•  
  •  
 

Abstract

Program Indonesia Pintar (PIP) is a Conditional Cash Transfer (CCT) provided by the government to improve access for poor students aged 6–21 years and prevent school dropout. The dropout rate (APTS) at the Senior High School (SMA) level is the highest among levels. Although SMA management was delegated to provincial governments in 2017, examining PIP’s effect at the district/city level remains important because PIP involves central and local governments and schools. This study uses a Fixed Effect method with panel data from 514 districts/cities during 2020–2022. Results show that PIP has no significant effect on APTS at SMA level.

Bahasa Abstract

Program Indonesia Pintar (PIP) merupakan salah satu bentuk Conditional Cash Transfer (CCT) pemerintah untuk meningkatkan akses pendidikan siswa miskin usia 6–21 tahun dan mencegah putus sekolah. Angka Putus Sekolah (APTS) jenjang Sekolah Menengah Atas (SMA) merupakan yang tertinggi dibandingkan jenjang lainnya. Meskipun kewenangan pengelolaan SMA telah dilimpahkan kepada pemerintah provinsi sejak 2017, tetapi penting untuk menganalisis pengaruh PIP pada level kabupaten/kota mengingat pelaksanaan PIP dikelola bersama pemerintah pusat dan daerah, serta satuan pendidikan. Analisis menggunakan metode fixed effect pada panel 514 kabupaten/kota tahun 2020–2022. Hasil estimasi menunjukkan PIP tidak signifikan berpengaruh terhadap APTS jenjang SMA di Indonesia.

References

[1] Abizada, A., & Seyidova, S. (2024). Effect of class size on student achievement at public secondary schools in Azerbaijan. Cogent Education, 11(1), 2280306. doi: 10.1080/2331186X.2023.2280306.

[2] Al Amroni, M., Alhadihaq, M. Y., & Sumiati, N. (2023). Efektivitas bantuan Program Indonesia Pintar (PIP) terhadap motivasi peserta didik di Sekolah Menengah Pertama Negeri 40 Kota Bandung. Equilibrium: Jurnal Ilmiah Ekonomi, Manajemen dan Akuntansi, 12(2), 158-163. doi: 10.35906/equili.v12i2.1521.

[3] Anderson, K., Gong, X., Hong, K., & Zhang, X. (2016). Do selective high schools improve student achievement? Effects of exam schools in China. China Economic Review, 40, 121-134. doi: 10.1016/j.chieco.2016.06.002.

[4] Asnawi, A. R., Wiyono, B. B., & Sunandar, A. (2021). Policy evaluation of the Program Indonesia Pintar (PIP) in Indonesia’s education outcomes. Jurnal Ilmiah Ilmu Administrasi Publik: Jurnal Pemikiran dan Penelitian Administrasi Publik, 11(2), 556-566. doi: 10.26858/jiap.v11i2.30363.

[5] Attanasio, O., Sosa, L. C., Medina, C., Meghir, C.,&Posso- Suárez, C. M. (2021). Long term effects of cash transfer programs in Colombia. NBER Working Paper, 29056. National Bureau of Economic Research. doi: 10.3386/w29056.

[6] BPS. (2016–2021). Statistik pendidikan, 2016–2021. Badan Pusat Statistik.

[7] BPS. (2020). Survei Sosial Ekonomi Nasional (Susenas) 2020: Kuesioner kor dan konsumsi pengeluaran. Badan Pusat Statistik.

[8] BPS. (2021). Statistik penunjang pendidikan 2021. Badan Pusat Statistik.

[9] BPS. (2022). Statistik pendidikan 2022. Badan Pusat Statistik.

[10] Baltagi, B. H. (2021). Econometric analysis of panel data. Springer.

[11] Becker, G. S. (2009). Human capital: A theoretical and empirical analysis, with special reference to education (3rd ed.). University of Chicago Press.

