Bridging Gaps: Educational Development in Solok Selatan Regency

Nora Susilawati

1,2

, Azwar Ananda

, Syafri Anwar

, Dasman Lanin

, Syur’aini

, Delmira Syafrini

Hendra Naldi

and Gusmira Wita

Pasca Sarjana Universitas Negeri Padang, Indonesia

Program Studi Pendidikan Sosiologi, Universitas Negeri Padang, Indonesia

Program Studi Pendidikan Sejarah, Universitas Negeri Padang, Indonesia

Pascasarjana Universitas Negeri Padang, Indonesia

Keywords: Development, Education, Underdeveloped Areas That Are Eradicated.

Abstract: This paper aims to explain the development of education and the factors that support the success of education

development in the South Solok Regency, West Sumatra, Indonesia. South Solok Regency was previously an

“unknown southern region.” Fifteen years after being divided into its districts, this district has not been able

to harmonize itself with other districts in West Sumatra. All facilities and budgets are still limited. In 2019,

the South Solok Regency was declared a disadvantaged area that was eradicated based on the Decree of the

Minister of Villages for the Development of Transmigration Regions of the Republic of Indonesia No. 79 of

2019. The literature study method is used to obtain data, where data/information is obtained from

documents/archives, literature, books, articles, and research results related to the needs of writing this article.

The results of the study show that education in South Solok Regency has developed from the following

aspects: (1) Human Development Index (HDI), Gross Participation Rate (GER), Pure Participation Rate

(APM), and the number of schools and the achievement of education quality based on 8 National Education

Standards. , and (2) the factors supporting the success of development consist of (1) the provision of education

budgets, (2) infrastructure development support, (3) education services in strategic areas, and (4) community

support for education.

1 INTRODUCTION

Development, insofar as it has been concerned, has

not targeted the acceleration of eradicating

disadvantaged areas until it succeeds. However, the

development policy direction of the Jokowi era in the

2015-2019 National Medium-Term Development

Plan (RPJMN) prioritizes the development of

suburban areas. This is evidenced by the Decree of

the Minister of Villages for Transmigration Regional

Development of the Republic of Indonesia No. 79 of

2019 concerning the Determination of Disadvantaged

Areas to be Empowered in 2015-2019

In West Sumatra Province, there are three districts

with underdeveloped areas: South Solok Regency,

West Pasaman Regency, and Mentawai Islands

Regency. Two of them have succeeded in becoming

disadvantaged areas that have been eradicated: South

Solok Regency and West Pasaman Regency. The

development of the education sector is one factor

contributing to regional eradication.

Several studies on the development of education

in disadvantaged regions in Indonesia through the

Bachelor Program for Educating Frontier, Outermost,

and Disadvantaged Regions (SM3T) and the

Frontline Teacher Program (GGD), Regional

Development and One-Stop Schools (Syafii, 2018).

Furthermore, research in Karang Combang Village,

Lebak Regency, conducted various productive

programs such as electronic skills, household skills

tools, and agricultural product processing (Hasan,

2003). Then, the success of education in Banggai

Islands Regency is due to the Montolutanan culture

(cooperation) in building educational infrastructure.

This culture moves the community to participate in

improving educational progress (Saleh, 2017).

In contrast to the research in the border area of

Kayan Hulu Malinau, remote regions of Loru Sigi

Biromaru and the Talaud Islands of North Sulawesi,

672

Susilawati, N., Ananda, A., Anwar, S., Lanin, D., Syur’aini, , Syafrini, D., Naldi, H. and Wita, G.

Bridging Gaps: Educational Development in Solok Selatan Regency.

DOI: 10.5220/0013416300004654

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 4th Inter national Conference on Humanities Education, Law, and Social Science (ICHELS 2024), pages 672-686

ISBN: 978-989-758-752-8

all of which explain similar research findings that the

condition and development of education in these

areas are still minimal and even tend to be

discriminated against and marginalized. (A’ing,

2015) (Imran, 2014) (Londa, 2016). Likewise, in the

South of England, development in the suburbs

resulted in a lack of educational services, and schools

were closed in remote areas around the suburbs

(Errington, 2005). This differs in Poland, East Asia,

and Latin America, with developments proliferating

with synergies and partnerships between local

governments, local leaders, and functionally built

local communities (Otola, 2007) (Dupta, Helena, &

Mattia, 2000).

Although the focus of the study on the

development of disadvantaged regions has been

carried out in various fields and perspectives, it still

focuses on the study of economic development,

infrastructure development, spatial analysis, analysis

of disadvantaged indicators, and cultural values. All

previous studies focused on examining areas

categorized as disadvantaged areas, while this study

focused on alleviating underdevelopment through

education development. areas that are categorized as

underdeveloped, while research focuses on reducing

underdevelopment through educational development.

This research is necessary because education

development has brought South Solok Regency’s

success out of the predicate as a backward area.

Education development can improve the quality and

competitiveness of South Solok Regency and the core

area in West Sumatra. Finally, the district raised its

ranking from 33rd in 2017 to 18th in 2019 as a

mitigation disadvantaged area. So, it can be said that

education progress affects the development of South

Solok Regency so that it succeeds in getting out of the

disadvantaged areas.

Education is a means and tool to change the

characteristics of people and regions. Its role in

society is vital because, without education, a nation

and society will not feel progress (Radjagukguk &

Yayu, 2020). So, how is education developed, and

what factors support its success in South Solok

Regency? This paper aims to explain these

developments and the factors that support their

success so that the South Solok Regency becomes a

disadvantaged area that is mitigated.

2 METHOD

This article uses the literature study method, where all

information and research data are obtained from

documents/archives about the development of

education in South Solok Regency, various kinds of

literature, books, articles, and research results related

to the needs of article writing. Ini. In addition,

information was also obtained from BPS data and

documents from the West Sumatra Provincial

Education Office. The literature study method is a

data collection technique that uses studies or studies

of books, literature, notes, and reports related to the

problem being solved (Nazir, 1988).

3 RESULTS AND DISCUSSION

3.1 Results

3.1.1 Educational Development in South

Solok Regency

South Solok Regency was formed due to the

expansion of Solok Regency by Law Number 38 of

2003. As a new autonomous region, it still has limited

human resources in managing development. This is

due to the still weak world of education. Realizing

this weakness in education, South Solok Regency has

budgeted for education at least 20% from 2016 to

2019 from the Regional Revenue and Expenditure

Budget (APBD). Hopefully, this budget will improve

the quality of education in South Solok Regency.

