JRSSEM 2022, Vol. 01, No. 9, 1293 – 1301

E-ISSN: 2807 - 6311, P-ISSN: 2807 - 6494

DOI : 10.36418/jrssem.v1i9.143 https://jrssem.publikasiindonesia.id/index.php/jrssem/index

THE ANALYSIS OF SOCIAL IMPACT OF INDONESIA

TEACHING FELLOWSHIP (ITF) TEACHER TRAINING

PROGRAM BY RUANGGURU AND BAKTI KOMINFO IN

SORONG USING THE SOCIAL RETURN ON INVESTMENT

(SROI) METHOD

Dibyana Galih Prakasita

, Indra Lestari Fawzi

1,2

Universitas Indonesia

e-mail: dibyana.galih@ui.ac.id

, inle3bon12@gmail.com

*Correspondence: dibyan[email protected].id

Submitted: 23 March 2022, Revised: 04 April 2022, Accepted: 16 April 2022

Abstract. Indonesian Teaching Fellowship (ITF) teacher training program by Ruangguru and BAKTI

Kominfo is a form of contribution from the private sector and the government in improving the

quality of education, especially in Sorong, West Papua. This study is to determine and analyze the

impact of the program through the Social Return on Investment (SROI) method. The ITF program

in Sorong Regency targets 3 main aspects, namely pedagogy, personality, and social. To improve

pedagogic abilities, the program provides learning modules through the Ruangguru application as

well as online discussions with facilitators; to improve teacher personality, the program provides

teacher motivation and personality training by trainers, psychological webinar series, and

counseling services; and to improve social skills, the program carries out structured social

assistance offline, this activity produces teachers who are ready to go into their communities so

that they can expand the impact of the program in Sorong itself. Based on the impact assessment

of the ITF program, an SROI Ratio of 1:2.62 was obtained, meaning that for every investment of

Rp.1, - an impact or benefit of Rp.2,62 is obtained. Social impact analysis through the SROI method

is needed for the sustainability of the ITF program in the future.

Keywords: program ITF; Ruangguru; bakti KOMINFO; dampak sosial; SROI.

Dibyana Galih Prakasita, Indra Lestari Fawzi                                                                      | 1294 
DOI : 10.36418/jrssem.v1i9.143      https://jrssem.publikasiindonesia.id/index.php/jrssem/index 
INTRODUCTION 
 
Indonesia  is  a  country  with  the  5th 
largest population in the world and has the 
4th  largest  education  system  globally. 
However,  ironically,  based  on  PISA  data 
(Program  International  Student 
Assessment) (Gee & Wong, 2012); (Williams 
& Johnson, 2011), Indonesia is ranked 74th 
out of 79 countries in literacy, mathematics, 
and science aspects and there are still gaps 
where  more  than  55%  of  students  in 
Indonesia have not achieved the minimum 
competency score.  in  all  three  aspects.  In 
line  with  the  findings  of  PISA  (2018),  the 
results  of  the  AKSI  (Indonesian  Student 
Competency Assessment) (2019) also show 
that more than 50% of Indonesian students 
still  have  low  competency  quality  and 
learning outcomes. This indicates the need 
to  improve  the  quality  of  education  in 
Indonesia  (Muttaqin,  2018);  (Permanasari, 
Rubini,  &  Nugroho,  2021);  (Nugroho, 
Permanasari, & Firman, 2019).  
In the education sector, teachers have a 
crucial role systematically, where based on 
research by (Johnson, Fargo, & Kahle, 2010) 
it  was  stated  that  if  teachers  have  good 
teaching performance,  their  students  also 
have  good  achievements,  and  vice  versa. 
Meanwhile,  the  current  condition  of 
teacher quality in Indonesia (based on the 
2015 Teacher Competency Test Data (UKG) 
released  by  the  Indonesian  Ministry  of 
Education and Culture) is still relatively low 
and has not met the demands of national 
competence,  where  teachers  in  Indonesia 
have  a  national  UKG  average  of  53.  This 
value  is  still  below  the  minimum  passing 
score, which is 55 and is still far behind with 
the  UKG  minimum  standard  target  of 
graduation  in  2019,  which  is  80. 
Unfortunately, with  these conditions, only 
around 3.49% of teachers in Indonesia have 
received  training  related  to 
professionalism.  and  teacher  competency 
development  (Kemendikbud  Fact  Data, 
2019) and it means that 96.51% of teachers 
have not received the training. This has an 
impact  on  the  level  of  teacher  teaching 
efficacy, where teachers are less confident 
in  carrying  out  classroom  teaching.  More 
than 50% of the total 1,574 teachers view 
their  pedagogic,  personality,  and  social 
competencies  as  low  (Martowska,  2014); 
(Collie,  Shapka,  &  Perry,  2012);  (Brinkley-
Etzkorn, 2018). 
Improving  the  quality  of  education  in 
Indonesia  requires  the  participation  of 
various parties. This study will discuss the 
collaboration  between  the 
Telecommunications  and  Information 
Accessibility Agency (BAKTI) of the Ministry 
of  Communication  and  Information 
(Kominfo)  and  PT  Ruang  Raya  Indonesia 
(Ruangguru)  in  implementing  the 
Indonesia  Teaching  Fellowship  in  Sorong 
Regency  and  the  social  impact  it  creates 
(Manan, 2015); (Wahyudin, 2016). 
BAKTI is a  non-echelon  organizational 
unit within the Ministry of Communication 
and Informatics. BAKTI is responsible to the 
Minister and is led directly by the President 
Director. BAKTI has the task of accelerating 
the  development  of  information  and 
communication  technology  (ICT) 
infrastructure in  underdeveloped, frontier, 
and  outermost  (3T)  areas  in  Indonesia  as 
the government's effort to support national 
digital acceleration. Considering that many 
areas in the 3T area are not yet covered by 
4G networks or fast internet access such as 

