Education in Indonesia
Abstract
In Indonesia, as elsewhere in Asia, education will inevitably play a key role in the national development experience as the twenty-first century unfolds. Not much international attention is paid to how the education sector is faring in Indonesia, but that is not because nothing is happening. The past decade has seen major changes in the structure of the education system and in the schooling trajectories of Indonesian children and adolescents. The administration of primary and secondary education has been decentralized to the regions. A new paradigm of school-based management has been introduced. Public spending on education has finally reached one-fifth of total government spending, as required by law. But although enrolment rates at all levels continue to increase, the quality of education remains low and has not improved, and the tertiary sector continues to experience problems of autonomy and unsatisfactory performance. This book delves into the major developments in education in Indonesia. Drawing on the expertise of some of the most knowledgeable people in the field, it identifies the challenges facing the sector and offers recommendations on how these challenges could be overcome.
... There are two different education systems in two different areas of Indonesia: urban and rural. Wicaksono and Friawan [20] and Suryadarma and Jones [21] indicated differences between the performance of urban and rural areas. Underperformance and ineffective results of the students from rural areas are due to the unavailability of resources. ...
... Similarly, the government introduced different incentive programs for improving the presence and performance of the teachers, such as the KIAT Guru program, which helps improve the teachers' performance by providing them allowances and with the help of empowering communities [5]. Lastly, Suryadarma and Jones [21] suggested that primary and secondary schools in remote areas did not have adequate resources such as laboratory facilities, libraries, sports facilities, learning resources, and many more in Indonesia. Hence, the unavailability of the fundamental components of the education system does not depict the advantages of the whole system. ...
... Furthermore, Russia does not only require the formation of a modern model of education but also the implementation of a new national program to advance the rural education system [15]. Moreover, there is a different contradiction in the past research on Indonesia and Russia [21]. Therefore, there are different challenges that both countries face in their rural education systems, but for further investigation, more empirical evidence is required. ...
Education is an important part of life that helps people improve their socio-economic conditions. However, unequal resource allocation affects education efficiency and quality in urban and rural areas. In this regard, this research aimed to study the implementation of integration and cooperation models amongst educational institutions to improve the quality and efficiency of education in the rural areas of Russia and Indonesia. The study has used primary data collection based on a questionnaire to accomplish its goals. Different factors such as the working environment, vocational education, financial incentives, integrated curriculum, and webbed network system are examined. The results show that an integrated curriculum and webbed network system are the most critical factors for enhancing education quality and efficiency in the educational institutes of rural Russia and Indonesia.
... International evidence shows that tertiary 4 A relatively small number of autonomous universities have authority to manage their own resources. education institutions need autonomy and academic freedom in order to thrive (Suryadarma and Jones 2013), something that is not possible under the current human resource structure and regulations. The performance measurement system within the university sector is based on the tridarma perguruan tinggi mentioned earlier 5 , which is regulated through Law No. 12/2012. ...
... Without some restructuring of salary and incentive systems, faculty will continue to spend the bulk of their time in consulting and other activities outside the university (Nugroho et al. 2016). According to one study, as much as three-quarters of faculty time is spent on activities outside the university (Suryadarma and Jones 2013). As a result, the number of publications in international journals is very low (Pellini et al. 2016). ...
... As a result, the number of publications in international journals is very low (Pellini et al. 2016). While some universities do provide incentives for peer-reviewed publications and publication grants are available, these grants are usually too small to fund the necessary research and cover the time required to produce an article in an international journal (Nugroho et al. 2016;Suryadarma and Jones 2013). ...
This chapter explores the challenges that Indonesian academics face in producing policy-relevant research and using research evidence to inform policymaking. National- and university-level policies and practices discourage academics from undertaking research. These disincentives include a lack of funding for research, an overly strong emphasis on teaching and undervaluing of research and a less financially rewarding and unclear career path for researchers. Teaching and research in Indonesian universities tend to promote specialised, rather than broad-based, knowledge. This limits universities’ ability to bring interdisciplinary perspectives to bear on the complex social and economic problems faced by Indonesia. There is a marked divide between the political world of policymaking and the intellectual world of research: policymakers’ needs and priorities are not well communicated, and academic researchers seldom see policymakers or the public as key audiences for their research. The authors of this chapter reflect on these challenges and provide insights into how the development of a strong, interdisciplinary research culture in universities can support policymakers to develop appropriate policy responses to the issues confronting Indonesia today and in the future.
... According to data from Statistics Indonesia, there has been a significant increase in girls' enrollment rates (BPS, 2020). However, in some parts of Indonesia, especially in rural and conservative communities, girls' attendance rates remain low (Suryadarma & Jones, 2013). ...
... In Turkey, policies to increase girls' access to education promote gender equality (Kızılgöl, 2018). In Indonesia, various programs are implemented to support girls' participation in education (Suryadarma & Jones, 2013). However, in both countries, the effects of gender roles on the education system persist. ...
This study comparatively examines how education systems in Indonesia and Turkey are shaped in a post-colonial context and how they manage cultural diversity. Both countries have historically different colonial experiences and are home to large and diverse ethnic groups. The article analyzes the impact of post-colonial theory on the sociology of education and evaluates the role of educational policies on social integration and equal educational opportunity. Using qualitative and quantitative research methods, this study examines the historical development of education systems, cultural diversity management and regional differences in both countries in depth. The findings reveal the similarities and differences between the education policies of Turkey and Indonesia and provide policy recommendations for reducing inequalities in education and strengthening social integration. Moreover, this study provides an important comparative analysis to understand similar challenges and opportunities facing education systems in a global context. Examining how the education policies of Turkey and Indonesia have been reshaped in different ways by their postcolonial legacies and the implications of these processes for managing cultural diversity in education provides valuable insights for global education policy. In particular, the article provides an in-depth perspective on how the principles of justice and equity in education can be implemented and offers concrete recommendations for policymakers, educators and researchers. In this context, it also provides guidance for other multicultural societies seeking to reform their education systems.
... Older population characteristics in previous KAP research in Malaysia, Saudi Arabia, Palestine, and Bangladesh were largely from a high school education or higher level [24,38,39,42,44], whereas older population characteristics in this current study were mostly from an elementary education or lower level. In addition, most older adults in Malang often do not have access to health facilities and sources [45], while prior KAP research in Malaysia, Saudi Arabia, Palestine, and Bangladesh focused on urban settings, where senior persons often have easier access to health facilities and resources. ...