South Solok Regency already has school units for

elementary schools and universities. The distribution

of elementary schools has spread to the jorong level.

Meanwhile, the junior high and high school levels are

mainly concentrated in the sub-district capital. For

universities, there are already private universities

such as STIE and STKIP Widyaswara Indonesia,

which are located in Nagari Talang Muara Labuh,

Sungai Pagu District, and the State Community

Academy under the guidance of the Padang State

Polytechnic, which is located in Nagari Lubuk

Malako, District Sangir Jujuan.

The development of education was explained

from 2016 to 2019, which consisted of the Human

Development Index (HDI), Gross Participation Rate

(APK), Pure Participation Rate (APM), and quality

achievement in terms of the number of schools

according to the National Education Standards and 8

National Education Standards. The Human

Development Index (HDI) is important in measuring

the progress of human development. Educational

development is a form of human development that

improves the quality of human beings. HDI measures

the impact of development performance, including

physical and non-physical aspects, on how residents

of South Solok Regency can access educational

Bridging Gaps: Educational Development in Solok Selatan Regency

673

Table 1: Human Development Index (HDI) 2015-2019.

Regency

Year

2015 2016 2017 2018 2019

South Solok 67.09 67.47 67.81 68.45 68.94

West Pasaman 65.26 66.03 66.83 67.43 67.75

Mentawai District 57.41 58.27 59.25 60.28 60.45

Source: Central Statistics Agency of West Sumatra Province 2020.

Table 2: Average Length of Schooling (RLS) in 2015-2019 Average Length.

Indicator

Perio

2015 2016 2017 2018 2019

P. P

Old School Hope (HLS) 11,71 13,19 - - 12,37 13,31 12,38 13,32 12,39 13,34

Average length of school (RLS) 8,17 7,87 - - 8,20 7,89 8,21 8,1 8,05 8,01

Source: West Sumatra Provincial Education Office 2020

Table 3: Gross Enrollment Ratio (GER) 2015-2019.

Regen

2015 2016 2017 2018 2019

SD SM

South

Solok

105.

6.6 65.5 102.

65.

73.6

100.

65.

76.

98.4

66.

77.2 99.7

62.

82.

West

Pasa

man

107.

60.

66.8

102.

61.

69.7

100.

65 75 99.2

65.

76.5

103,

62.

79.

Ment

awai

112.

88.

85.5

115.

89.

93.0

115.

96.

112.

92.

100.

112.

99.

97.

Source: Central Statistics Agency of West Sumatra Province 2020.

facilities. For the South Solok Regency, HDI

increased from 67.09% in 2015 and increased in 2019

to 68.95%. The HDI figure has not reached above

70% and is still in the medium category. Although

higher than the other two districts, compared to West

Sumatra Province, it is still below the average of

77.39%. Further details can be seen in Table 1.

The increase in the education index of HDI in

South Solok Regency is seen from the calculation of

School Length Expectations (HLS) and Average

School Length (RLS). HLS and RLS can measure the

educational performance of South Solok Regency

until 2019. Based on calculations, the HLS figure

reached 12.39 in 2019 for boys and 13.34 for girls.

This means that boys and girls aged 7 or 8 can finish

school up to Diploma II. Meanwhile, the RLS figure

2019 was 8.05 for boys and 8.01 for girls. This means

residents aged 25 years and above have completed

junior high school (SMP) or equivalent in grade VIII.

This data provides opportunities for schoolchildren to

go to college. However, what happens is that many

children drop out of school because the average

education has not completed junior high school while

their chances of graduating with a diploma II. This

shows that there is a gap between RLS and HLS.

More details about HLS and RLS can be seen in Table

Further figures can be seen from the Gross

Participation Rate (APK) development 2019.

Although it has not reached more than 100%, the

GER for elementary school is 99.78%, junior high

school is 62.5%, and high school is 82.4%.

Achievements for all levels of education are quite

good in South Solok Regency. The APK of South

Solok Regency in 2019 at the elementary-high school

level was 99.78, 62.5, and 82.44, respectively. This

means that the value of APK at the elementary

education level is higher than that of junior high and

high school. Children aged 7 and over 12 years old

that year attended elementary school. This reality can

happen because some enter school over 7 years old

and do not move up to class when they are more than

12 years old. More details about APKs can be seen in

Table 3.

APM in South Solok decreased at all levels of

education in 2019. The elementary level in 2015 was

89.3%; it decreased to 85.8%. However, the APM

category has been said to be high. For junior high

school level in 2015, it was 50.66% (medium

category);

In 2019, 37.8% were in the low category.

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674

Table 4: Net Participation Rate (NER) 2015-2019.

Regen

2015 2016 2017 2018 2019

SD SM

SMA

Solok

Selata

89.3

50.6

54.9

88.4

48.2 56.9

87.0

48.7

56.9

85.7

46.6

62.6 85.8

37.8

52.1

Pasam

Barat

91.8

47.4

54.9

90.9

48.1

55.7

88.5

51.2

58.8

87.7

50.8

64.5

87.8

40.6

53.5

Menta

wai

96.6

55.1

68.3

93.7 57.4

61.5

90.8

60.3

58.0

88.8

58.4

81.1

91.1 50.8

49.0

Source: Central Statistics Agency of West Sumatra Province 2020.

Table 5: Category of Achievement in Meeting the National Education Standards.

Category Lower limit Upper limit

Go to SNP 1 0 2.04

Go to SNP 2 2.05 3.7

Go to you I am running a few minutes

late; my previous meeting is running

over. SNP 3

3.71 5.06

Go to SNP 4 5.07 6.66

SNP 6.67 7

Source: Data on Education Quality Report Cards in West Sumatra Province in 2021.

Meanwhile, the 2015 SMA level was 54.92% to

52.14% in the medium category. Furthermore, APM

relates to APK, which shows that children enter

elementary school for more than 7 years and complete

it for over 12 years. Thus, APM shows that children

do not attend school on time or do not comply with

the provisions for school age. Further details

regarding the Pure Participation Rate (NER) in South

Solok Regency can be seen in Table 4.

