A qualitative investigation related to increasing teachers’ abilities and capabilities in solving problems with the cognitive abilities of urban and rural students in terms of reaching good education

^1,2,3,4 Economic Education, Faculty of Economic and Business, Universitas Negeri Surabaya, Indonesia
⁵ Universiti Kebangsaan Malaysia, Bangi Selangor, Malaysia

^* Corresponding author: rizakurniawan@unesa.ac.id

Abstract

The education gap between urban and rural areas was the main problem in all countries, especially in Indonesia. Children in rural areas often have limited access to competent teachers and educational resources. To address this issue, the Indonesian government has made it a priority to improve teacher quality. The methodology of the research followed a qualitative approach which was compared to 24 international journals, specifically from Scopus and Cambridge journals. Furthermore, current news articles were also analysed in order to ensure that the research remains topical. Results highlighted that teacher quality greatly determines students’ cognitive performance. This means teachers who are better qualified not only enhance students’ grades but also reduce educational inequalities. Nevertheless, there is not just a need to improve teacher quality; rather it should go hand in hand with other improvements like upgrading academic infrastructure as well as increasing community support. The study emphasizes the urgent need for targeted policies aiming at improving rural education, including increased teacher training programs, and provision of better teaching materials, among others and community-based projects. A holistic approach could greatly bridge the education gap between urban and rural places. If these findings are taken into account, then more effective education strategies would be created in Indonesia, thus contributing significantly to both scholarship and policymaking concerning education.