RESEARCH A survey from Saiful Mujani Research and Consulting (SMRC) reported that 92% of students feel there are too many problems that interfere the online learning.101 As of October 2020, the Ministry of Education and Culture stated that there are 48 thousand schools with poor internet connections, including 12 thousand schools in the outermost, disadvantaged, and frontier (Terluar, Tertinggal, Terdepan/3T) areas with no internet access.102 A survey conducted by the Indonesian Child Protection Commission (Komisi Perlindungan Anak Indonesia/KPAI) shows that 57% of students consider online learning materials were challenging to apply, and 25% of students feel boredom in online learning.103 Then, another survey from the Tanoto Foundation found that “56% of respondents who were parents admitted to being impatient and bored in dealing with abilities and concentration of children who were in SD/MI.”104 Meanwhile, issues around students with disabilities, who “often require physical and emotional contact with teachers and rely on special tools and therapies,”105 link to commitments embedded in two targets under SDG 4. The first is Target 4.5, which seeks to “eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for those who are vulnerable, including those with disabilities, indigenous peoples and children in vulnerable situations. The second is Target 4.a which seeks to “build and improve the quality of education facilities that are sensitive to gender, children and disabilities and provide a safe, nonviolent, inclusive and effective learning environment for all.” Meanwhile, the issue of “teachers that lack mastery in online learning applications”106 is related to Target 4.c, which commits to “by 2030, substantially increase the supply of qualified teachers, through international cooperation for teacher training in developing countries, particularly, least developed countries and small island developing countries”. Komnas HAM has pointed out areas that need attention in order for people of Indonesia to realize their right to education. If the obstacles are not properly addressed, they have the potential to fall short of fulfilling the rights of citizens to obtain education and to educate themselves, including vulnerable groups, namely people with physical and mental disabilities, in accordance with Article 12, Article 42, Article 48, Article 54, and Article 60 of the Human Rights Law. Therefore, the government needs to accelerate the development of telecommunication infrastructure so that people can get equal access to the internet, 101 “Asesmen Publik tentang Pendidikan Online di Masa COVID-19”, Saiful Mujani Research and Consulting, published on 18 August 2020, https://saifulmujani.com/asesmen-publik-tentang-pendidikanonline-di-masa-covid-19/, 24. 102 “Kementerian Pendidikan dan Kebudayaan: 12 Ribu Sekolah Tak PunyaAkses Internet”, Cnnindonesia.com, published on 22 October 2020, https://www.cnnindonesia.com/nasional/20201022123707-20-561482/ kemendikbud-12-ribu-sekolah-tak-punya-akses-internet. 103 “Dilema Siswa dan Orang Tua: Awal Tahun Batal Belajar di Sekolah”, Tirto.id, published on 5 January 2021, https://tirto.id/dilema-siswa-dan-orang-tua-awal-tahun-batal-belajar-di-sekolah-f8Pz. 104 “Survei: 56 Persen Orangtua Merasa Kurang Sabar Saat Temani Anak PJJ”, Kompas.com, published on 19 November 2020, https://www.kompas.com/edu/read/2020/11/19/151623071/survei-56-persenorangtua-merasa-kurang-sabar-saat-temani-anak-pjj?page=all. 105 Ibid., Tata Kelola Penanggulangan COVID-19 dalam Perspektif HAM (n.6), 45. 106 Ibid. 25