In addition to assessing HDI, GER, and NER, the

number of schools and the achievement of education

quality by the National Education Standards are also

presented. Through Law No. 20 of 2003 concerning

the National Education System, the government

provides clear rules regarding minimum quality

standards in the implementation of education

throughout Indonesia, namely the National Education

Standards (SNP). Furthermore, Government

Regulation Number 19 of 2005 concerning National

Education Standards (SNP) article 2 paragraph 1

states the scope of national standards, including

content standards, process standards, graduate

competency standards, educator and education

personnel standards, facilities and infrastructure

standards, management standards, financing

standards, and education assessment standards.

To assess the achievement of education quality

based on the 8 National Education Standards, the

government has made achievement indicators as

shown in Table 5.

The meaning of the achievement category is: (1)

The school towards SNP 1 is on the lower rung, with

a lower limit of 0.00 and an upper limit of 2.04 (29%

of SNP achievement or 71% more towards SNP). (2)

Schools leading to SNP 2 are located on the second

rung with a lower limit of 2.05 and an upper limit of

3.70 (53% achieve SNP or 47% achieve SNP). (3)

Schools towards SNP 3 schools are in the third rung

with a lower limit of 3.71 and an upper limit of 5.06

(72% reach SNP or 28% go to SNP). (4) Schools

towards SNP 4 schools are in the fourth rung with a

lower limit of 5.07 and an upper limit of 6.66 (95%

reach SNP or 5% more to SNP). (5) SNP schools are

located on the fifth rung with a lower limit of 6.67 and

an upper limit of 7.00 (having reached SNP).

Table 6 below shows the number of elementary

schools based on educational achievement according

to the National Education Standards.

Table 6 below shows that the number of primary

schools from 2016 to 2018 reached the highest

category Towards SNP 4. A total of 8 primary schools

in 2016, 94 elementary schools in 2017, and 131 in

2018. Only in 2019 did schools reach the National

Education Standards, as many as 19 elementary

schools, while the highest number was in the SNP 4

category, with as many as 117 elementary schools.

Then, in 2020, there was a decline to only reach the

SNP 4 category in as many as 98 elementary schools.

Bridging Gaps: Educational Development in Solok Selatan Regency

675

Table 6: Number of Elementary Schools (SD) Reaching National Education Standards for 2016-2020 Levels.

Category

Period

2016 2017 2018 2019 2020

Go to SNP 1 21 1 1 0 0

Go to SNP 2 4 3 0 0 8

Go to SNP 3 113 48 14 0 32

Go to SNP 4 8 94 131 117 98

SNP 0 0 0 19 0

Amount 146 146 146 136 138

Source: West Sumatra Provincial Education Office Quality Report Card in 2021.

Table 7: Primary Education Quality Achievements Based on 8 SNPs 2016-2020.

National Education

Standard

Yea

2016 2017 2018 2019 2020

Graduate competence standar

5.39 5.96 6.13 6.99 5.38

Content Standar

4.82 5.42 5.76 6.97 5.14

Process Standar

5.2 6.28 6.47 6.99 4.79

Educational Assessment

Standards

4.01 5.62 5.9 6.29 6

Standards of Educators and

Education Personnel

3.73 4.19 4.08 5.73 5.97

Educational Facilities and

Infrastructure Standards

4.53 4.12 3.87 4.85 4.49

Education Management

Standards

4.42 5.47 5.74 6.92 5.34

Financing Standar

3.93 5.53 5.68 6.64 5.2

Source: Quality Report of the Education Office of West Sumatra Province 2021.

Table 8: Number of Junior High Schools (SMP) Reached National Education Standards 2016-2020.

Category 2016 2017 2018 2019 2020

Go to SNP 1 7 0 0 0 0

Go to SNP 2 1 0 0 0 0

Go to SNP 3 28 19 6 0 7

Go to SNP 4 2 19 32 33 28

SNP 0 0 0 5 0

Amount 38 38 38 38 15

Source: West Sumatra Provincial Education Office Quality Report Card in 2021.

In the aspect of achieving the quality of education

Based on the 8 National Education Standards, it can

be seen in Table 7 that it was only in 2019 that

elementary schools reached the upper limit of

Standard Schools. National Education (SNP) has

three aspects: Graduate Competency Standards, 6.99;

Content Standard, 6.97; and Process Standard, 6.99.

This shows that the focus on achieving quality still

emphasizes the quality of the learning process.

However, due to the COVID-19 pandemic in 2020,

there was a decline in these three aspects. The

achievement of education quality only reached the

category of SNP 4, while the highest achievement in

the Education Assessment Standard reached number

6. The number of schools that have reached the

National Education Standards is as follows for junior

high school education.

Table 8 shows that the number of junior high

schools in South Solok Regency in 2016 is more in the

category Towards SNP 3, with as many as 28 junior

high schools and only 2 junior high schools reaching

SNP 4. For 2017, the number of schools reached the

category Towards SNP 3 and SNP 4 in the same

number (19 junior high schools); in 2018, they reached

the category of Towards SNP 4 as many as 32 junior

high schools. Furthermore, in 2019, it achieved the

National Education Standard for 5 junior high schools,

while in 2020, it fell into the category of Towards SNP

4 in as many as 28 junior high schools.

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Table 10: Number of Senior High Schools Reaching National Education Standards 2016-2020.

Kategori Capaian 2016 2017 2018 2019 2020

Go to SNP 1 3 0 0 0 10

Go to SNP 2 1 0 1 0 0

Go to SNP 3 4 6 3 0 1

Go to SNP 4 1 5 7 0 2

SNP 0 0 0 6 7

Amount 9 11 11 6 20

Source: Quality Report of the Education Office of West Sumatra Province 2021.

Table 11: Achievement of High School Education Quality Based on 8 SNP Year 2016-2020.

National Education

Standard

Periode

2016 2017 2018 2019 2020

Graduate competence

standar

5.07 5.76 6.19 6.99 5.91

Content Standar

4.53 4.52 4.91 6.93 4.67

Process Standar

4.8 5.99 6 6.99 4.82

Educational Assessment

Standards

3.6 5.11 5.34 6.29 5.81

Standards of Educators and

Education Personnel

3.55 3.69 3.77 4.9 5.6

Educational Facilities and

Infrastructure Standards

5.12 4.2 4.3 5.54 3.74

Education Management

Standards

4.13 5.01 5.25 6.92 5.41

Financin

Standar

3.88 5.37 5.81 6.64 5.87

Source: Quality Report of the Education Office of West Sumatra Province 2021.

