Affirmative action programs in the 3T regions are carried out in line with the nine priorities of the third Nawacita Program, namely building Indonesia from the periphery by strengthening regions and villages within the framework of a unitary state. These priority programs include Frontline Teachers (GGD) which provides additional teachers and Frontline Schools (SGD) which provides new schools and classroom revitalization, which is the theme of this study. This study answers the questions: (1) How are GGD and SGD policies designed to achieve the expected goals; (2) How are GGD and SGD programs implemented in the regions; and (3) What is the initial impact of GGD and SGD on access and learning outcomes. The approach used is Propensity Score Matching (PSM), a technique for selecting a subset of the control group that has characteristics most similar to the treatment unit. This study is also supported by a qualitative study in East Sumba Regency, East Nusa Tenggara. The data used include Dapodik, UN scores, Susenas, location data, and program data.
The results of this study conclude that: (1) Schools that receive GGD are not the schools that need civil servant teachers the most, even though they are both in 3T areas; (2) Schools that receive GGD significantly increase the adequacy of civil servant teachers in the area; (3) GGD does not impact the average UN score, but has an impact on reducing the inequality of UN scores between students within one school; and (4) there is no impact of SGD on increasing the probability of students continuing to a higher level.
The results of this study suggest that this program, or similar programs, should be continued in the future, with various improvements, including those related to recruitment mechanisms, allocation, and formulation. Some recommendations include developing a clearer, more transparent, and more accountable mechanism for allocating GGD teachers. Furthermore, aspects such as culture, religion, and economics should be taken into consideration when selecting GGD teachers. Educational background, which could potentially pose a problem in obtaining certification and professional allowances, should be considered in GGD teacher recruitment.
