CONTEXTUAL EDUCATIONAL TECHNOLOGY FOR 3T REGIONS: A COMMUNITY-BASED BLENDED LEARNING IMPLEMENTATION MODEL IN A REMOTE PAPUAN REGION

The persistent digital divide in Indonesia’s frontier, outermost, and disadvantaged (3T) regions poses a significant barrier to equitable education, often rendering conventional educational technology solutions ineffective. This research addresses the challenge of technology implementation in areas with limited infrastructure and unique socio-cultural landscapes. This study aimed to design, implement, and evaluate a contextual, community-based blended learning model tailored for a remote community in Papua. Employing a community-based participatory research (CBPR) methodology, we collaborated with local educators, students, and community leaders over a 12-month period. The process involved co-designing learning modules that integrated local culture with digital content accessible through low-bandwidth and offline-capable devices. Data were collected through mixed methods, including pre- and post-intervention assessments, classroom observations, and semi-structured interviews. The results indicate a significant improvement in student engagement and foundational literacy skills. Furthermore, the model fostered enhanced digital literacy and a sense of ownership among teachers and the community. The study concludes that a one-size-fits-all approach to educational technology is unsustainable in 3T regions. A contextual, community-driven model that prioritizes local needs, cultural relevance, and infrastructural realities presents a viable framework for leveraging technology to bridge educational disparities in remote settings.