[12] Bengesai, A. V., Amusa, L. B., & Makonye, F. (2021). The impact of girl child marriage on the completion of the first cycle of secondary education in Zimbabwe: A propensity score analysis. PLoS ONE, 16(6), e0252413. doi: 10.1371/journal.pone.0252413.

[13] Borchers, J., & da Cunha, M. S. (2021). Impact of the Bolsa Família Program on children and adolescents’ educational level. Global Journal of Human-Social Science Research, 21(6), 12-23.

[14] Burde, D., & Linden, L. L. (2013). Bringing education to Afghan girls: A randomized controlled trial of villagebased schools. American Economic Journal: Applied Economics, 5(3), 27-40. doi: 10.1257/app.5.3.27.

[15] Caniago, P., Elfindri, E., & Sari, D. T. (2021). Education cash transfer and high school enrollment in Indonesia. Economics Development Analysis Journal, 10(2), 184-204. doi: 10.15294/edaj.v10i2.43922.

[16] Chen, Y., Fan, Z., Gu, X., & Zhou, L. A. (2024). Evaluating the effects of a massive rural school expansion in prereform China. Journal of Population Economics, 37(1), 28. doi: 10.1007/s00148-024-01012-z.

[17] Churchill, S. A., Iqbal, N., Nawaz, S., & Yew, S. L. (2021). Unconditional cash transfers, child labour and education: Theory and evidence. Journal of Economic Behavior & Organization, 186, 437-457. doi: 10.1016/j.jebo.2021.04.012.

[18] Collischon, M., & Eberl, A. (2020). Let’s talk about fixed effects: Let’s talk about all the good things and the bad things. KZfSS Kölner Zeitschrift für Soziologie und Sozialpsychologie, 72(2), 289-299. doi: 10.1007/s11577-020-00699- 8.

[19] Cornia, G. A.,&Stewart, F. (1993). Two errors of targeting. Journal of International Development, 5(5), 459-496. doi: 10.1002/jid.3380050503.

[20] del Granado, F. J. A., Fengler, W., Ragatz, A., & Yavuz, E. (2007). Investing in Indonesia’s education: Allocation, equity, and efficiency of public expenditures. Policy Research Working Paper, 4329. Poverty Reduction and Economic Management andHumanDevelopment of the East Asia and Pacific Region - World Bank. doi: 10.1596/1813-9450-4329.

[21] Du, H., Xiao, Y., & Zhao, L. (2021). Education and gender role attitudes. Journal of Population Economics, 34(2), 475- 513. doi: 10.1007/s00148-020-00793-3.

[22] Duflo, E., Dupas, P., & Kremer, M. (2015). School governance, teacher incentives, and pupil–teacher ratios: Experimental evidence from Kenyan primary schools. Journal of Public Economics, 123, 92-110. doi: 10.1016/j.jpubeco.2014.11.008.

[23] Edrial, E., Putrama, R., & Sujastiawan, A. (2022). Evaluasi kebijakan Program Indonesia Pintar (PIP) di SMA Negeri 1 Utan tahun 2019-2020. Jurnal Kapita Selekta Administrasi Publik, 3(1), 109-116. doi: 10.58406/kapitaselekta.v3i1.905.

[24] Etomes, S. E., & Lyonga, F. I. N. (2020). Student-teacher ratio and students’ academic performance in public universities: The case of the University of Buea, Cameroon. European Journal of Education Studies, 7(6), 23-51. doi: 10.5281/zenodo.3887029.

[25] Farayibi, A. O., & Folarin, O. (2021). Does government education expenditure affect educational outcomes? New evidence from sub-Saharan African countries. African Development Review, 33(3), 546-559. doi: 10.1111/1467-8268.12588.

[26] Glewwe, P., & Kassouf, A. L. (2012). The impact of the Bolsa Escola/Familia conditional cash transfer program on enrollment, dropout rates and grade promotion in Brazil. Journal of Development Economics, 97(2), 505-517. doi: 10.1016/j.jdeveco.2011.05.008.

