Jakarta, INTI - The Ministry of Primary and Secondary Education (Kemendikdasmen) has launched a self-paced training program to strengthen teachers' competencies in deep learning, coding, and artificial intelligence (AI). The initiative was officially introduced during the Launch of the Self-Paced Training Program for Deep Learning, Coding, and Artificial Intelligence held in Jakarta on 9 July 2026.
Government Strengthens Teacher Competencies and Accelerates Digital Learning
Minister of Primary and Secondary Education Abdul Mu'ti stated that Indonesia's education challenges extend beyond access, with disparities in education quality remaining a significant issue across regions and schools.
He emphasized that improving teacher capacity is a key government priority in narrowing these gaps and ensuring access to quality education for all students. According to the minister, President Prabowo Subianto continues to prioritize education transformation through the revitalization of schools nationwide.
As part of this effort, the government is accelerating the digitalization of learning by distributing Interactive Flat Panels (IFPs) and supporting digital learning ecosystems to educational institutions across the country.
Despite the rapid adoption of digital technologies, Abdul Mu'ti stressed that technology is designed to support, not replace, the role of teachers. He described teachers as both agents of learning and agents of civilization, highlighting their essential role in developing knowledge, character, and future generations.
Practice-Oriented Training Through the TET Method
Director General of Teachers and Education Personnel Nunuk Suryani explained that the 2026 training program adopts the Teacher Experimental Training (TET) approach, transforming schools into practical learning laboratories where teachers can immediately apply newly acquired knowledge.
Under the TET model, participants receive subject-specific training alongside colleagues from the same discipline. Mathematics teachers train with fellow mathematics teachers, while language teachers participate in sessions tailored to their respective subjects.
Following each training session, participants are expected to implement the newly learned methods directly in their classrooms before returning for reflection and evaluation sessions to assess teaching outcomes and share best practices.
To expand participation, Kemendikdasmen is strengthening collaboration through Teacher Working Groups (KKG) and Subject Teacher Consultative Groups (MGMP). The training is also accessible via the Self-Paced Training feature on Ruang GTK (RGTK) and supported through blended learning programs delivered via the RGTK Learning Management System (LMS).
These initiatives aim to increase teacher participation while equipping educators with the digital competencies needed to integrate deep learning, coding, and AI into classroom instruction throughout 2026.
Conclusion
By expanding access to self-paced training in deep learning, coding, and artificial intelligence, Kemendikdasmen is taking a significant step toward preparing educators for the future of digital education. The initiative reflects Indonesia's commitment to enhancing teaching quality, accelerating digital transformation in schools, and equipping teachers with the skills needed for the AI era.
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