1295 | The Analysis of Social Impact of Indonesia Teaching Fellowship (ITF) Teacher Training

Program By Ruangguru and Bakti Kominfo in Sorong Using the Social Return on

Investment (SROI) Method

WIFI. Meanwhile Ruangguru is one of the

technology companies in Indonesia that

focuses on education-based services,

founded in 2014 with the mission to

provide equal access to education for

everyone, so that it is hoped that all

children in Indonesia will get a quality

education through digitalization of

learning.

Since 2019, BAKTI Kominfo in

collaboration with Ruangguru has run an

ITF teacher training program for 103

teachers who teach junior high and high

school levels in Sorong Regency with a

program period of 1 year. The training was

delivered using the blended , which is a

combination of face-to-face and virtual

teaching and learning activities. The

objectives of implementing the ITF BAKTI

Kominfo program are:

To produce high-performing teachers

who apply pedagogical knowledge to

create effective teaching and learning

(Wilson, 2011); (Hinostroza, Labbé, Brun, &

Matamala, 2011); (Huang & Lajoie, 2021).

Improving self-efficacy in three aspects:

Motivation and Behavior, Teaching

Practices, and Mastery of Technology in

teaching and learning after receiving a

year-long training program.

The positive impact of the ITF program

was successfully analyzed by the

Ruangguru Monitoring and Evaluation

team, namely: The teachers managed to

increase their TO UKG scores above the

average minimum competency value after

participating in the ITF program.

There was an increase in the average

value of the aspects of motivation and

behavior which indicated that teachers

believed that they had the motivation to

pursue their work as educators.

There was an increase in the teacher's

confidence in his ability to collaborate in

the use of technology when teaching

(Borthwick & Gallagher-Brett, 2014). There

is an increase in the achievement of the

value of the students he teaches. With

these positive changes, the ITF program is

expected to grow to have an impact on

more beneficiaries in more areas of

Indonesia, which for further

implementation requires funding sources

from more donors in the following years.

So to ensure its sustainability, continuous

improvement is needed and justification

for the need for program sustainability, one

of which is through impact measurement

using the SROI method. Having an SROI

social impact measure will clearly make it

easier for program owners to interact with

stakeholders and look for other potential

donors because through the SROI method ,

the magnitude of the social impact (in

Rupiah) of a program can be seen when

compared to the investment costs (in

Rupiah) that have been incurred by the

program stakeholders.

METHODS

To identify the implementation of the

ITF program in Sorong Regency and the

social impact it creates using the SROI

method, this study uses a qualitative

approach with data collection used

through interviews. In determining the

informants, a purposive sampling because

the researcher felt that the informants

involved were the parties who knew best

Dibyana Galih Prakasita, Indra Lestari Fawzi | 1296

about the problem to be studied by the

researcher. The researcher also collected

information regarding all stakeholders

involved in the ITF program implemented

in Sorong Regency and classified whether

these stakeholders were included in the

study as informants and/or not included

with detailed reasons as follows:

Table 1. List of Stakeholders

Stakeholders

Reason Included

BAKTI Kominfo

Because BAKTI Kominfo is the main donor of the ITF teacher

training program in Sorong District. So the role of BAKTI Kominfo

is very influential for the program and/or other stakeholders.

Ruangguru

Because Ruangguru is an ITF teacher training operator. So

Ruangguru also has a crucial role in preparing program intervention

designs and implementations.

Sorong

District Education Office Because the Education Office participated,

they felt the impact of the program, such as improving the quality

of their teachers, etc. Even though, during its implementation, it is

only to know how the program is running and does not carry out

additional interventions except at the request of the Ruangguru/

BAKTI Kominfo team, for example to appeal to inactive beneficiary

teachers, provide rooms, etc.