... Formal education represents individuals' access to learning and obtaining knowledge [45]. Thus, we expected individuals with more formal education to have more accurate knowledge, a more positive attitude, and more frequent best practices than those with less formal education. ...
Lack of knowledge often leads to nonchalant attitudes and improper practices that expose people to greater risks during a pandemic. Therefore, improving the general public’s knowledge, attitudes, and practices (KAP) concerning coronavirus disease (COVID-19) can play a pivotal role in reducing the risks, especially in a country such as Indonesia with its scarcity of health resources for testing and tracing. Using the case of Malang District, this study set out to evaluate KAP regarding COVID-19 and its risk factors immediately after the Malang health authorities implemented various preventive measures. A population-based survey involving 3425 individuals was carried out between 1 May and 20 May 2020. Our findings revealed that less than half of the respondents demonstrated accurate knowledge (25.3%), positive attitudes (36.6%), or frequent best practices (48.8%) with regard to COVID-19 prevention. The results of logistic regression analyses showed that more accurate knowledge was associated with more positive attitudes and more frequent best practices (OR = 1.603, p-value < 0.001; OR = 1.585, p-value < 0.001, respectively). More positive attitudes were also associated with more frequent best practices (OR = 1.126, p-value < 0.001). The level of KAP varied according to sociodemographic characteristics, access to the services of community health workers, and mobile health technology for COVID-19 screening. Some global health proposals to improve health behaviors among the general public in the context of the scarcity of health resource settings are suggested based on the study findings.
... The education system in Indonesia is managed centrally and applies throughout the country (Suryadarma & Jones, 2013). Educational objectives, teaching materials, learning methods, textbooks, education personnel, students, teachers, employees, regarding the admission requirements, the level of promotion, even the assessment is regulated by the central government and applies to all schools in all regions (Indonesia, 2003). ...
... The situation worsens since the education system is interest-oriented and not for the students, the market, users of education services or the community even though the national education strategy is intended to equip the younger generation to enable the country to reach an equal footing with other more advanced nations (Suryadarma & Jones, 2013). However, this is not how it works out in practice. ...
One of the factors leading to success in learning is the teacher’s lesson plan. The more well-developed the lesson plan is, the better the result. Recent findings suggest some teachers in Indonesia neglect the development of their lesson plans. Their planning may be superficial, and their documents may be prepared merely to satisfy educational administrators. The research reported on in this paper analyses how far the development model of character-based lesson planning reflects the internalization of local cultural values. Technically, this research utilizes a descriptive-qualitative approach, specifically collecting data from teachers who span the Senior High School and are dispersed in all regions of Indonesia. Data collection in this study was made by interview, observation, and documentation. The data analysis then includes four phases, such as data reduction, display, analysis, and concluding and verification. This study concludes that (1) Junior teachers were more cautious and idealistic or rigid in their formulation of lesson plans than experienced teachers, and (2) the development of character-based lesson plans could be carried out through internalization of local cultural values.
... Education is a fundamental requirement for existence in a social community. Indonesia categorizes formal education into several levels: elementary school, middle school, high school, and college (Suryadarma & Jones, 2013). Consequently, education is a vital component of existence. ...
The objective of this study was to determine the improvement of student learning achievement in athletics material through the problem-based learning model. This type of research is classroom action research with two cycles. At MA Al-Hikmah Purwoasri, the research sample consisted of 24 students. We conducted this research through a cycle of planning, implementation, observation, reflection, and data collection. The instruments used in this study were test and observation techniques. The data analysis used a quantitative description. The results of the study showed that there was a significant increase in student athletics learning achievement after the problem-based learning model was implemented. This is clear from the results of cycle I, where 47% of the students did not meet the minimum completion criteria of 75, and the class average was only 78.01. On the other hand, cycle II results showed that 91.18% of the 24 students who took the test met the minimum completion criteria of 75. Therefore, the application of the problem-based learning model can enhance student learning achievement in athletics material, particularly in the high jump.
... Conventional learning is learning that is usually carried out by teachers. (43) According to the Ministry of National Education (44,45,46,47) conventional means are based on general conventions (agreements) (such as customs, customs, customs); traditional. About improving the quality of education, Zamroni, in Nursisto (48,49,50) , the conventional model is an effort to improve the quality of education that relies rigidly on the input-process-output paradigm. ...
This research aims to investigate the effect of the cooperative learning type Treffinger for creativity and problem-solving conferences of students at class XI of SMAN 6 Padang. The type of this research is quasi quasi-experimental research design using factorial 2x2. Technical sampling is cluster random sampling. The beginning of data were collected from day examination I. The results of the data cognitive were collected from the final test using an essay instrument test. The Affective data were collected from observation using paper format observation. Then psychomotor data were collected from practice using rubric psychomotor. Technical Data analysis cognitive, affective, and psychomotor using two-way ANOVA test with differentiates’ test. The results showed that there is Student’creativity who had cooperative Learning type Treffinger was higher than students who had a conventional learning approach. Student’creativity with beginning high competence was higher than students' lower competence in cooperative Learning type Treffinger. There was no interaction between cooperative Learning type Treffinger with beginning competence in influencing creativity. Students’ problem solving that had cooperative Learning type Treffinger was higher than students who had conventional learning approach. Students’ problem-solving with beginning high competence was higher than students with beginning lower competence in cooperative Learning type Treffinger. There was no interaction between the cooperative learning type Treffinger with beginning competence in influencing problem-solving.
... Keterlibatan politik dalam madrasah telah menjadi fenomena penting dalam konteks pendidikan di Indonesia. Lembaga-lembaga pendidikan Islam ini sering kali menjadi pusat perdebatan politik yang intens, terutama menjelang pemilihan umum, di mana berbagai pihak berupaya memanfaatkan pengaruh dan jaringan madrasah untuk kepentingan politis mereka (Suryadarma & Jones, 2013). ...
