PSPK once again opened a space for public discussion on education policy through Beranda PSPK, Edition 30. This time, “The Learning Environment Survey: How Important Is It for Children’s Learning?” was the topic discussed. The event was held online on Friday (3/9).

As one of the policies within the National Assessment, the Learning Environment Survey has become a widely discussed issue. It involves many stakeholders, including teachers, school principals, local governments, and, of course, the Ministry of Education, Culture, Research, and Technology (Kemendikbudristek).

In response, Beranda PSPK sought to bring together various elements who are both the primary targets and key actors of the Learning Environment Survey. This edition of Beranda PSPK was attended by Marwah Kollin, a student of SMAN 78; Tracey Yani Harjatanaya, a Member of the Board of Trustees of the Sultan Iskandar Muda Foundation; Anindito Aditomo, S.Psi., M.Phil., Ph.D., Head of the Agency for Standards, Curriculum, and Educational Assessment at Kemendikbudristek; as well as PSPK Researcher Indhi Wiradika.

As an opening speaker, Marwah, representing the student perspective, shared her experiences regarding the learning conditions and environments around her. “There are some students who may experience difficulties or even discriminatory treatment,” Marwah stated.

In addition, Marwah expressed her views on what constitutes a comfortable learning environment. According to her, a conducive learning environment enables the learning process to take place far more optimally.

From the perspective of school management, the Sultan Iskandar Muda Foundation—which oversees several schools across different levels, from kindergarten to senior high and vocational schools—shared similar views. Tracey, as a member of the Board of Trustees, acknowledged that schools under the foundation have long implemented a concept similar to a teacher report.

“This teacher report is not about grading teachers—such as whether a teacher is promoted or not. Rather, it is intended to provide feedback to teachers,” Tracey explained. According to her, this practice has been implemented for approximately the past decade.

Confirming the previous discussions, Anindito Aditomo, commonly known as Nino, as a policymaker, affirmed the expectations expressed by Marwah and the practices carried out by Tracey and her foundation.

“With regard to our expectations for the Learning Environment Survey, it is about how the survey results can be interpreted and utilized optimally. The interpretation should be presented in a way that is understood by teachers, by education offices, and by the ministry,” Nino explained.

Closing the discussion, PSPK, as an institution that consistently supports child-centered education policies, expressed its hope that the Learning Environment Survey will not merely become a formality. PSPK researcher Indhi Wiradika emphasized that the survey results should be interpreted consistently by teachers, schools, and local governments as the primary users.

“Our expectation regarding the Learning Environment Survey is that the results can be meaningfully interpreted and optimally utilized, given that the users of the survey results are quite diverse,” Indhi concluded.

Change is inevitable. Let us collectively oversee and support these changes so that Indonesian education becomes increasingly #ChildCentered.