[27] Glewwe, P., Lambert, S., & Chen, Q. (2020). Education production functions: Updated evidence from developing countries. In Bradley, S., & Green, C. (Eds.), The economics of education: A comprehensive overview (2nd ed.) (pp. 183-215), Academic Press. doi: 10.1016/B978-0-12-815391-8.00015-X.

[28] Glewwe, P., Siameh, C., Sun, B., & Wisniewski, S. (2021). School resources and educational outcomes in developing countries. In McCall, B. P. (Ed.), The Routledge handbook of the economics of education (pp. 218-252), Routledge. doi: 10.4324/9780429202520-10.

[29] Groot, W., & van den Brink, H. M. (2010). The effects of education on crime. Applied Economics, 42(3), 279-289. doi: 10.1080/00036840701604412.

[30] Gruber, J. (2016). Public finance and public policy (5th ed.). Worth Publishers.

[31] Hakim, A. (2020). Faktor penyebab anak putus sekolah. Jurnal Pendidikan, 21(2), 122-132. doi: 10.33830/jp.v21i2.907.2020.

[32] Hanushek, E. A. (2020). Education production functions. In Bradley, S., & Green, C. (Eds.), The economics of education: A comprehensive overview (2nd ed.) (pp. 161-170), Academic Press. doi: 10.1016/B978-0-12-815391-8.00013-6.

[33] Hermawan, W., Maipita, I., & Wahyudi, S. T. (2020). Determinan angka partisipasi murni: Studi pada penduduk miskin tingkat provinsi di Indonesia. Jurnal Ilmu Ekonomi dan Pembangunan, 20(1), 1-11. doi: 10.20961/jiep. v20i1.34273.

[34] Kaunang, I., Abdul, I., Maruwae, A., Bumulo, F., & Bahsoan, A. (2024). Pengaruh pemanfaatan beasiswa Program Indonesia Pintar (PIP) terhadap motivasi belajar siswa. Damhil Education Journal, 4(1), 29-38. doi: 10.37905/dej.v4i1.2477.

[35] Kazianga, H., Levy, D., Linden, L. L., & Sloan, M. (2013). The effects of “girl-friendly” schools: Evidence from the BRIGHT school construction program in Burkina Faso. American Economic Journal: Applied Economics, 5(3), 41-62. doi: 10.1257/app.5.3.41.

[36] Kelmaskouw, A. L., Suidat, S., & Khakim, N. (2023). Pengaruh persepsi siswa tentang Program Indonesia Pintar dan disiplin belajar terhadap hasil belajar siswa. Jurnal Citizenship Virtues, 3(1), 442-453. doi: 10.37640/jcv.v3i1.1731.

[37] Kemensos. (2018). Peraturan Menteri Sosial Nomor 1 Tahun 2018 tentang Program Keluarga Harapan. Kementerian Sosial.

[38] Khalis, N., & Amri, K. (2024). Pengaruh PDRB per kapita dan tingkat kemiskinan terhadap tingkat partisipasi sekolah di Provinsi Riau. Journal of Law and Economics, 3(1), 26-36. doi: 10.56347/jle.v3i1.199.

[39] Kusumawati, A. S. (2019). The effectiveness of targeting social transfer programs in Indonesia. Indonesian Journal of Development Planning, 3(3), 282-297. doi: 10.36574/jpp.v3i3.90.

[40] Lestari, N. A. (2014). Analisis faktor-faktor yang mempengaruhi Angka Partisipasi Sekolah serta Angka Putus Sekolah tingkat Sekolah Dasar dan Sekolah Menengah Pertama: Data panel 33 provinsi di Indonesia tahun 2006 hingga 2011 (Doctoral dissertation, Universitas Gadjah Mada).

[41] Lestari, A. A. B., Kurniawan, F., & Ardi, R. B. (2020). Penyebeb tingginya angka anak putus sekolah jenjang Sekolah Dasar (SD). Jurnal Ilmiah Sekolah Dasar, 4(2), 299- 308. doi: 10.23887/jisd.v4i2.24470.