Table 12: Number of Vocational High Schools (SMK) Achieving National Education Standards 2016-2020.

Cate

2016 2017 2018 2019 2020

Go to SNP 1 2 2 0 0 0

Go to SNP 2 2 0 0 0 0

Go to SNP 3 2 3 3 0 0

Go to SNP 4 0 1 3 3 0

SNP 0 0 0 3 0

Amount 6 6 6 6 0

Source: Quality Report of the Education Office of West Sumatra Province in 2021.

In Table 10 above, it is illustrated that from 2016 to

2018, no high school reached the National Education

Standards category. They reached the National

Standards for Education 6 High School category only

in 2019; in 2020, they increased to 7 SMA.

In Table 11 above, the achievement of education

at the high school level is almost the same as at the

elementary and junior high school levels, only in

2019 achieved the quality of education based on 8

National Education Standards. The achievement

category reached the upper limit of 6.99 for

Graduate Competency Standards, 6.93 for Content

Standards, Process Standards reached 6.99, and

Education Management Standards reached 6.92. So,

4 aspects have reached the National Education

Standard (SNP) school category.

Table 12 shows that the number of teachers in

secondary schools in 2016 only reached the highest

category towards SNP 3 in as many as 3 vocational

schools. In 2017, they reached the highest category

towards SNP 4; in 2018, they reached the highest

category towards SNP 4, as many as three schools.

Those who achieved the National Education

Standards category in 2019 were 3 vocational

schools. In 2020, no one achieved the National

Education Standards achievement category.

Bridging Gaps: Educational Development in Solok Selatan Regency

677

Table 13: Achievement of Vocational Quality Education Based on 8 SNPs in 2016-2019.

National Education

Standard

Year

2016 2017 2018 2019

Graduate competence standard 4.28 3.7 6.07 6.99

Content Standard 4.24 3.14 5.24 6.98

Process Standar

4.16 3.79 6.18 6.99

Educational Assessment

Standards

3.24 4.47 5.42 6.99

Standards of Educators and

Education Personnel

3.77 4.36 3.79 4.86

Educational Facilities and

Infrastructure Standards

4.25 2.4 2.95 5.4

Education Management

Standards

3.88 3.47 5.59 6.92

Financing Standard 3.34 3.85 5.72 6.64

Source: Quality Report of the Education Office of Sumatra Province West 2021.

Furthermore, table 13 shows that the achievement

of education quality is based on 8 National Education

Standards in five aspects: Graduate Competency

Standards reach 6.99, Content Standards reach 6.98,

Process Standards reach 6.99, Educational

Assessment Standards reach 6.99, and Education

Management Standards reach 6.92. These five

aspects have reached the Upper Limit of the National

Education Standard School Category. Meanwhile, the

Financing Standard reached 6.92, the Upper Limit of

the school category Towards SNP 4.

3.1.2 Supporting Factors for Educational

Development

Preparation of Education Budget

The government policy of South Solok Regency

2015-2019 in development focuses on (1) the

development of Human Resources (HR) so that the

quality of public services reaches all levels of society;

(2) increasing public access to quality education; (3)

increasing public access to quality health; and (4)

development and improvement of infrastructure; and

(5) investment policies to create community welfare.

It can be seen that education is one of the priorities

in the development of the South Solok Regency.

South Solok Regency is a disadvantaged area that

cannot provide full-quality educational services.

Some of the factors that cause this are (1) the

availability of inadequate educators and education

personnel, (2) limited facilities and infrastructure

such as libraries, laboratories, and classrooms, and (3)

education management does not run effectively and

efficiently.

To overcome the problems faced, the South Solok

Regency government seeks to improve the quality of

education. One way is through the education budget.

The education budget allocation reflects the

government’s efforts to provide quality educational

services to the community. This is also based on the

constitutional mandate that the education budget

allocation is at least 20% of the Regional Revenue

and Expenditure Budget (APBD). The education

budget allocated in 2015 amounted to 701.15 billion;

in 2016, 891.12 billion; in 2017, 815.07 billion; in

2018, 812.27 billion; and in 2019, amounting to

963.03 billion. It can be seen that from 2015 to 2016,

there was an increase, but from 2017 to 2018, there

was a slight decrease. Meanwhile, in 2019, it

increased again.

Budgeting funds for education development

means the government has prioritized education in

developing South Solok Regency. The funds are

needed for the physical improvement of school

buildings and classrooms, the provision of

educational facilities and infrastructure in schools

from elementary to high school levels, and the

improvement of educator competence. In addition, to

facilitate public accessibility to education,

infrastructure such as electricity, telecommunication

networks, roads, and bridges have also been built.

The South Solok Regency Government also

received a Special Allocation Fund (DAK) for the

education sector. The DAK obtained is Physical and

Non-Physical DAK. The Physical Education DAK is

a fund allocated in the State Revenue and Expenditure

Budget (APBN) to rehabilitate buildings such as

classrooms, libraries, principal’s rooms, and school

toilets and build new buildings. Meanwhile, the Non-

Physical Special Allocation Fund (DAK) is a fund

other than the Operational Assistance for Education

Units (BOSP) fund, the Regional State Civil

Apparatus Teacher Allowance Fund (ASN) stipulated

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678

in the law regarding the state revenue and expenditure

budget.

In 2019, the South Solok Regency Government

obtained a DAK of Rp. 191,972,340,690. For DAK in

the field of education, namely Physical DAK, funds

of Rp were received. 16,109,553, with details for

Elementary Schools (SD) of Rp. 8,908,110, Junior

High Schools (SMP) of Rp. 5,984,227, Learning

Activity Studios (SKB) of Rp. 792,216, and Regional

Libraries of Rp. 425,000.

In 2020, the South Solok Regency Government

obtained a Physical DAK of IDR 19,149,295 with

details for Early Childhood Education (PAUD) of

IDR 1,000,656, for elementary school IDR

10,296,090, and junior high school of IDR 7,852,549.

This year, the South Solok Regency Government

faced the Covid 19 outbreak, thus stopping several

procurement activities for goods and services, except

for the education and health sectors financed by the

Physical DAK. This policy is caused by the central

government’s budget relocation in dealing with the

Covid-19 outbreak. This termination is based on the

circular letter of the Ministry of Finance Number S-

247/MK 07/2020 dated 27 March 2020 and also the

instruction of the Regent of South Solok Number 4 of

2020 concerning the Termination of the Procurement

Process of Physical DAK Goods and Services for the

2020 fiscal year.

