● Making Coding and Artificial Intelligence (AKA) a new subject is an elitist policy.
● An overly industry-centric policy orientation risks neglecting broader educational goals.
● Instead of adding new subjects, teacher capacity development is more necessary.
Last February 2025 , the Education Standards, Curriculum, and Assessment Agency of the Ministry of Primary and Secondary Education (Kemendikdasmen) of the Republic of Indonesia released the Academic Manuscript for Coding and Artificial Intelligence (KKA) Learning.
This manuscript will be a policy reference for the plan to make KKA an elective subject starting from Elementary School (SD) to Senior High School/Vocational School (SMA/SMK), especially in schools that are considered ready to hold the class.
The government argues that this subject is important to increase the competitiveness of Indonesia’s human resources (HR) on the global stage.
But in my opinion, the decision of the Ministry of Primary and Secondary Education is an elitist policy, capital driven (prioritizing capital owners), and not in the interests of the general public. This is because the availability of competent teacher resources to teach KKA and technological infrastructure is still uneven in various regions. So the presence of this elite subject will actually widen the gap in educational inequality in Indonesia.
Dependence on resources
Implementing the KKA subject does not always require computer devices and a stable internet connection if using the unplugged approach – a method that teaches basic computing concepts through games, puzzles, simulations, and physical activities .
This method is designed to illustrate logic, algorithms, data representation, and other computational concepts in a fun and interactive way. However, this approach still requires teachers who are competent in technology.
In addition, KKA cannot always be taught unplugged . KKA is basically a practical discipline that involves the use of certain software and programming languages.
The unplugged route cannot provide hands-on experience in writing code, running programs, debugging (the act of detecting, finding, and fixing errors in a program), or interacting with real computers and artificial intelligence (AI). Many of the KKA concepts are complex and abstract, requiring visual and interactive representations of computers.
This means that sooner or later, learning will require computers and the internet. These resources are certainly more accessible to schools in urban areas. In fact, the latest data in 2020 shows that 8,522 schools in Indonesia are not yet connected to the electricity network, and 42,159 schools do not yet have an internet connection . This condition makes schools in disadvantaged, outermost, and remote areas (3T) increasingly marginalized.
Shifting the orientation of education
The capital-driven nature of this policy is also evident in its reliance on the tech industry and companies engaged in coding and AI. KKA curriculum and teaching materials—if not carefully designed and oriented towards broad national interests— risk being dictated by market needs, corporate interests, and power .
If KKA learning is only directed at producing graduates who are ready to work in the digital economy sector—which is considered strategic by the ruling group—then the potential and needs of other important sectors such as education, health, food security, the environment, manufacturing industry, and so on could be neglected.
In addition, overemphasis on specific technical skills can sacrifice conceptual understanding and critical thinking skills. KKA that is not supported by good basic skills will only lead to dependence on digital equipment and cause children’s learning performance to decline .
The urgency and relevance of KKA as an elective subject needs to be carefully considered in the context of more basic educational needs. In many areas, the main challenges still revolve around meeting basic needs such as the availability of books , decent classrooms , and competent teachers in core subjects such as reading and mathematics .
There also needs to be clarity on the long-term goals of this policy. Is the goal simply to produce a tech-ready workforce, or is there a broader vision of how coding and AI can empower society as a whole.
If the focus is too narrow on meeting industry needs, this policy risks ignoring the potential of KKA as a tool for developing critical thinking, problem solving , and creativity skills .
In addition, the potential for collaboration with the private sector in providing learning platforms, teacher training, or even certification can open up opportunities for the commercialization of education and divert focus from the main goal of education to liberate humans .
Teacher development is needed, not new subjects
Many developed countries have implemented coding classes. Namely China , South Korea , and Singapore .
However, these countries already have a good foundation of literacy and reasoning, with PISA scores above 500. Meanwhile, Indonesia’s PISA score is still below 400 .
Another thing that often goes unnoticed is that the core learning outcomes of KKA are not actually skills in using AI or writing programming code. My research shows that the core lies in computational thinking skills (CBT) and ethics in the use of technology (EPT) .
KBK is a problem-solving skill by realizing that there are computers that can help us solve the problem. In detail, there are four sub-KBK: decomposition, pattern recognition, abstraction, and algorithmic thinking. Meanwhile, EPT covers data privacy, intellectual property, to the digital divide.
Instead of adding new subjects, the concept of KBK and EPT can actually be integrated into existing subjects, such as literacy, numeracy, science, or information and communication technology (ICT). When learning about ecosystems, for example, after observing the surrounding environment, teachers can invite students to do digital simulations . So what is needed is not a new subject, but continuous training for teachers to be able to adopt technology in learning.
Technology, especially AI, is like a knife. It is not a matter of skill in using the tool, but the basic things that we need to build as the first step. Without this awareness, instead of being an instrument for equalizing education, KKA learning has the potential to strengthen social classes based on access to technology and knowledge.
Author Bio: Arkhadi Pustaka is a Lecturer of Educational Technology at Sampoerna University
Tags: coding
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