[42] Lewis, B. D., & Nguyen, H. T. M. (2018). Policy failure and educational attainment in Indonesia. Working Papers in Trade and Development, 2018/17. Arndt-Corden Department of Economics - Crawford School of Public Policy - ANU College of Asia and the Pacific. Diakses 6 November 2023 dari https://hdl.handle.net/1885/733754038.

[43] Listiyanto, H. A., & Qibthiyyah, R. M. (2022). The impact of school voucher program on school dropouts in Indonesia. JPBM (Jurnal Pendidikan Bisnis dan Manajemen), 8(2), 113-127.

[44] Liu, J., & Loeb, S. (2021). Engaging teachers: Measuring the impact of teachers on student attendance in secondary school. Journal of Human Resources, 56(2), 343-379. doi: 10.3368/jhr.56.2.1216-8430R3.

[45] Lucas Jr, R. E. (1988). On the mechanics of economic development. Journal of Monetary Economics, 22(1), 3-42. doi: 10.1016/0304-3932(88)90168-7.

[46] Maneejuk, P., & Yamaka, W. (2021). The impact of higher education on economic growth in ASEAN-5 countries. Sustainability, 13(2), 520. doi: 10.3390/su13020520.

[47] Masing, M., & Astuti, K. (2022). Dropping out of the school: Factors and its impact on primary school in Indonesia. Psychosophia: Journal of Psychology, Religion, and Humanity, 4(1), 10-18. doi: 10.32923/psc.v4i1.1850.

[48] Neves, J. A., de Vasconcelos, F. A. G., Machado, M. L., Recine, E., Garcia, G. S., & de Medeiros, M. A. T. (2022). The Brazilian cash transfer program (Bolsa Família): A tool for reducing inequalities and achieving social rights in Brazil. Global Public Health, 17(1), 26-42. doi: 10.1080/17441692.2020.1850828.

[49] Nikmah, F. A., Wardani, N. T., & Matsani, N. (2020). Apakah Kartu Indonesia Pintar berhasil menurunkan angka putus sekolah. Jurnal Komunikasi Pendidikan, 4(2), 11-17. doi: 10.32585/jkp.v4i2.581.

[50] Nores, M. (2020). The economics of early childhood interventions. In Bradley, S., & Green, C. (Eds.), The economics of education: A comprehensive overview (2nd ed.) (pp. 229-238), Academic Press. doi: 10.1016/B978-0-12- 815391-8.00017-3.

[51] Nurlaili, A.W., & Sugiharti, L. (2023). Peran modal manusia terhadap pertumbuhan ekonomi Indonesia. Jurnal Ilmiah Manajemen, Ekonomi, & Akuntansi (MEA), 7(3), 416-428. doi: 10.31955/mea.v7i3.3374.

[52] OECD/Asian Development Bank. (2015). Education in Indonesia: Rising to the Challenge. Reviews of National Policies for Education. OECD Publishing. doi: 10.1787/9789264230750-en.

[53] Omoeva, C., & Hatch, R. (2022). Teenaged, married, and out of school: Effects of early marriage and childbirth on school exit in Eastern Africa. Prospects, 52(3), 299-324. doi: 10.1007/s11125-020-09517-7.

[54] Ouedraogo, I., Tabi, H. N., Ondoa, H. A., & Jiya, A. N. (2022). Institutional quality and human capital development in Africa. Economic Systems, 46(1), 100937. doi: 10.1016/j.ecosys.2021.100937.

[55] Peter, B., & Ligembe, N. (2022). Impact of class size and students’ academic performance in public secondary schools in Kwimba District Council, Mwanza-Tanzania. Direct Research Journal of Education and Vocational Studies, 4(3), 109-122. doi: 10.26765/DRJEVS9182745360.

