Politik Literasi di Ruang Pinggiran: Analisis Ekonomi Politik dan Kebijakan Publik dalam Program Kampus Mengajar

Abstract

The “Kampus Mengajar” program has emerged as a strategic governmental initiative to address disparities in elementary education, particularly in marginalized regions. However, its implementation reveals complex dynamics deeply rooted in the political economy of education. This community engagement project aimed not only to provide technical support to students and teachers in a rural primary school but also to critically examine the social, political, and policy dimensions underlying the program. Employing a participatory-reflective approach, this activity was conducted through observation, interviews, focus group discussions, and field documentation over a four-month period. Findings indicate that while there were improvements in students’ literacy skills and technical assistance for teachers, structural issues such as the shortage of permanent educators, lack of digital infrastructure, and weak community participation remain prevalent. Moreover, the presence of university students in these schools tends to reflect a privatization of the state's responsibility for education. Nevertheless, the critical reflection process fostered among the student participants facilitated political awareness and the development of context-specific policy recommendations. This engagement highlights the importance of advancing community service models grounded in social justice and participatory public policy as pathways toward more democratic and inclusive education systems.

Keywords: Kampus Mengajar, political economy of education, digital literacy, public policy, participatory-reflective engagement