Madrasah is an Islamic educational institution, facing significant challenges in the era of global competition. The political dynamics that accompany the development of madrassas require a comprehensive study to understand the complexity of this institutional transformation process. This research aims to analyze the challenges and opportunities faced by madrasas in a global context, as well as explore effective development strategies. This study uses a qualitative approach to examine political dynamics in madrasah development and explore the challenges and opportunities it faces in global competition. The results of the study show that madrasas face the main challenges in quality standardization, curriculum relevance, competence of educators, and strengthening infrastructure. However, the global era also opens up opportunities for madrasas to integrate science with Islamic values, develop soft skills, and carry out international collaboration. Political dynamics in the development of madrassas involve complex negotiations between the demands of modernization and the preservation of Islamic identity. In conclusion, the development of madrassas in the face of global competition requires a holistic approach that considers political, social, and cultural dynamics. The success of madrasah transformation depends on the ability of stakeholders to manage challenges and strategically capitalize on opportunities. Madrasah has the unique potential to become an educational model that combines Islamic values with global competence, but its realization requires a clear vision and close collaboration between various parties.
... Rooted in the principles of moral and personal responsibility, happiness, and societal usefulness, the educational process empowers children to navigate life independently and responsibly, guided by the wisdom of adults (Spring, 2000). In the Indonesian context, this journey spans various stages, from Early Childhood Education (PAUD) and Kindergarten (TK) to Elementary School (SD), Junior High School (SMP), Senior High School (SMA), and equivalent levels (Suryadarma & Jones, 2013). ...
This qualitative research explores the pivotal roles of parents in motivating their children to learn. The study aims to (1) unravel the strategies employed by parents to motivate their children in learning, (2) identify challenges faced by parents in providing compelling motivation, and (3) propose solutions to address these parental difficulties. Employing a qualitative research design, this study focused on investigating parents and students in an Indonesian Elementary School as the participants. Data collection involved observation, interviews, and documentation. The findings reveal recurring difficulties parents and children face in the learning process. From the children's perspective, challenges include difficulty comprehending subject matter, lack of focus during learning sessions, reluctance to study, and excessive reliance on electronic gadgets. These challenges can be particularly daunting for parents, who also face their own obstacles. From the parental standpoint, obstacles include busy schedules, a lack of clarity regarding motivation, and familial issues. Understanding and empathizing with these challenges is crucial for devising effective solutions. This research contributes valuable insights into the dynamics of parent-child interactions related to education. Identifying challenges and proposing solutions is just the first step. It provides a foundation for future interventions that are urgently needed to enhance parental involvement in fostering children's learning motivation. The time to act is now.
... Berdasarkan data UNESCO, negara-negara dengan alokasi anggaran pendidikan yang tinggi cenderung memiliki kualitas pendidikan yang lebih baik. Di Indonesia, pemerintah telah menetapkan minimal 20% dari APBN untuk sektor pendidikan, tetapi implementasi di lapangan sering menghadapi tantangan dalam distribusi dan efektivitas penggunaannya (Suryadarma & Jones, 2013). Namun, alokasi anggaran yang besar saja tidak cukup tanpa disertai strategi pengelolaan yang efisien. ...
Effective education management is key to building quality and sustainable education for the future, especially in the midst of the challenges of globalization and the current digital era. In this study, the main challenges in realizing effective education management such as budget and infrastructure limitations, gaps in access and quality of education, technological developments and digital access are discussed. This study uses literature studies on the challenges and solutions faced to realize effective education management. Relevant sources related to the topic raised are obtained through Google Scholar. Data analysis uses qualitative descriptive analysis. Based on the results of the study, limited resources and gaps in access to education affect the equitable distribution of education quality and low technological infrastructure hinders creating innovative learning. To overcome the challenges in this study, solutions that can be done are discussed, namely optimizing the education budget, improving infrastructure and equitable access, improving the quality of teachers through teacher training, integrating technology in learning. With collaboration with schools with the government, the private sector, the community and other stakeholders, effective education management for the future can be realized
... This highlights systemic issues in education as students struggle to grasp foundational mathematical concepts (Binosa et al., 2024). Indonesia, too, experiences below-average performance, particularly in problem-solving skills, with stark regional disparities in education quality (Suryadarma & Jones, 2013). Meanwhile, Thailand's PISA results reflect weaknesses in mathematical reasoning and application, with a clear divide between urban and rural student performance (OECD, 2023). ...
Mathematics education aims to enhance students' computational skills and problem-solving abilities, as outlined in the numeracy curriculum. However, addressing the diverse needs of learners, particularly in terms of numerical skills, remains a challenge for many schools and educators. The primary objective of this study was to evaluate the effectiveness of the Mathematics Intervention Program (MIP) designed to reduce low performance among fifth graders. The study employed a quasi-experimental research design with 93 participants from Calamba Elementary School, focusing on the significant portion of students—75.3%—who were identified as low achievers based on result of the second periodical test. Pre-tests and post-tests were utilized to collect data, which were analyzed using statistical tools such as frequency distribution, percentage, mean, Mean Percentage Score (MPS), standard deviation, and the t-test. Results indicated a significant improvement in students' mathematical performance after the intervention. The findings provide strong evidence that the MIP, which incorporates the Concrete Pictorial Abstract (CPA) approach and explicit instruction, is effective in enhancing mathematical proficiency and addressing foundational gaps in numeracy.
... However, while access to education has improved, the quality of education has not kept pace (Suryadarma & Jones, 2013;Mukminin & Habibi, 2019). The system faces substantial challenges, including overcrowded classrooms, underqualified teachers, and insufficient learning resources. ...
While Indonesia's access to education has improved, its quality remains a concern, particularly in addressing widespread social issues like bullying. Schools need innovative solutions that provide real-time insights and enable timely interventions, and AI offers promising advancements in this area. However, the implementation of AI-based monitoring systems faces challenges, not only due to technological limitations but also significant ethical concerns. This study examines the ethical considerations surrounding the use of AI video analytics in detecting and preventing bullying in schools. By applying the ethical frameworks of Utilitarianism, Deontology, and Virtue Ethics, the research provides a comprehensive evaluation of whether AI can be ethically integrated into school surveillance systems. The findings suggest that while AI video analytics can enhance student safety and well-being by reducing harm, there are significant ethical concerns related to privacy, potential biases, and the risk of undermining the role of teachers. The study concludes that AI systems can be ethically justified if implemented with transparent privacy safeguards, continuous refinement to avoid bias, and careful integration to support teachers. These findings offer practical recommendations for policymakers and educators on the responsible implementation of AI in educational environments.