[56] Pham, T. T., Lang, N. D., Ho, C. M., & Vo, D. H. (2024). Educational attainment, household income and wealth accumulation inVietnam. Social Indicators Research, 172(2), 635-671. doi: 10.1007/s11205-024-03321-y.

[57] Puslapdik Kemendikdasmen. (2022, 29 Oktober). Fakta ... PIP mampu turunkan Angka Putus Sekolah. Pusat Layanan Pembiayaan Pendidikan - Kementerian Pendidikan Dasar dan Menengah Republik Indonesia. Diakses 6 November 2023 dari https://puslapdik.kemendikdasmen.go.id/fakta-pip-mampu-turunkan-angka-putus-sekolah/.

[58] Puslapdik Kemendikdasmen. (2023, 15 Agustus). Orang tua siswa penerima PIP diminta perhatikan aktivasi rekening. Pusat Layanan Pembiayaan Pendidikan - Kementerian Pendidikan Dasar dan Menengah Republik Indonesia. Diakses 6 November 2023 dari https://puslapdik.kemendikdasmen.go.id/orang-tua-siswa-penerima-pip-diminta-perhatikanaktivasi-rekening/.

[59] Puslapdik Kemendikdasmen. (2024). FAQ Program Indonesia Pintar. Pusat Layanan Pembiayaan Pendidikan - Kementerian Pendidikan Dasar dan Menengah Republik Indonesia. Diakses 6 November 2023 dari https://puslapdik.kemendikdasmen.go.id/faq-program-indonesia-pintar/.

[60] Putri, M., & Muslim, I. (2024). Analisis faktor-faktor yang mempengaruhi angka partisipasi sekolah si Indonesia. Journal of Economic Development, 2(1), 1-10.

[61] Romer, P. M. (1990). Endogenous technological change. Journal of Political Economy, 98(5, Part 2), S71-S102. doi: 10.1086/261725.

[62] Rosen, H. S., & Gayer, T. (2010). Public finance (9th ed). McGraw-Hill Education.

[63] Rumberger, R.W. (2020). The economics of high school dropouts. In Bradley, S., & Green, C. (Eds.), The economics of education: A comprehensive overview (2nd ed.) (pp. 149-158), Academic Press. doi: 10.1016/B978-0-12-815391-8.00012-4.

[64] Samalo, N. A., & Jasmina, T. (2024). The effect of educational cash transfer for students from low-income families on students’ dropout rate in Indonesia. The 10th Asian Conference on Education & International Development 2024 (ACEID2024) Official Conference Proceedings (pp. 827- 845), The 2024 IAFOR Spring Conference Series in Tokyo, March 25-29, 2024, Organised by The International Academic Forum (IAFOR) in partnership with the IAFOR Research Centre at the Osaka School of International Public Policy (OSIPP) at Osaka University, Japan, and IAFOR’s Global Partners. doi: 10.22492/issn.2189-101X.2024.65.

[65] Schultz, T. P. (2004). School subsidies for the poor: evaluating the Mexican Progresa poverty program. Journal of Development Economics, 74(1), 199-250. doi: 10.1016/j.jdeveco.2003.12.009.

[66] Sen, G., & Thamarapani, D. (2023). Keeping girls in schools longer: The Kanyashree approach in India. Feminist Economics, 29(4), 36-64. doi: 10.1080/13545701.2023.2263542.

[67] Setyadharma, A. (2018). Government’s cash transfers and school dropout in rural areas. JEJAK: Jurnal Ekonomi dan Kebijakan, 11(2), 447-461. doi: 10.15294/jejak.v11i2.16125.

[68] Sitanggang, D. A., & Jasmina, T. (2023). Pengaruh Bantuan Operasional Sekolah terhadap pemenuhan akses pendidikan menengah di Indonesia. Indonesian Treasury Review: Jurnal Perbendaharaan, Keuangan Negara dan Kebijakan Publik, 8(4), 307-320. doi: 10.33105/itrev.v8i4.656.

