By: Moeini Syakir
In the realm of cultural philosophy, education has never been understood merely as the transmission of knowledge. It is a process of shaping habitus—habits, ways of perceiving oneself, and horizons of aspiration. Thus, when the state introduces Community Schools (Sekolah Rakyat) as an integrated model—combining dormitories, nutrition programs, character development, and digital transformation—it is, in essence, constructing “cultural infrastructure”: an ecosystem that allows children from vulnerable families to grow with security, confidence, and the capacity to thrive. Traces of this transformation are already visible across Medan, Bantul, Sleman, and Tana Toraja, marked by meticulous operations and tangible narratives of change embodied in the daily lives of students.
In Medan, Minister of Public Works Dody Hanggodo explained that the Integrated Community School 30 accommodates 93 students across two education levels (elementary and high school). All students reside in dormitories with 36 rooms, teachers’ quarters, sports facilities, and other amenities designed for comfort. The school serves as a pilot to rekindle enthusiasm for learning, with construction of a permanent campus in Medan Tuntungan scheduled from November 2025 to July 2026. In total, five community schools are being developed in North Sumatra with a Rp300 billion budget, extending even to Nias, where a suspension bridge is being built to guarantee student access. Education, after all, is about the structure of opportunity—and dormitories, nutritious meals, and safe spaces are the foundational conditions for learning free from structural poverty.
In Yogyakarta, at SRMA 19 Bantul, a media delegation—guided by the Ministry of Communication and Digital Affairs—observed facilities for around 200 students (116 girls and 84 boys) from the lowest income deciles (1–2). The deputy principal explained that full uniforms, three daily meals plus two snacks, and laptops being distributed are part of the school’s standard support system. One student, Dwi Hidayat, expressed gratitude for being able to study without burdening his parents, who work as laborers and waste pickers. He said his family’s simple message—finish school, and if possible, go to college—drives his dream of becoming a teacher. Testimonies like his are essential: they reveal that Community Schools are not merely material aid programs but machines of aspiration, places where children dare to name their dreams aloud.
At SRMA 20 Sleman, Principal Reti Sudarsih described visible progress. In just four months, students’ average body weight increased by 5–11 kilograms, personal hygiene improved, and small yet consistent practices—like nail inspections before flag ceremonies—have fostered healthier routines. Dormitories for two to three students per room come with air conditioning and private bathrooms; classrooms feature air conditioning, projectors, and smart boards; and a 100 Mbps internet network provided by the Ministry of Communication and Digital Affairs, along with a personal laptop for each student, demonstrates the principle of equal learning experience. Student Renata Merah said the facilities were “more than enough” compared to her home, and that this support gave her confidence to pursue her dream of joining the armed forces. Here, we see that the true luxury of education lies in a sense of dignity—digital tools are merely instruments that affirm that underprivileged children deserve the same quality of learning as those in elite schools.
The cultural dimension of Community Schools also manifests through literacy collaborations. At SRT 62 Tana Toraja, the ITB Patriot Expedition Team, in partnership with BRIN and Gramedia, launched the “Kita Membaca” (We Read) program: 400 books and four dormitory bookshelves were donated, along with a peer reading system where fluent readers mentor others. The program coordinator—who has a research background in transmigration regions—explained that the initiative was designed to move beyond academic reports. Reading activities in dormitories cultivate empathy, discipline, and curiosity. The school principal expressed appreciation, hoping that such support would nurture a love for books. From a philosophical standpoint, such interventions revive the humanist essence of education: the capacity to delay impulses, seek meaning, and build shared horizons through text.
A digital ecosystem is also being built to ensure equal experiences. Digital transformation within Community Schools aims to provide curricula and learning processes that rival those of top private institutions. Director General of Public Communication and Media, Fifi Aleyda Yahya, stated that digital infrastructure is the foundation of educational equality. High-speed internet, smart boards in every classroom, and an upcoming Learning Management System (LMS) underscore that modernity must not be exclusive. Here, digitalization is not an end in itself but a medium to expand access, enrich methods, and bridge inequalities, ensuring that children from low-income backgrounds no longer face their futures with outdated tools.
Ultimately, the measure of success in national education lies in children’s courage to name their dreams without feeling they are reaching too far. We are witnessing culture at work. Community Schools, in this sense, are not acts of charity but a politics of dignity—the state’s way of declaring that every Indonesian child deserves a safe space, a healthy body, a trained mind, and an imaginable future. That is why consistency in infrastructure, discipline in care, and literacy collaboration must be sustained. For from good habits come good citizens—and from good citizens, a strong republic is born.
— The author is a Public Policy Observer