... In Malaysia, national exams usually emphasize understanding concepts and critical thinking skills, focusing on a comprehensive curriculum (Hashim et al., 2017;. In Indonesia, national exams tend to be more oriented toward mastery of material and academic skills that are more specific following the national curriculum (Nambiar et al., 2019;Suryadarma & Jones, 2013). ...
This study analyzes the role of technology in the national examination system in Malaysia and Indonesia, focusing on comparing the use of technology and its implications. The research method uses comparative analysis based on secondary data from various reliable sources. The data were analyzed regarding six indicators: the rate of adoption of computer-based technology, the rate of adoption of online exams, the efficiency of exam implementation, the availability of infrastructure, the use of software, and technical readiness. The results showed significant differences in the rate of adoption and utilization of technology in the national exams in the two countries. Malaysia is more advanced in adopting technology with computer-based and online exams, while Indonesia still struggles to equalize the necessary infrastructure. The use of technology in the national exams in Malaysia has increased efficiency and accuracy, while in Indonesia, limited infrastructure is an obstacle. This research concludes that technology can improve the quality and efficiency of national exams. Still, technical and infrastructural challenges need to be overcome so that the benefits of technology can be felt equally in both countries.
... . This approach was criticised for stifling intellectual freedom and creativity in education (Suryadarma & Jones, 2013 (Habermas, 1981 ...
This article examines the operation of Pancasila, the Indonesian state ideology, in school courses in an Indonesian school in the Netherlands, “Sekolah Indonesia Den Haag” (SIDH). It aims to examine the way Pancasila is taught at SIDH, whether it functions as political education or political indoctrination. The study was conducted using qualitative data analysis, with data from interviews and field observations. The findings show that the way Pancasila is taught at SIDH is a dynamic process consisting of both cultural value and critical engagement to help students understand Indonesia's cultural heritage and instill national identity. The findings also indicate that Pancasila is taught as political education, predominantly relying on rote memorisation and prescribed textbooks, within the context of Dutch liberal cultural values. This leads to identity conflicts among the students. The findings in this study can inform policymaking in education and the formulation of curriculum. For example, to promote a more holistic understanding among students, we can foster critical thinking and open dialogue and encourage interdisciplinary exploration. Investing in teacher professional development may also facilitate meaningful teaching beyond nationalistic symbolism.
... Firmly, the energy to generate quality of human resources has been in the law about the national education system. Law No. 20, 2003, regarding the National Education System, the government strives and systematizes a sort of national education system that can upsurge the religious belief in God, good character, ethics, manners, and so on, in line with intellectual vision (Suryadarma & Jones, 2013). It is some kind of characteristic in Indonesia whose tradition, culture, and values are still considerably important to be maintained. ...
This research aims to explore deconstructive reading on traditional narratives in coursebook and how the EFL pre-service teachers’ insights on it. This research imposes its theoretical framework in the concepts of Deconstruction, EFL Pre-service Teachers, Literature, Traditional Narrative Text, and Coursebook. The type of this research is qualitative, the approach is case study. The data in this research are text fragmentations from the narrative texts and the statements of the EFL students. The first source of the data is the narrative texts in the coursebook. The second source of the data is interview with some EFL pre-service teachers from various university in Surabaya. The techniques of data collection in this research are documentation and non-structured interview. The technique of data analysis in this research is thematic analysis. The result of the analysis is narrative texts provided by Kemendikbud in English coursebook seem to be conventional and it requires EFL teachers with good sense of literature to help out students to make the meaning relevant with the life they live today. Some interviewed EFL pre-service teachers put some insights that meaning in the traditional narrative texts in the English coursebook. For them, traditional narrative is important, but the interpretative meaning should be deconstructed in more various meaning, not in one-sided claim which one is true and false.
... Therefore, if one wants progress in knowledge, it is necessary to develop education as much as possible. Development is a process that determines everything that will be done in the process of learning activities by taking into account the interests and potential of students (Suryadarma & Jones, 2013). ...
The purpose of this research is to develop interactive learning media called “Gerhana” (Gerakan Pembaharuan Islam di Indonesia) as android applications. The media is used to determine the feasibility of the product and student responses to the application. This research employs the APPED Research and Development Model (analysis, planning, production, evaluation, and dissemination). The instrument used is a media and material expert validation questionnaire, as well as a student response questionnaire. The instrument was administered to 30 students at the Islamic History class subject (Grade 10), at the Islamic Senior High School (ISHS) 9, Jombang. The initial media validation test generated an average score of 86 percent, while the second one resulted in 84 percent with a very valid category. The results of the initial material validation test had an average score of 92 percent, while the second one was 87 percent with very valid criteria. Further, the results of the user test in the form of a student response questionnaire resulted in average score of 80 percent with decent criteria. Therefore, according to the results of the user test and students' response suggest that the “Gerhana” application is feasible. Abstrak: Tujuan penelitian ini untuk mengembangkan media pembelajaran interaktif yang diberi nama Gerhana (Gerakan Pembaruan Islam di Indonesia) berupa aplikasi Android. Media digunakan untuk mengetahui kelayakan produk dan respon siswa terhadap aplikasi media Gerhana (Gerakan Pembaruan Islam di Indonesia) pada mata pelajaran Sejarah Islam XI di Madrasah Aliyah Negeri (MAN) 9 Jombang. Penelitian ini menggunakan metode kualitatif model penelitian dan pengembangan (Research and Development) meliputi analisis, perencanaan, produksi, evaluasi, diseminasi (APPED). Instruman yang digunakan adalah angket validasi ahli media dan materi, serta angket respon siswa. Instrumen ini diberikan kepada siswa kelas XI MAN 9 Jombang sebanyak 30 siswa. Hasil dari Penelitian dilihat dari uji validasi ahli desain media, ahli materi, dan angket respon siswa. Hasil dari uji validasi ahli media yang pertama dengan skor rata-rata 86%, yang kedua sebesar 84% dengan kategori sangat valid. Sedangkan hasil uji validasi ahli materi yang pertama dengan skor rata-rata sebesar 92%, yang kedua sebesar 87% dengan kriteria sangat valid, dan hasil dari uji penguna berupa angket respon siswa dengan skor rata-rata 80% dengan kriteria layak. Dengan demikian dilihat dari hasil uji penguna respon siswa terhadap media aplikasi Gerhana layak digunakan.
