Development of a Nature Exploration Based Plantae Module Utilizing Home Garden Medicinal Plants for High School Students

Abstract

Teacher distribution inequality remains a major challenge to achieving equitable and high-quality education in Indonesia. Schools in urban areas generally experience a surplus of teachers, whereas 3T regions (frontier, outermost, and disadvantaged areas) face shortages of qualified educators. This study analyzes teacher distribution policies and their implementation in Indonesia during 2010–2025 and evaluates government interventions to reduce disparities. The study employs a Systematic Literature Review (SLR) guided by the PRISMA 2020 protocol, covering identification, screening, eligibility, and inclusion. A total of 31 relevant scientific articles were thematically analyzed using educational human resource management and public policy perspectives. The findings indicate that civil servant redistribution, PPPK recruitment, and Dapodik have supported the development of evidence-based policymaking. However, implementation remains constrained by uneven institutional capacity, teacher resistance to assignments in remote areas, and limited inter-agency coordination. Recent research also shows a shift toward strengthening educational information systems and using digital data for teacher workforce planning. The study concludes that equitable teacher distribution requires integration of national policies, local government capacity, and a humanistic approach grounded in social justice.