Infrastructure Development

Development is a process of social change toward a

better standard of living for the community. Human

civilization will not be better off without continuous

social change (Moeljarto, 1987). Development will

lead to a better society and improve welfare (Syahza,

2015).

To support the success of education development

in South Solok Regency, it is inseparable from the

development of infrastructure such as electricity,

telecommunication networks, roads, and bridges. All

of these aspects are related to the community’s

accessibility to education. The existence of road

access to South Solok is increasingly opening up the

area and, at the same time, improving the economic

community. The Regency Government built the Abai

Sangir road, South Solok Regency, Sungai Dareh,

and Dharmasraya Regency to connect the two

districts because they are the pulse of the

community's economy. The palm oil and rubber

agriculture sector is developing to encourage the

community's economic development. Economic

advancement ultimately positively impacts education

because people can send their children to school. The

access road penetrates three villages, one of which is

Nagari Lubuk Ulang-Aling, a very isolated and

underdeveloped village.

Schools in South Solok Regency are located

on district roads and can be accessed using

motorcycles and cars. However, some areas cannot be

built because the area is a buffer protected forest area

of Kerinci Seblat National Park (TNKS) as in Nagari

Tandai dan Nagari Sungai Aro Durian Tanjak So that

roads were built that were filled with soil and gravel

(coral) only. This road was built in 2018 using

physical Special Allocation Fund (DAK) funds 20

billion. Another example is Nagari Tanah Galo,

which can be reached by boating with an outboard

engine (tempek). Most of the children who go to

school are residents in the country. Meanwhile,

teachers and students who live outside the Nagari

have to go back and forth by boat. They took a dirt

road to reach the school location, and when it rained,

the road conditions were very slippery. In 2019, roads

filled with soil and gravel were built with physical

DAK funds of 30 billion (Dinas PU, 2020).

Figure 1: Road access built to Lubuk Ulang Aling.

Likewise, five bridges were repaired during the

construction of the bridge: Batang Sitapus Bridge,

Batang Jujuan Bridge, Ujung Tongah Bridge,

Galonggang Bridge, and Batang Palo Bridge. The

construction of roads and bridges can help students,

teachers, and employees reach the school location

quickly due to the shorter distance and travel time.

The South Solok Regency Government also asked

for efforts to improve the telecommunication network

to meet the needs of educational services. Areas that

do not have telecommunication network access and

internet access that do not exist (blind spots). The

district government’s assistance from the Central

Government through the Telecommunication and

Information Accessibility Agency (BAKTI) of the

Ministry of Communication and Information of the

Republic of Indonesia, namely the construction of

Base Transceiver Station (BTS) infrastructure. The

development of cable telecommunication networks in

Sangir Jujuan, Sangir Batang Hari, Sangir Balai

Janggo, and several Sangir sub-districts. Meanwhile,

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679

the cable telecommunication network covers Parik

Gadang Diateh, Sungai Pagu, Pauh Duo, and Sangir

Districts.

In 2018, BAKTI built BTS in 3 locations. There

are 16 locations (blind spots) needed in several

Nagari and Jorong in South Solok Regency. For

internet access construction, 12 locations are

available, all in high schools. The development of

Internet access is significant because Internet access

for educational facilities is invaluable in learning

resources, online exams, school registration, training,

and other academic interests.

Educational Services in Strategic Areas

The meaning of “building from the periphery” in the

Nawa Cita agenda of the Jokowi era is (1) to mobilize

economic activities, especially in rural or peripheral

areas, and (2) to build connectivity between the center

and the periphery, which occurs in activities such as

economic activities (Koencoro, 2018). Education

supports one of these economic activities, which

provides opportunities for all human beings to

develop their potential. (Kindervartter, 1979).

From 2015 to 2019, educational development is

related to the pattern and structure of using space to

benefit regional development. The education sector

supports strategic areas in South Solok Regency as an

integral part of its educational development from

West Sumatra Province.

Educational activities are carried out to develop

the South Solok Regency, starting with planning the

development of the Transmigration Area as a

disadvantaged area and then planning a new urban

area as an industrial center (value-added center).

Local Activity Centers (PKL) are in three sub-

districts: Sangir Jujuan District, Sangir Janggo

District, and Sangir Batang Hari District. These three

sub-districts are areas undergoing a transformation

process supported by educational services such as

research, conservation, and learning activities to

preserve the environment and cultural values.

Furthermore, a strategic area supported by

educational services is the Rumah Gadang tourist area

in Nagari Koto Baru, Sungai Pagu District. This area

is a traditional Minangkabau village equipped with

many Rumah Gadang lined up tightly throughout.

The existence of a large number of Gadang houses

and various types has become the mainstay of South

Solok Regency’s potential. No one in West Sumatra

has as many and as many Rumah Gadang as in South

Solok Regency, so it is nicknamed “Nagari Seribu

Rumah Gadang”. This nickname was given by Dr.

Meutia Hatta Swasono in 2004 (Irawan, 2019).

The Rumah Gadang area is often used as an

educational tour for high school students in South

Solok Regency, and students from various

universities in West Sumatra Province give field

lectures. In addition, local, national, and international

academics and researchers provide services related to

scientific research from various scientific fields.

Thus, in collaboration with the South Solok Regency

tourism office, the education office improves

educational services and provides information about

the history of traditional villages, community

traditions, the meaning of Rumah Gadang, and so on.

These areas are potential areas that local

governments can use to synergize regional

development with education. The increasing number

of outsiders visiting can continue to foster motivation

for the community to continue to improve their

education to a higher level. As a result, many young

generations and their parents are interested in seeing

the success of people who come and want to continue

their education to higher education. Previously,

people preferred that their children work to earn

money rather than go to school. Another impact is

that schools have also brought their students for direct

observation around tea plantations, oil palm

plantations, industries, and tourist areas according to

the topics studied. For example, SMPN 14 Solok

Selatan students directly observed tea plantations to

see how fellow tea pickers interacted in sociology

subjects, and students of SMKN 1 Solok Selatan

made direct observations of PT. Supreme Energy

Muara Labuh learned about energy and natural gas.