... (Dewi & Subanda, 2017). Therefore, education for children with special needs in public schools must also be a priority no longer as a complement (Suryadarma & Jones, 2013), according to a religious perspective that all God's creations are equal and have the same rights in education, whether they have advantages or those who have deficiencies or abnormalities such as: the child with special needed (Irdamurni, 2015), and education is a primary need for all citizens. The results of this study are in accordance with research that found that the application of identification to primary school children with specific learning disabilities has had a beneficial impact (Nadiyah et al, 2022). ...
In order to shape the abilities and character of children with special needs, it is essential to provide early detection services in public elementary schools. This study, conducted in Banjarmasin, Kalimantan, examined six inclusive elementary schools with 102 children with special needs and 82 special assistant teachers. Using a descriptive qualitative approach with additional quantitative data collection through observations, interviews, and documentation, the study found that some public schools have implemented detection services for children with special needs. Special assistant teachers and coordinators were provided to supervise and support the activities of these children at school. The study concluded that detecting and providing services for children with special needs at an early stage is crucial as elementary school is the foundation for personality development. This is in line with the universal values and religious perspectives that every child has the right to equal education
... However, Indonesia is a culturally diverse nation with more than 300 distinct ethnic groups (BPS, 2020). Meanwhile, curricula that are frequently developed with a top-down approach tend to disregard the local context and the distinctive requirements of rural communities (Suryadarma & Jones, 2013). This condition requires an all-inclusive and diverse educational approach in order to accommodate a variety of requirements (Suryadarma, 2013). ...
This research aims to explain the process and impact of the co-design of curriculum in some rural schools in West Nusa Tenggara, East Nusa Tenggara, North Kalimantan and East Java, Indonesia. The methodology used in this research is descriptive qualitative with data collection techniques through interviews, group discussions and document analysis. This research identifies stakeholders involved in the curriculum co-designing process, namely teachers, students, parents and the community members. The process in four regions begins with the initial exploration stage, consisting of understanding the local context and building stakeholder capacity and capabilities. However, East Java province is exempt from the second phase of initial exploration due to its stakeholders' sufficient capacity and capability. The process continues with the discovery phase to identify the educational needs, the development phase to conceptualize and refine the curriculum, and the delivery phase to implement and revise the current curriculum. There are three main characteristics of this process including inclusiveness, collaboration and iteration which contribute to the development of a curriculum that is adapted to the local context and cultural values. The co-design process is proven to increase active participation from students in the learning process and active contribution from the local community which simultaneously develops holistic education. The research further demonstrates that the process of co-designing curriculum requires the unwavering commitment and cooperation of all parties involved to enhance collaboration and improve capacity building, as well as substantial assistance from government agencies and other pertinent institutions to advocate for holistic education and curriculum evaluation.
... Suharto has stepped down from power, but the education system he left behind has not undergone any fundamental change (Darmaningtyas, 2005;Darmaningtyas & Subkhan, 2012;Heryanto & Hadiz, 2005). The current system is still beset by many critical problems: mentalities that take corruption for granted, discriminative regulations, poorly trained teachers, high rates of teacher absenteeism, an emphasis on rote learning, insufficient textbooks, and poor-quality buildings (Darmaningtyas, 2005(Darmaningtyas, , 2015Suryadarma & Jones, 2013). Compared to other countries, Indonesian students perform poorly. ...
This introductory chapter addresses issues of educational inequality in Indonesia and highlights the needs of critical approaches to investigate education in Indonesia. Critical approaches enable the analyses of the underlying structures and hegemonic discourses that have become the roots of various social injustices. This chapter explains the focus of the book, i.e. social justice in education, as the overarching theme in examining the contemporary Indonesian education system. It offers critical examinations of Indonesian education policies and practices by inviting contributions from critical scholars, academics, researchers, and practitioners to deepen their understanding of education in Indonesia.
... The Indonesian government has made some reforms to increase the quality of education in the country. Many schools were built massively in 1973, six years of schooling compulsory applied in 1984 -which was extended to be nine years in 1994 and twelve years in 2015 (Suryadarma & Jones, 2013). The twelve years compulsory learning programmes give right for every citizen aged seven to fifteen to attain basic education. ...
As developing countries with large population, Indonesia face challenges in managing its human capital to support the development. The government has allocated significant amount of money in educational sector to improve the education in Indonesia that will lead to increase in Indonesian capability and competitiveness in the labour market. However, labour market in Indonesia is still dominated by the informal workers which characterized with low educated and low earning jobs. This paper aims to explore whether education bring private return to the informal workers by applying the Mincer human capital earning function and exploring the returns between gender and areas (rural or urban). The results show that education bring positive impact to the worker’s earning although the return is smaller in the informal sector than the informal one
... Likewise, the best education is provided by elite state and private universities (Rosser, 2016) concentrated in the more industrialised Java Island, perpetuating old and creating new social inequalities. Like its upward redis- tribution of wealth, higher education, too, disproportionately benefits the upper classes (Sakhiyya), forming educational inequalities as part of social inequalities that are also apparent between class and gender, urban and rural societies and central and peripheral regions (Suryadarma and Jones, 2013). ...
Rising wealth and social inequalities around the world place great pressure on social researchers to interpret and explain the impact. However, it is equally important to recognise that scientists too have been part of the reproduction of social inequalities. This article expands on Burawoy's (2015) appeal to social scientists to acknowledge that social inequalities are not only external to the social science community specifically – and the scientific community more generally – but they also pervade academic labour and the way universities are managed and reformed. By taking the case of Indonesia, the largest economy in understudied Southeast Asia, this article reveals types of social inequalities reproduced and sustained through policies and practices within universities. These inequalities are the exclusionary effects of internationalisation, selective inclusion and corporatist bureaucracies, as well as regional inequalities in terms of infrastructure and capacity. We problematise the detrimental effects of marketisation in higher education on academic imagination and how it extends authoritarian developmentalism (1966–1998) to suit neoliberal demands. The article ends with propositions on how academics from the Global South can better understand their social position in an increasingly networked yet disconnected world skewed by multiple configurations of social inequalities.
