Indonesian govt says school phone limits boost student interaction

Indonesia's education ministry claims that restricting smartphone use in schools has led to increased student interaction, according to officials. Deputy Minister Fajar Riza Ul Haq stated that the policy aims to foster healthier technology habits and curb early dependency on mobile devices. The ministry issued Circular Letter No. 18 of 2026, which outlines guidelines for limiting digital device use in classrooms. This measure is part of a larger initiative to safeguard students' mental well-being amid the rapid expansion of technology. The policy was implemented following concerns over declining student engagement and rising distractions caused by frequent phone use. Schools such as Bumi Cendekia Junior High School in Sleman, Yogyakarta, have adopted strict rules regarding digital devices. Laptops can only be used once a week, and smartphones must be utilized strictly for learning purposes under teacher supervision. Previously, laptops were permitted nearly daily, leading to greater student distraction and requiring educators to invest more time in preparing lessons due to reduced attention spans. Principal Wisnu Utomo noted that since the restrictions took effect, students have shown marked improvements in classroom readiness, peer interactions, participation in physical activities, and leisure reading. He emphasized that the goal is not to ban devices entirely but to cultivate responsible usage habits. Students are encouraged to develop self-awareness regarding their smartphone consumption, ultimately aiming for voluntary reduction in screen time. Educators like Indonesian language teacher Triana Ratnasari acknowledge the continued importance of technology in learning. She highlighted how students still utilize tools such as YouTube to view sample drama performances, though the focus remains on processing information and expressing personal insights rather than passive consumption. Triana added that students are increasingly aware of artificial intelligence, yet school policies and in-person assignments guide them toward using AI as a supportive learning resource instead of a crutch. The ministry’s approach reflects a shift in the traditional framework of education, which historically relied on families, schools, and communities. Fajar Riza Ul Haq pointed out that a new fourth pillar has emerged, necessitating collaboration among all stakeholders to create a cohesive educational environment. This holistic strategy underscores the belief that collective effort is essential in addressing modern challenges related to technology use among young learners. In addition to device restrictions, the government has promoted initiatives aimed at reducing screen time, such as encouraging traditional games. These measures align with broader goals of balancing technological advancement with the preservation of cultural practices and social skills. As schools continue to adapt, the long-term impact of these changes will likely shape future discussions on digital literacy and student well-being. The success of the policy will depend on ongoing evaluation and adjustments based on real-world outcomes.