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INTEGRATION OF GEOSPATIAL DATA IN EDUCATION MANAGEMENT SYSTEMS: A MULTIPLE STUDY IN EASTERN JAVA REGIONS, INDONESIA.

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Název: INTEGRATION OF GEOSPATIAL DATA IN EDUCATION MANAGEMENT SYSTEMS: A MULTIPLE STUDY IN EASTERN JAVA REGIONS, INDONESIA.
Autoři: WIDODO, Bambang Sigit, SUPRAPTO, Firre An, SAGINOV, Kairat, PRASTIYONO, Hendri, WAHYUNI, Jauhar, KERR, Thor, IBRAHIM, Mohd. Hairy, SATYBALDIEVA, Ayzhan
Zdroj: GeoJournal of Tourism & Geosites; 2025, Vol. 62 Issue 4, p2240-2248, 9p
Témata: GEOSPATIAL data, GEOGRAPHIC information systems, INDONESIANS, SCHOOL administration, POSTSECONDARY education, RIGHT to education, REGIONAL disparities, PROVINCES
Geografický termín: JAWA Timur (Indonesia), INDONESIA, MALANG (Indonesia), SURABAYA (Indonesia)
Abstrakt: This study aims to analyze the integration of geospatial data into the education management system through a multicase study in three regions of East Java in Indonesia, namely Surabaya City, Malang City, and Jember Regency. In line with SDGs 4, this study strategically applies GIS to advance equitable access to education by reducing spatial disparities across East Java's metropolitan and non-metropolitan regions. This study adopted a quantitative approach, calculating student–teacher– school ratios at a sub-district level and referencing national education standards using official statistical datasets. The research employs a spatial analysis approach using Geographic Information Systems (GIS) through the map of Education Spatial Index (ESI) to assess the alignment between the distribution of educational facilities and the spatial distribution of students at the kindergarten, elementary, junior high, and senior high school levels. The results show that the study also evaluates the distribution of higher education institutions within a 100-kilometers radius to measure accessibility to tertiary education. The findings indicate that urban areas such as Surabaya and Malang generally exhibit an ideal ESI across most education levels, whereas Jember continues to display significant disparities, particularly at the primary and secondary levels. Several areas across the three regions remain categorized as either overloaded or critically underserved, suggesting pressure on educational service systems as well as deficiencies in infrastructure. Regarding higher education, institutions are predominantly concentrated in metropolitan areas, while certain regencies lack access to public universities within the coverage radius. These results highlight pronounced spatial disparities in educational access and equity across the study regions. [ABSTRACT FROM AUTHOR]
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Databáze: Complementary Index
Popis
Abstrakt:This study aims to analyze the integration of geospatial data into the education management system through a multicase study in three regions of East Java in Indonesia, namely Surabaya City, Malang City, and Jember Regency. In line with SDGs 4, this study strategically applies GIS to advance equitable access to education by reducing spatial disparities across East Java's metropolitan and non-metropolitan regions. This study adopted a quantitative approach, calculating student–teacher– school ratios at a sub-district level and referencing national education standards using official statistical datasets. The research employs a spatial analysis approach using Geographic Information Systems (GIS) through the map of Education Spatial Index (ESI) to assess the alignment between the distribution of educational facilities and the spatial distribution of students at the kindergarten, elementary, junior high, and senior high school levels. The results show that the study also evaluates the distribution of higher education institutions within a 100-kilometers radius to measure accessibility to tertiary education. The findings indicate that urban areas such as Surabaya and Malang generally exhibit an ideal ESI across most education levels, whereas Jember continues to display significant disparities, particularly at the primary and secondary levels. Several areas across the three regions remain categorized as either overloaded or critically underserved, suggesting pressure on educational service systems as well as deficiencies in infrastructure. Regarding higher education, institutions are predominantly concentrated in metropolitan areas, while certain regencies lack access to public universities within the coverage radius. These results highlight pronounced spatial disparities in educational access and equity across the study regions. [ABSTRACT FROM AUTHOR]
ISSN:20650817
DOI:10.30892/gtg.62421-1587