... For the case of Indonesia, the country has successfully achieved UPE before the MDGs declaration (Suryadarma & Jones, 2013). The early achievement of UPE in 1983, was the result of a presidential mandate between 1975 and 1987 to build more than 10,000 primary schools all over the region (Bjork, 2005). ...
Perubahan masyarakat pedesaan menuju masyarakat perkotaan karena modernisasi mensyaratkan perubahan bentuk pemerintah. Sebagaimana esensi pemerintah sebagai pemberi pelayanan kepada masyarakat, maka pemerintah harus menyesuaikan dengan perubahanperubahan tersebut. Salah satu bentuk perubahan tersebut adalah Perubahan status desa menjadi kelurahan di Kelurahan Mungseng Kecamatan Temanggung Kabupaten Temanggung melalui Perda Temanggung Nomor 13 tahun 2004. Penelitian ini dilaksanakan di Kelurahan Mungseng Kecamatan Temanggung Kabupaten Temanggung dengan menggunakan metode penelitian deskriptif kualitatif. Penelitian ini juga bertujuan untuk mengidentifikasi dampak perubahan status desa menjadi kelurahan di Kelurahan Mungseng Kecamatan Temanggung Kabupaten Temanggung dengan mengevaluasi sebarapa besar manfaat dan dampak yang ditimbulkan sebelum dan sesudah perubahan ini dilakukan, yang difokuskan pada bidang pemerintahan berdasarkan Kemendagri Nomor 81 tahun 2015 tentang Evaluasi Perkembangan Desa dan Kelurahan. Dengan menggunakan Teori evaluasi dampak kebijakan menurut (Finsterbusch & Montz 1980) dengan metode Single program before-after yang menggunakan pengukuran kondisi sebelum program dilaksanakan dengan membandingkan kondisi sesudah program atau kebijakan dilaksanakan, dengan sasaran dampak pada sasaran kebijakan. Kemudian hasil perbandingan sebelum dan sesudah kebijakan dilaksanakan akan menunjukkan sejauhmana tingkat perubahan pada kelompok sasaran. Hasil menunjukkan dari fokus penelitian diatas dapat disimpulkan bahwa masyarakat lebih memilih pemerintahan Kelurahan Mungseng daripada sewaktu masih berbentuk Desa Mungseng. Dari kedua bentuk pemerintahan ini memang terdapat kelebihan dan kekurangan yang ditimbulkan akibat perubahan status tersebut namun faktor kelebihan yang lebih mendominasi sehingga dengan adanya perubahan status ini masyarakat merasa terbantu dan diuntungkan. Hal ini diperkuat dengan perolehan prestasi peringkat 1 Evaluasi Kelurahan tingkat Kabupaten Temanggung tahun 2014 dan prestasi lainnya sebagai salah satu bukti keberhasilan pemerintahan Kelurahan Mungseng setelah 10 tahun perubahan status dari Desa menjadi Kelurahan.
... Several factors namely can explain the differences in the decisions of this study: First, the recruitment of high school graduates in Indonesia is still relatively low compared to the supply of other graduates, especially elementary school workers; Second, the market need for labour that prioritizes graduates with vocational (vocational) high school education. The limited supply of workers with vocational high school graduates has pushed the market to switch to the diploma level (Suryadarma & Jones, 2013); Third, graduates of high school education in Indonesia tend to continue their education to a higher level (diploma and university) rather than entering the labour market. In addition to the three factors above, family economic factors also contribute to the influence of differences in junior and senior high school education levels (Muttaqin, 2017). ...
Human resource investment has a significant impact on the economic growth and development of a nation, including Indonesia. It is believed that education expenditures have an effect on worker productivity in Indonesia. Theoretically, education expenditures will contribute to an improvement in worker productivity. Several factors, including a comparison of the competitiveness of domestic workers to the competitiveness of international workers, can be used to determine the effect of education investment on the rise in worker productivity. Empirically, productivity is a function of worker skills. The quantity of a worker's salary might be used to gauge his or her competitiveness and productivity. It is simple to identify the productivity of various economic sectors, such as agriculture, services, and manufacturing, at the national level. Due to the lack of trained people required by the labor market, conditions in Indonesia have prevented the aforementioned three sectors from achieving their full potential for productivity growth. This condition directly manifests a number of concerns, notably Indonesia's investment in education and worker productivity, which impacts economic growth. This study employs qualitative research methodologies of the normative research type. This study's research objectives will be satisfied by the study model. This study will answer the question of how education investment affects worker productivity in Indonesia. The study's findings indicate that it is not totally accurate to assert that education policy in Indonesia has a good effect on enhancing the abilities of workers, therefore the issue of worker productivity must still be handled seriously in order to compete with workers from other nations.
... The national education system has undergone substantial changes in recent years (Suryadarma & Jones, 2013). Previous research revealed the fact that globalization creates conditions of uncertainty -disruption- (Euben, 2002;Kasali, 2017). ...
This writing is a report study for the development of a learner school management model as well as the acceleration of educational completion with the goal of achieving sustainable education development at the Sukma Nation School of Lhokseumawe. The research focuses on the profile of the school of learners in Sukma Nation, as well as the program’s achievement and problems in its implementation. The research is qualitative in nature and employs survey methods. In terms of data gathered through documentation and interviews with relevant authorities, including focused group observations. The study also presents various manifestations of the Sukma Bangsa School innovations. The results specifically show that institution management refers to the implementation of five primordial grades of learner schools, namely personal mastery, dividing vision, mental models, sitem thinking, and group learning. According to the system, the succession of implementations is seen in changes in individual behavior ranging from knowledge mastery, information distribution, interpretation, and knowledge reminder. Furthermore, the school of learners’ leadership model has become a critical component of achieving school effectiveness.
... Furthermore, in MPR Decree Number II/MPR/1993 concerning the GBHN, it is stated as follows: "Community development which is carried out in the Indonesian state order and based on national identity and constitution aims to broaden the horizons and pride of the state, make individuals and networks who accept and fear God Almighty. One, qualified, free to compose themselves and the surrounding area, overcome changing public events, and are responsible for the country's progress (Suryadarma & Jones, 2013). ...
