DIGITALIZATION OF LEARNING AND SCHOOL REVITALIZATION AS PUBLIC POLICY FOR EDUCATIONAL EQUITY IN INDONESIA

Abstract

Educational equity in Indonesia is increasingly shaped by two national policy agendas: digitalization of learning and school revitalization. While digital devices can expand access to quality content, and revitalized facilities can make schools safer and more supportive, both policies may reproduce inequality if they are implemented mainly as procurement or construction programs. This article analyzes the integration of learning digitalization and school revitalization as a public policy pathway for educational equity in Indonesia. Using qualitative policy analysis, the study reviews recent government regulations, official education reports, and international literature on digital equity, school infrastructure, and evidence-based governance. The analysis shows that the two agendas are complementary. Learning digitalization can reduce disparities in content, teacher support, and learning resources, especially in remote and underserved schools. School revitalization provides the physical foundation for digital learning through safe classrooms, electricity, connectivity readiness, and inclusive learning spaces. However, the equity impact depends on targeting mechanisms, teacher capacity, maintenance financing, local government coordination, and data transparency. The paper argues that Indonesia needs an equity-by-design approach: priority should be given to schools with the deepest infrastructure and learning gaps, accompanied by teacher professional development, accessible digital content, community accountability, and use of Rapor Pendidikan as a monitoring instrument. The article concludes that digitalization and revitalization should be framed not as separate technical programs, but as integrated public policy instruments for building resilient, inclusive, and equitable education.