Teachers

participating in the

Sorong Regency ITF

program

Because the program participants act as beneficiaries whose

participation is very much needed in a program and the main

impact of this program is felt directly by the beneficiaries.

Excluded

Stakeholder

Reasons Not Included

Local Kominfo

Service Because the Kominfo Service is only aware of the running

of the Indonesia Teaching Fellowship program in Sorong Regency

and does not carry out additional interventions except at the

request of the Ruangguru/ BAKTI Kominfo team. significant

benefits to the Department of Communication and Informatics

which is engaged in the communication sector.

Source: Processed Research (2022)

While secondary data is obtained by

collecting photos or pictures and archives

owned by the program owner. In

connection with this research, the required

documentation/data includes the Theory of

Change program, a list of program

stakeholders, program reports, and others

related to the implementation of the ITF

program in Sorong Regency.

The data obtained were then analyzed

by interactive analysis according to Miles

and Hubberman. Miles and Hubberman,

starting from data collection, data

reduction, data presentation, drawing

conclusions, to data verification. The

technique to improve the quality of

research that researchers use in this study

is triangulation of data so that the research

1297 | The Analysis of Social Impact of Indonesia Teaching Fellowship (ITF) Teacher Training

Program By Ruangguru and Bakti Kominfo in Sorong Using the Social Return on

Investment (SROI) Method

gets accurate results and the focus of the

research is right.

The data that has been processed and

analyzed will then be used by researchers

to measure the social impact of the ITF

program in Sorong Regency using the SROI

method. In general, the information

collected through interviews will be

monetized by researchers, i.e. converted

into numbers and/or Rupiah, so that it can

be included in the SROI social impact

measurement formula proposed by

Scholten P., Nicholls, J., Olsen S. . &

Galimidi, B. (2006) as follows:

Source: Torres, Ester Moral, et al, 2020.

Figure 1. The formula for calculating the

impact and the SROI ratio

The SROI ratio is the ratio of the total

impact value (in Rupiah) and the total funds

(in Rupiah). ) invested by stakeholders in

the ITF program in Sorong District. The

total value of the impact itself is obtained

from the impact (in Rupiah) felt by all

beneficiaries minus the factors that can

hinder the impact (in percentage) such as

teachers also attending the same training

from other institutions when they both

received ITF training. While the total

investment is obtained from the nominal

funds issued by the stakeholders to run the

ITF program in Sorong Regency.

RESULTS AND DISCUSSION

Based on research in the field, the

following important points were obtained:

1. Stakeholder theory explains the

involvement of stakeholders in

measuring social impacts using the

SROI method.

Stakeholder involvement in

analyzing social impacts using the SROI

method indicates the importance of the

role of each stakeholder in the

program. This is in line with the

Stakeholder Theory which states that

the essence of business lies primarily in

building relationships and creating

value for all its stakeholders. Also

presented by Freeman et al. (2010) that

in stakeholder theory, stakeholders are

interdependent, and creating value for

one stakeholder creates value for

another. The stakeholders involved in

this research are internal stakeholders,

namely Ruangguru staff and BAKTI

Kominfo staff, as well as external

stakeholders namely the government

and program beneficiaries/teachers.

The choice of ITF location by

Ruangguru and BAKTI Kominfo, namely

in Sorong Regency in this case is also in

accordance with the Stakeholder Theory

which tends to focus its attention within

a reasonable range of company

activities, in this case BAKTI Kominfo as

a program donor is assigned to build a

telecommunications network at the 3T

location. So that the ITF program in

collaboration with Ruangguru was

implemented in one of the 3T locations

in Indonesia, namely Sorong Regency.

Dibyana Galih Prakasita, Indra Lestari Fawzi | 1298

2. The SROI method is able to show the

existence of economic, social, and

socio-economic impacts on the ITF

program in Sorong.

Regency. Sorong, can generate IDR

2.62 positive impact on its stakeholders.

When detailed, this value does not only

describe the social impact of the ITF

program, but also describes the

economic impact and socio-economic

impact for its stakeholders. This value

describes the impact of the ITF program

in Sorong Regency as follows:

a. The economic impact is felt by

Ruangguru. From the

implementation of the ITF program,

there are benefits from the creation

of Ruangguru's good name and the

creation of public trust in Sorong

Regency towards the Ruangguru

business entity, which is evidenced

by the sustainability of the program

where the Sorong Regency

Government through the Sorong

Regency Education Office

purchases access to learning in the

Ruangguru application for Rp. 1

billion after the ITF program is

completed. This includes the

economic impact that Ruangguru

receives as the program

implementer.

b. One of the socio-economic impacts

felt by ITF alumni teachers in

Sorong Regency, namely with the

ITF program, they experienced an

increase in skills. This gives teachers

alumni of the ITF program more

opportunities to become speakers

at both the local and/or national

level, which will contribute to

additional teacher income. So in

this case the ITF program provides

positive socio-economic benefits

for ITF alumni teachers in Sorong

Regency.

c. The social impact is also felt by

teachers who are alumni of the ITF

program where they can be more

empowered, which is indicated by

the formation of a community, the

increasing role of teachers – such as

being a speaker/ resource person at

the local and/or national level,

increasing teacher achievement,

etc.