Indonesia has a Muslim majority population and has two sources of education that both improve the quality of its citizens' educational resources. The author believes that the two sources, namely the Koran and the national education law, have strong relevance. To prove this assumption, we have conducted a series of studies of educational literature on many literature data published in various educational journals, both national and international. We found the data source through an electronic search on many journals, books, and websites that actively discuss religious and national education issues. After the collection of literature, we further examined the data evaluation system involved in the coding of conclusions drawn after high interpretation to obtain data that answered questions validly and reliably. Based on the data and discussion, we find a high relevance between the messages in the Koran and the goals of national education in Indonesia. It is hoped that this finding will become an essential input for improving educational science that links religious messages and national education.
... In the field of food security, the cooperation agreement was signed between the Pangkep State Agricultural Polytechnic with PT Nusa Indah Kalimantan Plantations, the State Polytechnic of Jember with PT Benih Citra Asia and the Malang State Polytechnic with PT Labtech International Ltd. This shows the great support of the Indonesian government for vocational education (Suryadarma & Jones, 2013). ...
This study aims to analyse (1) the support system in carrying out vocational education, (2) the readiness of faculties and departments to administer vocational education and (3) the suitable implementation model of vocational education for UNNES. The research data were collected through interviews, observations and focus group discussions. The data analysis was obtained in a qualitative interactive manner using data reduction methods, data presentation and drawing conclusions, as well as verification. The results showed that the implementation of vocational education has an internal support system, namely the leadership commitment of UNNES, faculties and departments, the availability of learning facilities and infrastructure, the availability of curriculum, the availability of lecturers and educational staffs and the availability of budget. The external support systems are the link and match policy, for example, opening 100 polytechnics and accepting civil servants from the diploma programme, Universitas Negeri Semarang faculties and departments are quite ready to administer vocational education. Keywords: Education, diploma, UNNES, vocational
... For the case of Indonesia, the country has successfully achieved UPE before the MDGs declaration (Suryadarma & Jones, 2013). The early achievement of UPE in 1983, was the result of a presidential mandate between 1975 and 1987 to build more than 10,000 primary schools all over the region (Bjork, 2005). ...
... Bidikmisi students are chosen students from various parts of Indonesia who have a good academic background depending on their school, but poor economic abilities (Suryadarma & Jones, 2013;Wasahua et al., 2018;Fadhil & Sabic-El-Rayess, 2021). They are chosen from among a large number of students to pursue higher education with public funding. ...
The quality of English instruction in Indonesia is not uniformly spread across the country. Those in big cities are more likely to receive qualified English instruction than students in rural areas. Bidikmisi kids do not have access to additional English learning resources, despite the fact that they require them. Finally, because English proficiency is so vital, their competition is low. As a result, Bidikmisi pupils' basic English skills must be enhanced in order to be more competitive. Basic English Training is provided to Bidikmisi students at IAI As'adiyah Sengkang who need it the most as part of this program. Aside from the pretest and post-test, 12 meetings were held. The results suggest that Bidikmisi students' basic English skills have improved. However, they must be persistent in their efforts to improve their knowledge in order to greatly boost their competency. It may be concluded that the basic English training program for Bidikmisi pupils aids in the development of human resource capabilities in the English field.
... They need to attend an additional education named PPG This kind of education must be taken for 1 year after a candidate has graduated from either education or non-education undergraduate degree programs through this program, it is expected that the competence and professionalism of teachers will be truly guaranteed by undergoing a two-semester or one-year education. Besides, according to Suryadarma and Jones (2013), Indonesia needs a more highly trained teachers with the knowledge, skills, and competencies to "produce" higher-value generation. To achieve this goal, the government develops a system of professional development for teachers, like improving the quality of pre-service teacher education (pg. ...
The government in Indonesia issues new rules to prepare pre-service teachers to be professional teachers in the future by asking them to attend additional education named Teachers Professional Education Program (locally known as Program Profesi Guru). This Case Study aimed to identify the obstacles experienced by pre-service English teachers in FKIP Universitas Riau during the PPG program and the Teaching Practicum (PPL) as a part of PPG program. This is qualitative research involving 10 alumni of the Subsidized PPG English Education Department. Focus Group Discussion was used to collect data from the participants. The data obtained were analyzed using Miles and Huberman’s thematic analysis and referred to the three procedures introduced by Flick i.e., open coding, axial coding and selective coding with the help of the Nvivo 12 software. The findings showed seven emerging obstacles faced by the pre-service English teachers during Teachers Professional Education Program (PPG). There were one (1) obstacle found at the first-semester theory program in PPG, and six (6) obstacles found at the second-semester practicum program in PPG which known as PPL.
... The private educational system, by contrast, is dominated by religiously oriented schools and hEIs, in particular, those associated with Indonesia's two major Islamic social organizations, Muhammadiyah and nahdlatul Ulama, although it also includes non-religious commercially oriented institutions especially in higher education. Generally, state educational institutions are considered to be of higher quality than private educational institutions although there is great variation among both public and private institutions (Suryadarma and Jones 2013). ...
ABSTRACT
To reduce the incidence of stunting, the Central Government, through the Regional Government, made an acceleration effort, namely by forming a stunting convergence team at the regional level. This team consists of related agencies (in this study conducted at the village community empowerment service), village officials, and healthcadres. If the convergence of the stunting prevention team is good, then the program can run accordingly so that the stunting rate can decrease. The convergence team was formed starting in 2019, but the stunting rate in Malang Regency is still high. A quantitative study with a cross-sectional approach involving 378 stunting convergence teams in all villages in Malang District. Data analysis using multiple regression. The results showed that all indicators affecting the convergence of the stunting team in Malang Districtwere still low. From the results of regression analysis with a significance value of p-value = 0.001, the value of the beta coefficient of the effect of team cohesiveness on team integration is 0.878, the R-square value is 0.776. This shows that 77.6% of team integration is influenced by team cohesiveness. The value of the Beta coefficient of the influence of leadership on team integration is 0.830, R-square is 0.852. This shows that 85.2% of team integration is influenced by leadership. To realize a good convergence of prevention teams and reduce stunting, team cohesiveness and leadership roles are needed. If team cohesiveness has been created properly and the leadership has played a maximum role, then team convergence will be good, the central government program can run accordingly, so that the incidence of stunting can be reduced.
