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The Learning Gap Series 4 – Bounce Back Stronger: Learning Recovery After the Pandemic A Case Study of INOVASI Partner Schools
Research conducted by INOVASI at the beginning of the COVID-19 pandemic revealed that school closures significantly led to less effective learning and decreased the overall quality of education. The decline in the quality of education
The Learning Gap Series
The Learning Gap Series 1 – Beyond Letters and Numbers: The COVID-19 Pandemic and Foundational Literacy and Numeracy in Indonesia The study aims to identify learning gaps between what the standards set for students to
Infographic: Build Back Stronger: Post Pandemic Learning Recovery
After two years of studying during the pandemic, how are the conditions of student learning outcomes, especially in terms of literacy and numeracy? What can both government and schools do to encourage student learning recovery?
The Learning Gap Series 3 – A widening gap: Impacts of the COVID-19 pandemic on Indonesia’s most marginalised students
‘INOVASI undertook a Learning Gap Study (LGS) in 2021 to understand the status of students’ learning and the potential impact of the COVID-19 pandemic on early-grade students in Indonesia. The study intended to inform curricular,
Study of Teacher Perceptions of Gender Norms in the Management and Leadership of Female Principals: High Competence Amidst Inequality of Support
Cakra Wikara Indonesia (CWI), supported by the INOVASI program, has conducted two series of interrelated studies on the theme of female leadership as school principals. This is a second research of an initial study conducted
The Learning Gap Series 2 – Reforming Indonesia’s Curriculum: How Kurikulum Merdeka Aims to Address Learning Loss and Improve Learning Outcomes in Literacy and Numeracy
Beginning in late 2019, the Indonesian government embarked on a series of systemic education reforms, collectively referred to as Merdeka Belajar (Emancipated Learning). These reforms are set to improve learning outcomes, promote quality, and equitable education for
Policy Implementation and Sustainability: Qualitative Study of the Policies for Literacy and Multigrade Approaches in Batu City and Probolinggo with the Specific Challenge of the COVID-19 Pandemic
INOVASI has assisted 17 local governments in initiating and implementing various educational policies and programs. In this study, we focus on the following three policies: (1) Regulation by the Regent of Probolinggo No. 62 of
The Learning Gap Series 1 – Beyond Letters and Numbers: The COVID-19 Pandemic and Foundational Literacy and Numeracy in Indonesia
In 2020, with the COVID-19 pandemic spreading across Indonesia and around the world, INOVASI (the Innovation for Indonesia’s School Children) and the Indonesian Ministry of Education, Culture, Research and Technology (MoECRT) initiated a study of
Qualitative Study of Child Marriage During the COVID-19 Pandemic in East Java, West Nusa Tenggara, and East Nusa Tenggara
The government has taken important steps to reduce the number of child marriages, but the pandemic is predicted to increase the number of child marriages. Data shows that the number of child marriages and applications
INOVASI and Ma’arif NU conduct joint monitoring of education activities in Sidoarjo and Pasuruan, East Java
Innovation for Indonesia’s School Children (INOVASI), a program partnership between the governments of Australia and Indonesia, first signed a partnership with prominent Islamic association Ma’arif NU in late 2018. This agreement represents an exciting opportunity
INOVASI Joint Monitoring visit to Sidoarjo and Probolinggo Improving the quality of education in East Java
This joint monitoring activity involved representatives from the national Ministry of Education and Culture, Ministry of Religious Affairs, and the Australian Department of Foreign Affairs and Trade (DFAT) from the Australian Embassy in Jakarta. The
Australia’s Deputy Head of Mission visits local educators in Probolinggo
During the visit, Mr Cox had the opportunity to observe the implementation of the Government of Australia’s Innovation for Indonesia’s School Children (INOVASI) Program, meeting with local partner teachers, principals, supervisors and government representatives. Through
INOVASI joins the 4th Islamic Schooling Conferences and Forum in Melbourne, Australia
In their panel presentation, INOVASI’s Program Director Dr. Mark Heyward, along with Dr. Bahrul Hayat, Education Specialist for the Australian Government supported Technical Assistance for Education Systems Strengthening (TASS) program in Indonesia, and Education Pathways
Multi-grade Teaching in Basic Education: Opportunities and Challenges
Carrying the theme “Multigrade Learning in Basic Education: Opportunities and Challenges”, this educational discussion forum presents national and regional perspectives by presenting speakers, namely teachers and education staff in East Java Province (Probolingo ), Probolinggo
Local solutions to improve education quality explored at Temu INOVASI forum in Batu City, East Java
Held in celebration of National Education Day (Thursday 2nd May 2019), the event was an opportunity to recognise Batu City as a ‘Literacy City’, and showcased INOVASI’s program implementation and promising education practices. Batu is
Australia’s Deputy Head of Mission and World Bank Indonesia Country Director visit government leaders and communities on Sumba Island
The visit aimed to observe the implementation of the Government of Australia’s Innovation for Indonesia’s School Children (INOVAS) Program and the World Bank’s Investing in Nutrition and Early Years (INEY) Program in East Sumba. During
Meeting between East Java Governor and 5 regents / mayors from INOVASI partner districts
The event was attended by Bupati from Sumenep, Pasuruan, Sidoarjo, Probolinggo, and the Mayor of Batu. Representatives from the East Java and Regency/City education service offices, as well as the provincial and district Ministry of
Reading Camp untuk Mempercepat Peningkatan Kemampuan Membaca Siswa Kelas Awal
The Reading Camp is essentially a reading group. In the Reading Camp activity, students from grades 1 to 3 are grouped according to their initial reading ability. This grouping is organized and scheduled by teachers
Limitations Does Not Hinder Meaningful Learning
Each student’s appearance varies from the others’. Some wear red and white uniforms on Saturdays; others wear casual clothes. There are those who wear shoes and socks; others have no footwear. Moreover, the students are
Developing Easy and Affordable Learning Media
At SDN Wee Pabowi state elementary school, one of the schools in Central Sumba regency, East Nusa Tenggara, teachers, particularly early grade teachers, were having difficulty in keeping students’ attention during lessons. The same applied
A Learning Strategy that Meets the Students’ Needs
John said that at the time, the students were grouped according to their reading abilities wherein each group consisted of some students whose reading abilities were good enough. These students acted as peer tutors for
Using Word Board with the Language Bridge Method for Effective Learning
The Language Bridge method serves to address the learning needs in regions that experience language challenges. Through the INOVASI training and mentoring program, teachers in the Bima regency, NTB are continuously trained for several months
No Library Building? A Mini Library Can Be the Solution
The school, which is located at the foot of a hill in West Sumba regency, already has a designated building for a library. However, the building has not been used for a long time because
Improving Students’ Higher Order Thinking Skills (HOTS) by Using the Big Book
In the administrative sense, the scenario that supports learning by using HOTS is already in the Learning Implementation Plan (Rencana Pelaksanaan Pembelajaran, or RPP). Nonetheless, teachers must prepare materials and learning media that are creative, innovative,
Making Numeracy Lessons Exciting by Using the Objects around Us
One of the ways to do this is by using learning tools or media, which can take many forms. It would be interesting, however, if the teaching media that teachers chose to use came from