In addition, schools also carry out cultural activities

such as malamang culture and maarak bungo lamang,

which are carried out every time they commemorate

the Prophet Muhammad's birthday.

Figure 2: Maarak Bungo Lamang by Students in the

Songket Tower Area of a Seribu Rumah Gadang.

Community Support for Education

The community has the right to a good education and

must develop and maintain the sustainability of the

education process (Suryana, 2001). The National

Education System Law Number 20 of 2003 Chapter

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IV states that education is a shared responsibility

between the government, society, and family. The

community can also be involved in providing

financial assistance, building buildings, educational

areas, and educational techniques such as the teaching

and learning process, providing themselves as

teaching staff, and discussing curriculum

implementation and learning progress. The

community can contribute and do many things to help

implement quality education, from using the available

services to participating in decision-making.

Community participation in quality improvement

includes all stakeholders: parents, the community,

and school committees.

One of the things that supports the progress of

education in the South Solok Regency is a social

organization called the South Solok Education Care

Movement (GPP-SS). Romi Putra Hasan, S.AP, leads

this organization; M.AP is a son of South Solok

Regency who has completed his education to

postgraduate education (master’s). During his

studies, he was funded by the community and the

government of South Solok Regency. The

management and members of GPP-SS consist of

students, students, and youth who care and have a

mission to build education in the South Solok

Regency. It has more than 50 members from various

sub-districts in South Solok Regency. GPP-SS

always fights, broadcasts, and inflames the public by

saying that education is an important and top priority

in life. The goal is to make people aware of their

children’s education. Education can get them out of

poverty and underdevelopment so far.

The youngers support education development in

South Solok Regency by designing various programs.

One of them is to support the younger generation in

continuing education, especially for those constrained

by education costs. Activities carried out by GPP-SS

include helping people who have difficulty financing

education by raising donations and conducting data

surveys on educational conditions. The survey results

were then discussed with district government officials

so that they could provide input on the development

of education in South Solok Regency and the literacy

movement in collaboration with the Rumah Nagari

Community Reading Park, a literacy community.

Law No. 20 of 2003 states that education is a

shared responsibility between the government and the

community. Therefore, the community and the local

government must strive to build partnerships and

jointly develop consensus in various matters to

improve the quality of education in South Solok

Regency. The involvement of a person or

organization in both thinking and energy is needed in

the decision-making process, program

implementation, and evaluating and benefiting from

educational programs in their area. The essence of

participation is the involvement of actual attitudes

and actions in educational development activities

(Aswasulasikin, 2017).

The organization is independent and provides

input, criticism, and natural activities without being

co-opted with other interests. They help in the form

of school supplies and tuition fees. The community

works together to ease the burden of parents on the

cost of their children’s education. For example,

Firdaus, a grade VIII student at MTsS Pekonina,

whose parents are economically incapacitated

because his father is a gharin in a mosque. The

income earned is IDR 400,000 per month.

People have begun to change their perception of

education in the last five years. Previously, they

thought that working to earn money was more

important than school, but now school allows them to

improve their lives. Even school, according to them,

is looking for knowledge, experience, and

intelligence. Parents and children feel embarrassed if

they do not attend school or drop out. There are

several terms conveyed by the community about

education that "anak tu kalau ditinggaan jo pitih

banyak bacakak nyo tapi kalau ditinggaan jo ilmu

nyo bisa nyo bapikia baa mancari iduik " (children

who are left with money fight a lot but if they are left

with knowledge they will think about how to find a

life), They think that their children can "mambangkik

batang tarandam"

The community is of the view that “satu rumah

satu sarjana” Alah sarjana anak ambo walau alun

karajo yang penting bapikianyo maju kamuko”. This

means that there are no more children of South Solok

Regency who are not graduates, even though they

have not yet gotten an important job, their children

have a forward-thinking mindset.

For parents who work as civil servants and

teachers, the average parent participates in controlling

their children at home to study and ask about school

assignments, reminding them of the school

equipment that must be prepared, especially for their

children who are still in elementary school and some

regulate the use of mobile phones at home so that they

do not interfere with their children's learning at home.

During study hours at home, they keep their mobile

phones with their parents. Then after studying, they

are given 15 minutes to use it and then go to sleep.

For parents who generally work as tea pickers, leave

for the garden at 6.00 WIB and return home at 18.00

WIB. However, when teachers invite them to a

meeting or something is talked about about their

Bridging Gaps: Educational Development in Solok Selatan Regency

681

child, they try to come to school.

Children's education for parents is important

“sekalipun miskin, sapatu cabiak, baju ala lusuah,

bialah yang penting anak kami sekolah” (Even if they

are poor, their shoes are torn, their clothes are shabby,

the important thing is that their children go to school).

Likewise with his son, “kami sumangaik taruih

bialah bajalan kaki kami ndak panek, sakolah ko

paralu bana dek kami, kami ingin sukses, karano

banyak urang yang kini sukses nyo dulu miskin lo”

(We continue to be enthusiastic about school, let us

be tired of walking because school is important to us,

we want to be successful because many successful

people used to be poor). Some of them have academic

achievements such as class champions, science

olympiad champions at the district and provincial

levels as well as champions in athletics, karate and

dance at the district and provincial levels. His parents

only work as tea pickers and earn wages from

morning to 12.00 p.m. for only Rp 25,000 and Rp

50,000 for up to 6.00 p.m. Some students live on foot

at the foot of Mount Kerinci, and they leave for school

at 5.00 am. On average, they arrive at school at 6.30

WIB and rarely arrive late. This is also what

motivates teachers not to come late to school.

However, some people do not want to continue

their studies because they want to work. Usually, they

enroll their children in vocational schools (SMK).

However, he still paid attention to his child’s

education at school at that time. His children saw that

some of his neighbors had succeeded in opening a

motorcycle repair shop in Padang, so he also wanted

to work quickly.