[69] Sofya, R., Siwi, M. K., & Oknaryana, O. (2018). Kondisi sosial ekonomi siswa putus sekolah. Jurnal Inovasi Pendidikan Ekonomi, 8(2), 90-94. doi: 10.24036/011024540.

[70] Suryadarma, D., Suryahadi, A., & Sumarto, S. (2006). Causes of low secondary school enrollment in Indonesia. Working Paper, August 2006. The SMERU Research Institute. Diakses 6 November 2023 dari https://smeru.or.id/en/publication/causes-low-secondary-school-enrollment-indonesia.

[71] TNP2K. (2018). Sistem perlindungan sosial Indonesia ke depan: Perlindungan sosial sepanjang hayat bagi semua. Tim Nasional Percepatan Penanggulangan Kemiskinan.

[72] Uddin, M. E. (2021). Teenage marriage and high school dropout among poor girls: A narrative review for family pathways in Bangladesh. Journal of Research in Social Sciences and Language, 1(1), 55-76. doi: 10.71514/jssal/2021.15.

[73] UNESCO. (2023, September 21). 250 million children out-of-school: What you need to know about UNESCO’s latest education data. United Nations Educational, Scientific and Cultural Organization. Diakses 6 November 2023 dari https://www.unesco.org/en/articles/250-million-children-out-school-what-you-need-knowabout- unescos-latest-education-data.

[74] UNICEF. (2018). Early warning systems for students at risk of dropping out - Policy and practice pointers for enrolling all children and adolescents in school and preventing dropout. UNICEF Series on Education Participation and Dropout Prevention, Volume 2. United Nations Children’s Fund. Diakses 6 November 2023 dari https://www.allinschool.org/reports/early-warning-systems-students-at-risk-dropping-out.

[75] Wang, L., & Calvano, L. (2022). Class size, student behaviors and educational outcomes. Organization Management Journal, 19(4), 126-142. doi: 10.1108/OMJ-01-2021-1139.

[76] Wooldridge, J. M. (2013). Introductory econometrics: A modern approach (5th ed.). South-Western Cengage learning.

[77] Yulianti, N. R. (2015). The Functioning and effect of a cash transfer program in Indonesia. Research Paper. International Institute of Social Studies. Diakses 6 November 2023 dari https://thesis.eur.nl/pub/33409.

[78] Zamjani, I. (2018). Pelaksanaan Program Indonesia Pintar bagi penerima Kartu Indonesia Pintar reguler: Studi di empat daerah kunjungan kerja presiden tahun 2017. Jurnal Penelitian Kebijakan Pendidikan, 11(2), 64-82. doi: 10.24832/jpkp.v11i2.225.

[79] Zamjani, I., Herlinawati, H., Perdana, N. S., Azizah, S. N., & Widiputera, F. (2020). Biaya satuan dan manajemen linimasa Program Indonesia Pintar (PIP). Pusat Penelitian Kebijakan, Badan Penelitian dan Pengembangan dan Perbukuan, Kementerian Pendidikan dan Kebudayaan. Diakses 6 November 2023 dari https://repositori.kemendikdasmen.go.id/22294/1/Risalah%20Kebijakan_Puslitjak%202020_13_Biaya_Satuan_dan_Linimasa_Program_Indonesia_Pintar.pdf.

[80] Zhou, L., Jiang, B., & Wang, J. (2020). Do cash transfers have impacts on student academic, cognitive, and enrollment outcomes? Evidence from rural China. Children and Youth Services Review, 116, 105158. doi: 10.1016/j.childyouth.2020.105158.

Download

Included in

Economics Commons

Share

COinS
 
 

To view the content in your browser, please download Adobe Reader or, alternately,
you may Download the file to your hard drive.

NOTE: The latest versions of Adobe Reader do not support viewing PDF files within Firefox on Mac OS and if you are using a modern (Intel) Mac, there is no official plugin for viewing PDF files within the browser window.