The Government Responds to Narratives of Indonesian Anxiety with Concrete Action in the Education Sector
By: Mahmud Sutramitajaya)*
Indonesia is at a crucial crossroads in preparing a resilient next generation to realize the ambitious vision of Golden Indonesia 2045. The challenges facing the Alpha generation, born between 2010 and 2024, and the Beta generation, born between 2025 and 2039, are considered increasingly complex due to technological advances and rapid social change. Responding to public concerns, the government is taking concrete steps to strengthen the foundations of early childhood education.
In line with the 2025 National Children’s Day (HAN) theme, “Great Children, Strong Indonesia Towards a Golden Indonesia 2045,” the government is committed to preparing Indonesian children to face an increasingly demanding future. Early education is expected to be key to ensuring the next generation has global competitiveness, strong morals, and the ability to adapt in the digital age.
One figure who highlights the importance of strengthening early childhood education is Prof. Dr. Rose Mini Agoes Salim, M.Psi., a psychologist and professor at the Faculty of Psychology, University of Indonesia. According to her, Generation Alpha is a group of children born in an era of advanced technology. Their familiarity with gadgets, the internet, and artificial intelligence like ChatGPT presents challenges in their development.
Professor of Psychology at the University of Indonesia, Prof. Dr. Rose Mini Agoes Salim, M.Psi ., stated that stimulation for this generation cannot rely solely on technology. Children’s basic needs for gross and fine motor skills, cognitive intelligence, emotional intelligence, and social skills must still be nurtured through real-life interactions. This means parents and teachers need to understand that behind the screens of their devices, children still need the real world as their primary learning space.
He continued, explaining that concrete stimulation for children can be provided through various activities in playgrounds, early childhood education (PAUD), and interactions with peers. Children need to learn to experience defeat and victory, empathy, and emotional control. Moral values such as empathy, self-control, and conscience cannot be taught entirely through technology, but through direct practice in everyday life.
For example, even simple math learning cannot be completely left to technology. Children must truly understand the basic concepts of addition, subtraction, multiplication, and division. This forms the foundation of numeracy literacy, which must be strengthened so they don’t rely solely on search engines for answers.
In this context, the role of the family as a center of child stimulation is also crucial. Prof. Dr. Rose Mini Agoes Salim, M.Psi., reminded parents that parents must be actively involved. Early childhood education is not only the responsibility of educational institutions, but also of parents as the first educators at home. Ideally, parents should also learn how to provide appropriate stimulation according to their child’s developmental stage.
The government itself continues to strive to address children’s stimulation needs by providing adequate basic education facilities, improving the competency of early childhood education teachers, and encouraging family involvement in education. Positive parenting practices are also being promoted to prevent parents from using technology as their primary caregiver.
On the other hand, the challenges facing Indonesian children extend beyond formal education and developmental stimulation. Protecting children from violence, bullying, stunting, and unequal access to education are also pressing issues that cannot be ignored.
On the occasion of National Children’s Day 2025, the Speaker of the Indonesian House of Representatives, Puan Maharani, stated that the commemoration of National Children’s Day should not be merely an annual ceremony. She argued that this moment should be used to guarantee Indonesian children’s rights to adequate protection, equal access to education, and adequate nutrition to prevent stunting.
Data from the National Police Criminal Investigation Agency (Pusiknas) recorded more than 5,000 cases of violence against children as of April 2025. This fact demonstrates the continued weakness of child protection systems in various regions. Many areas lack adequate child service units, the reporting system for violence cases is not yet integrated, and the number of social support staff remains limited.
In response, Puan Maharani emphasized the need to mainstream child protection into national and regional development policies. Protection policies should not stand alone but must be integrated with the education, health, and social welfare sectors. This is believed to provide a sense of security for children to grow and learn optimally.
Furthermore, Puan Maharani is pushing for mandatory training for teachers, medical personnel, and village officials on child protection and mental health. With adequate knowledge, they are expected to be able to detect signs of violence, bullying, and mental disorders in children early on.
Another strategic step promoted by the Indonesian House of Representatives (DPR RI) is involving children in village and city development deliberations. Children’s participation is considered crucial to ensure their needs and voices are accommodated in every development policy. Children are not merely objects of development but also subjects with the right to express their aspirations.
The government, along with the Indonesian House of Representatives (DPR RI), is also actively promoting stunting prevention programs integrated with family education. Malnutrition not only impacts children’s physical health but also hinders brain development, resulting in poor learning outcomes. Therefore, nutrition education, increased access to healthy food, and basic health services are continuously strengthened.
Cross-sector collaboration is key to addressing the growing concerns about the future of Indonesia’s next generation with concrete action. All stakeholders, from the central and regional governments, educational institutions, educators, parents, and the wider community, are expected to work together to ensure that Indonesian children thrive.
With this synergy, Indonesia is optimistic about reaping the demographic dividend by 2045. Today’s children will become the superior human resources who will lead this nation towards the era of a Golden Indonesia. The government also ensures that every child has the same right to learn, play, be protected, and develop to their full potential.
This momentum in education serves as a reminder to all that Indonesia’s future depends on how we treat children today. Through concrete actions across various sectors, the narrative of Indonesian anxiety can be transformed into optimism that exceptional children will make Indonesia even stronger.
)* The author is a Jakarta student living in Bandung