Local governments are also inseparable from

obstacles in building education until 2019. The

obstacles faced are, first, the people of South Solok,

especially the upper middle class, prefer their

children to attend SDIT, MIN, and MTSN so that the

impact on the number of students in public schools is

reduced. Another impact is that as many as 12

elementary and 4 junior high schools, namely SMPN

22, SMPN 33, SMPN 34, and SMPN 35, were forced

to regroup to the nearest schools. Schools that have

fewer than 60 students must be regrouped. This

means there is competition between public schools

under the Ministry of Education and Religion. The

reason for the community is to equip their children

with religious education and the formation of

children’s character. Second, there are still teachers

who do not want to change and are slow to change in

the face of science and technology developments, so

they still teach in conventional ways, especially for

teachers who are senior and gap with technological

developments in making creative and innovative

technology-based learning media. Third, not all can

continue to college after graduating from high school

and vocational school. They cannot compete for jobs

or make their businesses when entering the

workforce. Undesirable majors and poor quality of

education can cause this. Fourth, the provision of

internet networks is not adequate in remote areas in

South Solok Regency, so students and teachers are

slow to keep up with information developments.

The South Solok Regency Government also has

challenges, namely community education in other

cities and districts in West Sumatra Province has

developed first, so South Solok Regency must be

faster to encourage its educational development so

that its conditions are in line with the city/district in

West Sumatra Province. Furthermore, technological

developments in the world of education continue to

experience developments in terms of learning media,

learning methods, and curriculum, so teachers must

sustainably improve their competencies in order to

achieve good learning quality.

3.2 Discussion

Based on the findings above, it can be explained that

the South Solok Regency government has prioritized

the development of the education sector. This can be

seen from the development of education during 2016-

2019. HDI, APK APM, and HDI measure the impact

of regional development performance in education,

whose dimensions include physical and non-physical

aspects (Lombantoruan & Hidayat, 2014). Although

the HDI figure has not yet reached above 70%, the

HDI figure has increased from 67.09% in 2015 to

increased in 2019 to 68.95% in the medium category.

The HDI indicator is seen in the calculation of

HLS and RLS. There is a gap between RLS and HLS

because children have the opportunity to go to school

and go to college. However, in reality, many children

drop out of school because the average education has

not yet completed junior high school. The higher the

education the community achieves, the higher the

average length of schooling. Thus, it shows the

increasing public awareness of the importance of

education (Sari, 2012). The community environment

can also affect public awareness of children's

education. When public awareness of children's

education is high, the level of education is also high,

and vice versa; If awareness of children's education is

low, then the level of children’s education is also low.

Strategies that can be done to prevent dropping

out of school and encourage people to participate in

education or activities in South Solok Regency are:

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a. The local government created a free school

program to hope no more children will drop

out because they cannot afford education,

thereby increasing RLS.

b. Scholarship assistance is available to

children who attend school up to college,

both from the local government and from the

Corporate Social Responsibility (CSR)

funds of large companies that invest in the

South Solok Regency, such as PT. Supreme

Energy Muara Labuh (SEML), PT. Kencana

Sawit Indonesia (KSI) and other companies.

c. c. Participating inequality education

programs for children who drop out of

school, such as Package A, Package B, and

Package C.

d. Socialize about the importance of education

because dropping out of school is caused not

only by economic factors but also by

parents, learning interests, culture, lack of

knowledge, etc.

e. Increase training for teachers and education

personnel to improve the quality of learning

and educational services for students.

f. Repairing school buildings and equipping

the equipment and educational infrastructure

needed by the school. Inappropriate learning

conditions, such as leaks and weathered

buildings, will interfere with the teaching

and learning process because students will

experience discomfort in the classroom.

g. Providing access to roads, bridges, and the

internet so that teachers and students can

easily reach the school location and access

the development of science and technology.

Furthermore, although GER has not reached more

than 100%, the achievement for all levels of

education has been good in South Solok Regency,

namely elementary school level at 99.78%, junior

high school at 62.5%, and high school at 82.4%. In

terms of compulsory learning completion there are

four categories of compulsory learning completion,

namely: (1) Primary Completion if the GER reaches

80%-84%; (2) Complete Intermediate if the GER

reaches 85%-89%; (3) Main completion when the

APK reaches 90%-94%; and (4) Complete the

Plenary if the GER reaches at least 95% (Ministry of

National Education, 2009). Based on the category of

compulsory learning completeness, it can be said that

the achievement of compulsory education in South

Solok Regency for the elementary school level in

2019 has reached the plenary complete category, and

the junior high school level in 2019 has not reached

completeness because it is still below 80%, namely

62.5%. Meanwhile, the high school level has only

reached the primary completion category, which is

82.4%.

The NER category’s high elementary school rate

reached 85.8% in 2019. However, it only reached

37.8% for junior high school levels in the low

category. At the same time, the SMA level is in the

medium category (52.14%). The factors that cause

high or low NER are: (1) the existence of schools

related to access from residence to school; (2) the

factor of public awareness in an area that understands

the importance of education. This can be seen from

the average length of schooling and (3) the factor of

economic conditions (poverty) because access and

equal distribution of education are affected by

poverty, so people do not have access to schools

(Zuhdi, 2008 and Ali, 2009).

South Solok Regency has higher levels of HDI,

APK, and APM than two other disadvantaged areas,

namely West Pasaman and Mentawai Islands.

However, South Solok Regency is the youngest

district in West Sumatra Province (19 out of 19

districts/cities). This regency was only expanded

from Solok Regency in 2004. As a new district, the

condition is still lagging behind other cities/districts

in West Sumatra Province. The Indonesian

government’s policy to develop disadvantaged areas,

which started in 2015, provides an opportunity for

this district to advance the development of its human

resources through educational development.

Regarding the number of schools that have

reached the National Education Standards, starting

from the elementary, junior high, high school, and

vocational levels, in general, they have reached SNP

in 2019. However, the number is still tiny. (19

elementary schools, 5 junior high schools, 6 high

schools, and 3 vocational schools). In achieving the

quality of education based on 8 National Education

Standards at the elementary, junior high, high school,

and vocational levels, it has reached the upper limit,

which tends to focus on three aspects: Graduate

Competency Standards, Content Standards, and

Process Standards. This shows that the focus on

achieving quality still emphasizes the quality of the

learning process.

Referring to the 8 National Education Standards

(SNP) outlined above, it can be said that the standards

that have made significant progress are graduate

competency standards, content standards, and process

standards. These three standards occur at the

elementary, junior, high, and high school levels. This

means that schools in South Solok Regency have

carried out a teaching and learning process that refers

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683

to SNP. Subsequently, the Graduate Competency

Standards also refer to the Content and Process

Standards. Meanwhile, the standards that need to be

improved are the standards of infrastructure facilities,

educational assessment standards, financing

standards, and standards for educators and education

personnel. This condition shows that schools can still

not improve educational services by the SNP. Thus,

synergy is needed between the education office,

principals, school supervisors, education staff, and

school teachers in a good manner based on

Government Regulation 19 of 2005 to provide

educational services by SNP (Yuliana & Raharjo,

2019).

