Assessing the Impact of SM-3T on Enhancing Teacher Competence in 3T Areas: A Case Study in Indonesia
Main Article Content
Abstract
The Indonesian government has launched the Bachelor Program for Teaching in Frontier, Outermost, and Disadvantaged Areas (Indonesia: Sarjana Mendidik di Daerah Terdepan, Terluar, dan Tertinggal / SM-3T) as a means to enhance the educational standards in disadvantaged regions by deploying recent graduates as instructors. This study examines the impact of the SM-3T program on improving teacher competence in high-risk, remote, and underprivileged regions of Indonesia, namely in Terdepan, Terluar, and Tertinggal (3T) regions. This research is a qualitative case study approach, focus on teachers who took part in the program. Data were gathered using a blend of self-assessment forms and semi-structured interviews, offering valuable understanding of the professional growth of these educators, namely in their ability to teach effectively. According to the findings, the SM-3T program made a substantial contribution to enhancing teachers' pedagogical abilities, particularly in comprehending students' traits, devising and executing teaching methods, and doing assessments. The results emphasise the need of ongoing professional development initiatives in enhancing the effectiveness of education in remote regions. The research findings underline the importance of continuous assistance and training for teachers in 3T areas to guarantee enduring educational enhancements.
Article Details
How to Cite
BUDIDARMA, Ahmad; ROSYIDI, Unifah; SUSANTO, Teguh Trianung Djoko.
Assessing the Impact of SM-3T on Enhancing Teacher Competence in 3T Areas: A Case Study in Indonesia.
Proceeding of International Conference on Islamic Education (ICIED), [S.l.], v. 9, n. 1, p. 260-266, dec. 2024.
ISSN 2613-9804.
Available at: <https://conferences.uin-malang.ac.id/index.php/icied/article/view/3146>. Date accessed: 30 may 2026.
doi: https://doi.org/10.18860/icied.v9i1.3146.
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Articles
References
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Datzberger, S. (2018a). Why education is not helping the poor. Findings from Uganda. World Development, 110(2018), 124–139. https://doi.org/10.1016/j.worlddev.2018.05.022
Datzberger, S. (2018b). Why education is not helping the poor. Findings from Uganda. World Development, 110, 124–139. https://doi.org/10.1016/j.worlddev.2018.05.022
El-Din, D. M., Hassanein, A. E., & Hassanien, E. E. (2022). The Effect CoronaVirus Pendamic on Education into Electronic Multi-modal Smart Education (pp. 245–259). https://doi.org/10.1007/978-3-030-55258-9_15
Ferdig, R. E. (2006). Assessing technologies for teaching and learning: understanding the importance of technological pedagogical content knowledge. British Journal of Educational Technology, 37(5), 749–760. https://doi.org/10.1111/j.1467-8535.2006.00559.x
Lau, K. H., Lam, T., Kam, B. H., Nkhoma, M., Richardson, J., & Thomas, S. (2018). The role of textbook learning resources in e-learning: A taxonomic study. Computers and Education, 118, 10–24. https://doi.org/10.1016/j.compedu.2017.11.005
Lin, R., Yang, J., Jiang, F., & Li, J. (2022). Does teacher’s data literacy and digital teaching competence influence empowering students in the classroom? Evidence from China. Education and Information Technologies, 1–23. https://doi.org/10.1007/s10639-022-11274-3
Ma, J., & Xu, H. (2020). College students’ network entrepreneurship model based on FPGA and machine learning. Microprocessors and Microsystems, 103504. https://doi.org/https://doi.org/10.1016/j.micpro.2020.103504
Moore, J. L., Dickson-Deane, C., & Galyen, K. (2011). e-Learning, online learning, and distance learning environments: Are they the same? The Internet and Higher Education, 14(2), 129–135.
Moreno-Casado, H., Leo, F. M., López-Gajardo, M. Á., García-Calvo, T., Cuevas, R., & Pulido, J. J. (2022). Teacher leadership and students’ psychological needs: A multilevel approach. Teaching and Teacher Education, 116, 103763. https://doi.org/https://doi.org/10.1016/j.tate.2022.103763
Mourtgos, S. M., & Adams, I. T. (2019). The rhetoric of de-policing: Evaluating open-ended survey responses from police officers with machine learning-based structural topic modeling. Journal of Criminal Justice, 64, 101627. https://doi.org/https://doi.org/10.1016/j.jcrimjus.2019.101627
Nugraheni, G. V. A. (2019). the Experiences of Sm3T Teachers: Constructing Teacher Identity in the Borderland Discourses. LET: Linguistics, Literature and English Teaching Journal, 9(1), 88. https://doi.org/10.18592/let.v9i1.3079
Parvez, S. M., & Blank, G. D. (2007). A pedagogical framework to integrate learning style into intelligent tutoring systems. Journal of Computing Sciences in Colleges, 22(3), 183–189. http://dl.acm.org/citation.cfm?id=1181886
Prestridge, S. (2019). Categorising teachers’ use of social media for their professional learning: A self-generating professional learning paradigm. Computers & Education, 129, 143–158. https://doi.org/https://doi.org/10.1016/j.compedu.2018.11.003
Rachman, A., Setiawan, M. A., & Putro, H. Y. S. (2022). The Implementation of Independent Learning-Independent Campus in the Guidance and Counseling Study Program. Bisma The Journal of Counseling, 6(1). https://doi.org/10.23887/bisma.v6i1.42384
Renner, D., Laumer, S., & Weitzel, T. (2014). Effectiveness and efficiency of blended learning–A literature review.
Sahronih, S., Purwanto, A., & Sumantri, M. S. (2019). The Effect of Interactive Learning Media on Students’ Science Learning Outcomes. Proceedings of the 2019 7th International Conference on Information and Education Technology, 20–24.
Saido, G. M., Siraj, S., Bakar, A., Nordin, B., & Saadallah, O. (2015). Higher Order Thinking Skills among Secondary School Students in Science Learning. Malaysian Online Journal of Educational Sciences, 3(3), 13–20.
Sletten, S. R. (2017). Investigating flipped learning: Student self-regulated learning, perceptions, and achievement in an introductory biology course. Journal of Science Education and Technology, 26(3), 347–358.
van Leeuwen, A., & Janssen, J. (2019). A systematic review of teacher guidance during collaborative learning in primary and secondary education. Educational Research Review, 27, 71–89. https://doi.org/https://doi.org/10.1016/j.edurev.2019.02.001
Vural, O. F. (2013). The Impact of a Question-Embedded Video-Based Learning Tool on E-Learning. Educational Sciences: Theory and Practice, 13(2), 1315–1323.
Weber, M. A., Backer, T. E., & Brubach, A. (2022). Creating the HHS COVID-19 Public Education Media Campaign: Applying Systems Change Learnings. Journal of Health Communication, 27(3), 201–207. https://doi.org/10.1080/10810730.2022.2067272
Wicaksana, E. J., & Atmadja, P. (2018). Analysis of the impact of teacher program direktorat psmk (sm3t program) to animo learning students in biological lessons in smkn 1 kintamani, bali. Biodik, 4(2), 77–82.