The Subjective Experiences in Primary School Education in Cirebon: Challenges and Hopesin Improving the Quality of Education

Abstract

The quality of education in primary schools remains a significant concern, especially in under-resourced regions, with various challenges affecting both teachers and students. Specifically, in Cirebon, a city in Indonesia, there is limited research exploring the subjective experiences of educators and learners in this context. Despite substantial efforts to improve educational standards, the complexities of these challenges are not fully understood. This study uses a phenomenological approach to explore the lived experiences of teachers and students in primary schools in Cirebon, aiming to address the gap in understanding the real-life implications of these challenges. Through in-depth interviews and classroom observations, we found that limited resources, lack of access to technology, and low student motivation are key obstacles. However, both teachers and students expressed strong hopes for change, particularly in the use of technology and improved educational support These findings underscore the importance of implementing policies that prioritize equitable resource allocation, teacher training programs focused on technology integration, and initiatives to enhance student engagement. By addressing these barriers, policymakers and educators can significantly improve educational outcomes in under-resourced regions.  This research provides valuable insights for future policy and intervention strategies in similar educational contexts, particularly in regions with limited resources.