Education development cannot be separated from

the support of the government, schools, and the

community in providing budgets, infrastructure

development, and development in strategic areas of

regions supported by education. According to the

National Education Standards, schools play a role in

increasing the number of schools and the quality of

educational achievement. These three elements are

referred to as the tri-center of education. If these three

elements do not play a role, it will affect the smooth

running of the educational process. (Dewantara,

1962). Furthermore, the community must proactively

determine and create educational programs with

schools and the government. Community

participation in the development of education is

beneficial in improving human resources because

education is the main path to the welfare of a nation.

(Nurkholis, 2006). This is done by the South Solok

Education Care Movement (GPP-SS), which cares

about education development in South Solok

Regency. Community participation in the

development of education to develop (1) synergy

between the government and the community; (2)

synergy of community networks in the process of

education development and improvement of

education quality; (3) realizing awareness, concern,

and responsibility for the importance of education to

improve their quality of life (Muhadjir, 2001). Thus,

cooperation is needed between the government,

educational institutions, and community and

community organizations to build education. The

progress of education depends on the role and

awareness of the community towards their education

so that the community and the progress of education

are balanced and have an interdependent relationship

(Hasbullah, 2008). The relationship between the

community and education can be through three

aspects, namely (1) the community that provides

education, both institutionalized and non-

institutionalized; (2) community institutions or social

groups, either directly or indirectly, play an

educational role; and (3) in society there are various

learning resources, both designed and utilized

(Tirtaraharja, 2005).

Some strategies that can be carried out to improve

the progress of education development in South Solok

Regency are to carry out the integrated synergy

between the government and stakeholders in

advancing education, such as companies, by utilizing

the company’s Corporate Social Responsibility

(CSR) funds. This CSR fund can be used to improve

the quality of the learning process, teacher

competence, and the provision of educational

infrastructure. Second, synergizing with traditional

leaders and communities in developing local cultural

values for education while socializing these local

cultural values to the younger generation. Third, the

government prioritizes education as a flagship

program in regional medium- and long-term

development plans.

In line with that, the relationship between the

community and schools is also grouped into three

aspects: (1) educational relationship, namely

cooperation between the community and schools in

children’s education so that it is up to the educational

process; (2) cultural relations, namely cooperation

that allows mutual fostering and developing

community culture; and (3) institutional

relationships, namely cooperation between schools

and official institutions or institutions such as the

private sector and the government. (Minarti, 2011).

Educational activities in the Rumah Gadang

village area can also inherit its socio-cultural values

that align with the interests of the community and the

interests of the community. As also conveyed by Ki

Hajar Dewantara, “efforts to advance children’s

character, mind, and body, so that they can advance

the perfection of life and bring children to a life that

is in harmony with nature and society.” (Dewantara,

1962). Thus, the relationship between school and

community life should be improved because students

will learn and build their character from their local

cultural wisdom.

Building this strategic area can be said to be an

area that becomes a growth point or growth center

that affects a strong trickle-down effect that spreads

to the area around South Solok Regency. The strength

is built because of the connectivity between the core

area (district capital) and the suburbs (sub-districts)

as the center of local activities in strategic areas. The

core area is the strengthening of educational progress.

The emergence of growth points is a development

condition that can spread to the surrounding area.

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However, the spread can occur in the direction of

polarization and inequality.

The term growth point or growth center creates

dependency, and if the complementarity is strong,

development will spread to remote areas around it.

(Myrdal, 1957) (Hirschman, 1985). On the other

hand, if the complementarity effect is weak, there will

be a polarizing effect. Suppose the influence of

polarization is stronger than the influence of

developmental spread. In this case, there will be a

dualistic society that lives with the characteristics of

modern urban areas and has underdeveloped rural

areas. (Hammand, 1985).

Moreover, the cumulative innovation process of

many centers of change at the point of interaction has

high potential (Friedman, 1996). The central region is

a subsystem of the core region progress, in which the

underdeveloped (peripheral) regions are in a

dependent relationship. The core area and the

periphery area together form a complete spatial

system.

Regional development using a regional approach

in some countries has failed, and some have

succeeded. For example, in the northern region of

Brazil, using the growth pole creates a development

gap between the northern and southern regions of

Brazil. In contrast to India, which is dominated by

central aid to the regions by providing subsidy

allocations, government investment, and banking

nationalization, it encourages the growth of

underdeveloped regions in India. However, education

in South Solok Regency, which uses a structural and

spatial pattern approach (strategic area), has been

developed.

What is different in West Africa is that

developing central-regional relationships provides

lucrative opportunities for power brokers. (Criminal,

2003). Similarly, in rural India, it was found that the

interaction between local government agencies,

namely the Informal Local Government Institutions

(ILGI) and local governments, occurs functionally.

However, it is considered “oppression” (Ananth Pur

(2007). Thus, development with the concept of

center-periphery/core-periphery area creates uneven

differences in several countries. Some have

experienced failures and successes. Failure is caused

by the effects of polarization and dependence. For

South Solok Regency, the center-suburban approach

has resulted in development success because it has

brought South Solok Regency into a disadvantaged

area that has been alleviated.

4 CONCLUSIONS

Education in the South Solok Regency grew until

2019, according to the Human Development Index,

Gross Participation Rate (GER), and Pure

Participation Rate (APM). Although the number of

schools ranging from elementary schools (SD) to high

school/vocational schools is still limited, some have

reached the category according to the National

Education Standards. Education development is

supported by (1) budget support of at least 20% for

education development; (2) infrastructure

development by building access roads, bridges, and

telecommunication networks to facilitate public

access to education; (3) educational services in

strategic areas; and (4) community support such as

youth social organizations involved in encouraging,

awakening and fighting for society to achieve better

education.

ACKNOWLEDGMENTS

We would like to thank the Heads of the Education

Offices of West Sumatra Province, Bappeda, Village

Community Empowerment Service, and Solok

Regency for helping provide documents related to

education development. Hopefully, this article can

help advance education in disadvantaged areas.

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