The changes mentioned above can

be classified as positive impacts, in line

with the opinion of Soemarwoto (2008)

that positive impacts are impacts that

are considered both by program

organizers and by other people.

3. Impact measurement through the

more comprehensive SROI method

can complement the previous

analysis of the Ruangguru

Monitoring and Evaluation team.

When compared with the

evaluation results of the Ruangguru

Monitoring and Evaluation team in the

ITF program in Sorong Regency, impact

measurement can be completed with

the following details:

a. Evaluation results of the Ruangguru

Monitoring and Evaluation team

(2020) focuses only on increasing

teacher competence as shown by

an increase in UKG scores before

and after the program by 19.49

points or 47.5%. In addition, the

Ruangguru Monitoring and

1299 | The Analysis of Social Impact of Indonesia Teaching Fellowship (ITF) Teacher Training

Program By Ruangguru and Bakti Kominfo in Sorong Using the Social Return on

Investment (SROI) Method

Evaluation team (2020) conveyed

an increase in teacher confidence in

motivation and behavior, teaching

practices, and mastery of

technology before and after

training. While SROI can further

demonstrate the impact of an

increase in the UKG score and

teacher motivation, namely by

increasing teacher competence, it is

known that more teachers have the

opportunity to be able to form their

own communities and become

speakers of local and national scale

trainings that have an impact on

their socio-economic conditions. .

b. Ruangguru Monitoring and

Evaluation Team (2020) shows an

increase in students' academic

achievement through the provision

of Try Outs at the beginning of the

program and at the end of the

program, and students' perceptions

in assessing the competence of

their teachers. Meanwhile, this is

not seen in the measurement of the

impact of SROI because students in

this case are not stakeholders of the

ITF program in Sorong Regency.

c. The results of the evaluation of the

Ruangguru Monitoring and

Evaluation team only focused on

changes in 1 stakeholder, namely

the teacher participating in the

program and in the report, no

changes were found in other

stakeholders. Meanwhile, in this

case, SROI can show that the ITF

program does not only provide

benefits to the program

participants, but also to all

stakeholders such as the economic

benefits received by Ruangguru,

the popularity felt by BAKTI

Kominfo, and also the sustainability

of the program that occurred at the

District Education Office. push.

So through this research it can

be concluded that social impact

analysis using the SROI method can

present impacts more

comprehensively - not only social

impacts, but also economic and

socio-economic, and can cover all

stakeholders involved and relevant

in the program.

CONCLUSIONS

Based on the measurement of the

impact of the ITF program using the SROI

method, it is known that the ITF program

has proven to create a positive impact with

an SROI ratio of 1:2.62 where for every Rp1

invested by stakeholders for the ITF

program, it can generate Rp2.62 a positive

impact on the stakeholders. its

stakeholders. To illustrate this ratio, the

facts found were: 1) The ITF program

created an economic namely an increase in

popularity for Ruangguru as an

implementer and BAKTI Kominfo as a

program donor. Moreover, there was the

purchase of the Ruangguru application

learning access of IDR 1 billion from the

Sorong City Government after the ITF

program was completed. 2) The socio-

economic of the ITF program is felt by ITF

alumni teachers through increasing their

skills and income. 3) Impact social can be

Dibyana Galih Prakasita, Indra Lestari Fawzi                                                                      | 1300 
felt  by  the  teacher  participating  in  the 
program  because  they  become  more 
empowered when they are able to build a 
community, become resource persons, and 
excel. 
However, in the implementation of the 
ITF program, several obstacles were found, 
such  as  the  low  ability  of  program 
participants'  teachers  to  participate  in 
online learning during training and network 
constraints during  training. Meanwhile, to 
measure  the  impact  using  the  SROI 
method, researchers also found challenges 
in  finding  financial  proxies  that  were 
appropriate  and  commensurate  with 
outcomes  obtained  by  the  beneficiaries. 
This  is  because  the  financial  proxies  for 
each  research  location  are  different,  so 
researchers must look for financial proxies 
that  are  in  accordance  with  the  research 
location,  namely  the  standard  price  in 
Sorong Regency. In addition, the majority 
of stakeholders who became informants in 
this study were not familiar with the SROI 
method,  so  researchers  must  provide 
sufficient information to introduce the SROI 
method  to  stakeholders,  so  that  all 
stakeholders can be maximally involved in 
providing the information needed. 
 
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