By: Herman Firmansyah)*
In recent years, the issue of low literacy rates among Indonesian students has frequently been raised in various media outlets, often with alarming narratives. Headlines like “Indonesia Anxious,” “Literacy Crisis,” or “Reading Emergency” frequently appear in news reports and circulate on social media. While data from various surveys does indicate that Indonesian students’ literacy skills still need to be improved, it’s crucial that we avoid falling prey to provocative narratives that undermine the spirit of change. Instead, we must build optimism and collective awareness to strengthen a culture of literacy in an inclusive and sustainable manner.
The Chairman of the Muhammadiyah Central Leadership, Irwan Akib, stated that the success of today’s education will significantly determine the readiness of the younger generation to face the nation’s future. Teachers and students must possess a strong faith rooted in the teachings of monotheism. The teachings of monotheism extend beyond the recitation of the two sentences of the shahada (declaration of faith) but must be implemented in daily life, including the spirit of seeking knowledge to eradicate ignorance. He also emphasized the importance of ethical use of social media, maintaining good morals, and making schools centers for developing innovative, creative, and noble generations.
It’s important to recognize that literacy issues are not unique to Indonesia. Many developing countries face similar challenges in equalizing access to quality education, improving teacher competency, and building a learning ecosystem that supports 21st-century skills. Therefore, over-framing Indonesia’s literacy situation with a narrative of a “permanent crisis” could actually stifle growing local initiatives. Across the country, many schools, teachers, communities, and parents are striving to foster their children’s interest in reading through creative and contextual means. Unfortunately, their efforts are often drowned out by the din of pessimistic discourse.
The “Indonesia Anxious” narrative, which seems to exaggerate shortcomings, could actually backfire. It could undermine student and teacher confidence, belittle regional potential, and create the perception that Indonesian education has systematically failed. However, the reality is far more complex and full of hope. The literacy index is not the sole measure of educational success. The ability to understand texts is certainly important, but so are character, creativity, critical thinking skills, and the values of diversity, which are also goals of national education. Therefore, a wiser approach is to use survey results as a catalyst for reflection and improvement, not a tool to spread excessive anxiety.
It’s also important to recognize that literacy is not simply the ability to read books, but also involves the ability to understand, interpret, and use information in various forms to solve everyday problems. In this context, the ongoing digital transformation in Indonesia opens up significant opportunities to expand access and forms of literacy. Students can now learn from educational videos, podcasts, e-books, discussion forums, and various other online platforms. 21st-century literacy requires an adaptive and contextual approach, not simply mastery of written texts.
Meanwhile, the Governor of South Sumatra, H. Herman Deru, stated that his administration is committed to meeting the challenges of the 2045 demographic bonus through the Laskar Pandu Satria Character Education program. This program targets high school and vocational school students from various regencies and cities in South Sumatra. The program has received widespread support from parents, who see it as a tangible manifestation of the government’s commitment to the future of their children.
On the other hand, despite the concerns frequently raised, there are actually many positive initiatives that deserve greater coverage. School literacy movements, reading corners, digital libraries, independent reading communities, and support from businesses and non-profit organizations have had a significant impact on improving literacy culture at the local level. The government is not standing idly by. Through the Merdeka Belajar (Freedom to Learn) and Kurikulum Merdeka (Independent Curriculum) programs, efforts to improve the quality of education are increasingly directed at strengthening basic competencies, including literacy. This curriculum provides teachers with the flexibility to adapt learning to local contexts and student needs, which in turn contributes to increased student interest and understanding of the subject.
Of course, there’s still much work to be done. However, we must remain confident that change is underway and will continue. We must face literacy challenges not with fear and chaos, but with collaboration and optimism. We need more inspiring stories about children in remote areas learning with enthusiasm, teachers innovating despite limitations, and families starting to build reading habits at home. All of these stories are proof that hope is real and worth fighting for together.
Finally, let us build a new, healthier and more constructive narrative about Indonesian student literacy. Not one that scares or blames, but one that invites, empowers, and provides space for the growth of a lifelong learning spirit. Literacy is the foundation of civilization, and building a civilization is never completed in one generation. Therefore, every small step to strengthen a culture of literacy, no matter how small, deserves appreciation and encouragement. With a positive attitude and collaborative effort, it is possible that Indonesia will emerge as a literate nation that not only reads but also understands, creates, and inspires the world.
)* Domestic Education Observer