School Commuting: Barriers, Abilities and Strategies toward Sustainable Public Transport Systems in Yogyakarta, Indonesia

Abstract

This study aims to investigate students’ difficulties in using the bus to get to school based on Rasch analysis and examines students’ innate abilities in handling the barriers. A total of 536 high school students in Yogyakarta were randomly surveyed. This study considers forty barriers of bus use grouped into eight aspects: safety, bus stop reliability, accessibility, mobility, payment system, bus reliability, transfer efficiency, and information and communication technology. The results show that the students experienced 18 main barriers in using the bus. The limited time of travel, circuitous routes, and distance to the bus stops were the three most significant barriers for students in using the bus during the morning commute. Conversely, students reported no difficulty using the bus regarding safety and payment system aspects. This result additionally shows that gender, age, allowance, and drivers’ licenses also influence the extent of the barrier experienced by the students. Finally, some strategies to increase the students’ ability to overcome barriers in utilizing the bus are proposed to create a sustainable public transport system in Yogyakarta.

Exploring the motivation of sustainable commuting: a case study of international students in Otago Polytechnic Auckland International Campus

“…These examples demonstrate that while some international students understand the concept of sustainable commuting, they have not utilized public transportation in their home countries due to significant barriers such as limited travel time, indirect routes, and the distance from home to the bus stop (Yumita et al, 2021). This highlights that students possess the knowledge necessary to grasp the concept of sustainability.…”

An Active School Transport Instrument to Measure Parental Intentions: The Case of Indonesia

“…In contrast, this subject matter has not yet been thoroughly examined in developing countries, particularly Asia. In most regional studies, e.g., in India [20,21], Sri Lanka [22], Thailand [23], Malaysia [24], Pakistan [25], Bangladesh [26], and Indonesia [27], researchers are still attempting to understand the underlying factors that influence school transportation choices in general [20]. As an emerging country in Asia, Iran has begun focusing on active school transportation [28][29][30][31].…”