebatik 9 1480 71 60 2 4

3 West Sebatik 2 116 12 9 0 1

4 North Sebatik 2 331 13 6 0 2

5 Central Sebatik 1 43 6 6 0 0

TOTAL 18 2434 128 104 3 9

In fulfilling the facilities and that the current condition of schools infrastructure, it can be concluded on Sebatik Island is still lacking Asri Nur Aina, Ainul Hayat/Analysis on Education Provision Policy in Frontier, Outermost, and Underdeveloped Regions to Improve National Security in Sebatik Island, Indonesia Journal of Contemporary Governance and Public Policy 2 (1), April 2021, 1-12 8 of 12 school facilities such as classrooms, is no competition or contestation teaching aids and class facilities to process among the model of policy support the implementation of implementation, because the more education. The importance of relevant issue is the suitability of facilities and infrastructure needs to implementation with its own policies be the attention of the local (Adler & Seligman, 2016). government in order to focus on the Based on the existing development of facilities and problems, the author tries to build a infrastructure. In the context of top-down model to improve national national security, especially in human security in Sebatik Island. The security, one of the coverage that important features of top-down must be fulfilled is access to approach are that is starts with a education services. Therefore, the government policy decision and to government is obliged to provide answer the questions : access and proper education to 1. How the consistency of the actions border communities to improve the of the executive officer and the national security of the local target group towards the policy community. decision. Uline & Tschannen-Moran, 2. How can the goals be achieved? (2008) laid the foundation for the 3. What are the main factors that relationship between the physical influence policy output and environment of the school and impact? student achievement, from the 4. How was the policy reformulated findings in a number of studies over time on the basis of showing that there is a close experience ? (Sabatier, 1986). relationship between student Based on the study result, achievement and the physical quality plenty of matters still require further of the school. Old building conditions attention, especially in the process of also greatly affect student implementing education in Sebatik achievement. In contrast to the Island so that the students are able to results of research by Gronberg, experience educational facilities like Jansen, & Taylor, (2011) which any other school elsewhere. Seeing explains that although their research the current conditions in Sebatik suggests equal access to educational Island—the abundant aids and facilities does not mean that this products from Malaysia, with the affects student achievement. His addition of the prevalent uses of research evidence suggests that Malaysian Ringgit as currency— performance improvements will be improvements need to be made in lower as the cost of resources is order for the students in Sebatik shifted to maintenance. While no Island to also receive the proper doubt students and teachers will be facilities, lest they compare what was happy spending their days in a given by the Malaysian Government modern school building with many and the Indonesian Government. facilities, there is no evidence that Therefore, the author made attempts students learn more in such an to come up with policy environment. recommendations in the form of education implementation model. The Policy Recommendations following is the model proposed by The implementation of public the author in figure 1. policy requires a model to be the solution of a problem. Basically there

Figure 1. Reccomendation model to improve national security in Sebatik Island Source: Processed by the Authors (2021)

In this model, there is no expected to continuously slip in difference in regard to the attention nationalism values in every subjects given from the government to both taught or to instil appreciation for public and private schools. Indonesian Rupiah more in every Specifically for the curriculum, the local subject (mulok; muatan lokal) in government does not provide a new order to minimalize the use of form of curriculum because the Malaysian Ringgit in Sebatik Island. curriculum has been regulated by the central government, it's just that in Conclusion the context of this curriculum local National security is very governments can emphasize national- important in border areas through based character education. The role the provision of quality education, of the regional government must be several technical steps that can be more active in increasing national taken, namely: security because today there is still 1. The central government forms a no central regulation that addresses regulation related to education in education at national borders. border areas which becomes a The author also suggest reference for local governments. involving several actors, such as the 2. Local governments issue Indonesian National Armed Force regulations related to the (TNI; Tentara Nasional Indonesia), implementation and management education communities, and local of education in border areas that people to keep on overseeing and are adjusted to central government improving national security in regulations Sebatik Island. One form of oversight 3. The local government regulates an is to hold nationalism-related additional curriculum (local activities which involve all students content lessons based on local in the border area in a continuous needs) which can be adapted to the manner to uphold their sense of curriculum from Permendikbud nationalism. In addition, the No. 57 and 58 concerning the basic paramount roles of teachers are education curriculum. The

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Asri Nur Aina, Ainul Hayat/Analysis on Education Provision Policy in Frontier, Outermost, and Underdeveloped Regions to Improve National Security in Sebatik Island, Indonesia