POST-PANDEMIC EDUCATION DIGITALIZATION AND DIGITAL DIVIDE: A STRUCTURAL SOCIOLOGY PERSPECTIVE IN INDONESIA
DOI:
https://doi.org/10.23969/jp.v11i02.50090Keywords:
digital divide, education digitalization, structural sociology, post-pandemic, IndonesiaAbstract
The COVID-19 pandemic has accelerated education digitalization in Indonesia, yet it has also revealed and deepened structural inequalities in educational access. This study examines the digital divide in Indonesian education through a structural sociology lens, specifically applying Bourdieu's theory of capital and field alongside Giddens's structuration theory. Using a qualitative approach with a literature review and secondary data analysis method, this research synthesizes national survey data from BPS, UNICEF, and Kemendikbudristek covering the period 2020–2023. Findings demonstrate that access to digital technology in education remains strongly stratified by socioeconomic status, geographic location, and social class. Upper-class urban students enjoy internet access rates of 92.4%, while rural lower-class students reach only 18.6%. The structural barriers extend beyond infrastructure to encompass digital literacy, parental educational capital, and institutional capacity. This study argues that post-pandemic education policies must address not only technological infrastructure but also the underlying structural conditions that perpetuate educational inequality. Policy recommendations emphasize equitable distribution of digital resources, teacher capacity building, and community-based digital literacy programs.
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