The School Principals' Policies Utilizing Artificial Intelligence And Big Data To Promote Equitable Educational Access In The 3T

Abstract

Educational inequality remains a significant challenge in Indonesia, particularly in 3T (Underdeveloped, Frontier, and Outermost) regions where geographical, infrastructural, and technological limitations restrict access to quality education. This study aims to analyze school principals' policies based on Artificial Intelligence (AI) and Big Data in promoting equitable access to education in Batanghari Leko District, Musi Banyuasin Regency. A qualitative descriptive approach was employed, involving 60 participants consisting of school principals, teachers, school supervisors, community leaders, parents, and students. Data were collected through observations, semi-structured interviews, and document analysis, and were analyzed using the interactive model of data reduction, data display, and conclusion drawing. The findings indicate that AI- and Big Data-based policies have contributed positively to improving educational access and school management. All participating schools implemented digital student databases, while 87.5% utilized digital attendance monitoring systems and 75.0% employed learning analytics for educational planning. The implementation of these policies resulted in improvements in student enrollment rates (10.8%), attendance rates (11.1%), community participation (19.4%), digital learning access (33.7%), and student retention rates (13.5%). However, challenges such as limited internet connectivity, inadequate digital infrastructure, low digital literacy, and geographical constraints continue to hinder policy effectiveness. The study concludes that AI and Big Data can serve as strategic tools for school principals in reducing educational disparities and strengthening educational equity in remote regions when supported by effective leadership, stakeholder collaboration, and adequate technological infrastructure. This research contributes to the development of digital educational leadership models and provides practical recommendations for technology-driven educational governance in 3T areas.