Kompas, page 12
Education is the key to the nation’s future. However, in a number of remote areas, students were found abandoned in the absence of teachers at school. The learning process is not smooth. Factors include lack of facilities and uneven distribution of teachers. One of the findings of the absence of teachers prompts students to be abandoned in the Aru Islands Regency, Maluku. Teachers often leave school for months because they prefer to live in Dobo, the regency capital.
Aru Islands Regent Johan Gonga said there was a nickname of “exam teachers” for inland teachers. The teachers are only present when students are about to take exams. In SD Negeri Batugoyang, South Aru Sub-district, teachers are dominated by participants of the Undergraduates Educate in Disadvantaged, Outermost, and Frontier Areas (SM3T) program.
Observer of education problems in Maluku Stanley Ferdinandus said, similar conditions not only happened in Aru Islands, but also in most other districts in Maluku. According to him, the organization of education that is still below standards exists in almost all small islands in Maluku. The same problem is found in a number of other remote areas, such as in East Kalimantan, West Kalimantan, North Sumatra, Papua, and even West Java.
Meanwhile, Director General of Teachers and Education Personnel Kemdikbud Sumarna Surapranata explained, to meet (the number of) teachers in 3T areas, Kemdikbud has a Guru Garis Depan (GGD) or Frontline Teachers program. This year, 6,296 GGDs will immediately be dispatched in 128 regencies for 28 provinces. Together with the National Team for the Acceleration of Poverty Reduction, research was carried out in five regencies, including Keerom, Ketapang and Kaimana. The research was to find a model of how to address the teacher attendance level and supervision system by involving the community, for example to better the presence of teachers / principals.