KEY WORDS: Stunting, Convergence, Team, Cohesiveness, Leadership.
... The private educational system, by contrast, is dominated by religiously oriented schools and hEIs, in particular, those associated with Indonesia's two major Islamic social organizations, Muhammadiyah and nahdlatul Ulama, although it also includes non-religious commercially oriented institutions especially in higher education. Generally, state educational institutions are considered to be of higher quality than private educational institutions although there is great variation among both public and private institutions (Suryadarma and Jones 2013). ...
The Government of Uzbekistan, experiencing modern reforms in an educational sector as a strategic part of a development program after the last presidential elections, spends an enormous portion of its resources on public education-significantly more than other countries in Central Asia, elsewhere with a similar income level, however, satisfactory results yet to be achieved and remains one of the crucial issues of the republic. Meanwhile, far in SouthEast Asia, Indonesia has made dramatic progress on expanding access to education, directing a huge stream of money towards formal education over the past few decades, but still, the learning outcomes remain low. In addition to key reforms in mandatory schooling in terms of increased quality of investment, utilization of information, communications hold considerable promise in improving educational outcomes. This comparative study on the compulsory education of both countries investigates the reasons for the low results in schooling in Indonesia and Uzbekistan. Throughout the survey, we have interviewed school teachers, principals, and authorities, analyzing available sources to find out the problem-causing factors. Drawing on our findings indicating the need for reforming the teaching-learning process, and proper investments in public education to reach promising milestones.
... The role of parents in accompanying children's success while studying at home is very central. (Suryadarma & Jones, 2013). Therefore, (WHO, 2020) released various guidelines for parents in accompanying their children during this pandemic, including parenting tips to be more positive and constructive in accompanying children during home activities. ...
... Modifiabilitas kognisi yang relatif masih kurang optimal tampaknya seiring dengan temuan umum tentang anak usia dini di Indonesia yang lemah dalam perkembangan kognitif (Hasan, A.;Hyson, M.;Chang, 2012;Suryadarma & Jones, 2013). Penelitian Ulni dan Suparno (2020) yang lebih terkini juga menunjukkan kelemahan anak dalam memahami pola. ...
Studi ini ingin menemukan kontributor modifiabilitas kognisi anak sesuai pilar pendidikan, apakah interaksi dengan guru, teman sebaya atau lingkungan fisik TK. Subjek penelitian adalah 42 anak dan 22 guru TK di Jakarta yang dipilih secara purposif dan dirating dengan instrumen fungsi kognitif (ACFS), interaksi mediatif (MLERS dan MLE teman) serta lingkungan sekolah (ECERS-R), semuanya dalam setting alami. Data diolah dengan analisis regresi. Hasil menunjukkan anak memiliki potensi modifiabilitas kognisi khususnya terkait interaksi mediatif dengan guru dan faktor sosial ekonomi. Ditemukan juga bahwa guru masih perlu meningkatkan keterampilan memediasi perkembangan kognitif, utamanya di kelompok SES menengah bawah. Interaksi mediatif dengan teman sangat terbatas dan lingkungan sekolah belum sesuai dengan prinsip DAP. Pembahasan mengacu pada isu metodologis dan konteks Indonesia.
... We included education to control whether CBHI participation and awareness, treatment and control of hypertension may vary across respondents' educational levels. Following the Indonesian national education system, educational attainment was divided into three groups: primary school or less (reference group), secondary school, and college or higher [41]. To capture whether economic status may link with awareness, treatment and control of hypertension, we included quintiles of monthly per capita expenditure [42]. ...
Background
Little attention has been paid to whether CBHIs improve awareness, treatment and control of hypertension in the contexts of low- and middle- income countries (LMICs). This study therefore aims to examine participation in CBHIs for non-communicable diseases (NCDs) and its association with awareness, treatment, and control of hypertension among Indonesians.
Methods
This study used data from the 2014 Indonesia Family Life Survey (IFLS), drawn from 30,351 respondents aged 18 years and older. Participation in CBHIs was measured by respondents’ participation in CBHIs for NCDs (Posbindu PTM and Posbindu Lansia) during the 12 months prior to the survey. Logistic regressions were used to identify the relationships between participation in CBHIs for NCDs and awareness, treatment, and control of blood pressure among respondents with hypertension.
Results
The age-adjusted prevalence of hypertension was 31.2% and 29.2% in urban and rural areas, respectively. The overall age-adjusted prevalence was 30.2%. Approximately 41.8% of respondents with hypertension were aware of their condition, and only 6.6% of respondents were receiving treatment. Participation in CBHIs for NCDs was associated with 50% higher odds of being aware and 118% higher odds of receiving treatment among adults with hypertension. There was no significant association between participation in CBHIs for NCDs and controlled hypertension.
Conclusion
Our data emphasise the importance of CBHIs for NCDs to improve the awareness and treatment of hypertension in the Indonesian population.
... Islamic education is taught by following the guidance with the vision that religion is taught to the humankind in order that they will be obedient to Allah and have noble acts (Azra, Afrianty, & Hefner, 2007;Hefner & Zaman, 2007;Jackson, Parker, & others, 2008;Lukens-Bull, 2001;Pohl, 2006;Suryadarma & Jones, 2013). It is also aimed to bring forth a man who is honest, just, virtuous, ethical, respectful, disciplined, harmonious and productive, both in personal and social context. ...
From the researcher's experience in the field, many students were reluctant to ask for any clarification, unwilling to express their opinion, less able to give feedback, and did disruptive behaviors during the learning process. Ideally, students are expected to be active and involved in the learning process and to get good learning outcomes. This study is a Class Action Research (CAR), which attempts to improve students' activity and learning outcomes. The research was conducted through four main stages: planning, implementation, monitoring, evaluation and reflection. The research findings from teaching the names and responsibilities of angels through the classical method do not obtain maximum result. On the other hand, word guessing learning model shows better results than that of the classical one. In this model, students are motivated to compete with one another in making and answering the questions. The normally passive students are encouraged to participate actively in learning. Thus, it can be concluded that the learning process with of the game will improve students' learning outcomes
... Second, Indonesian mathematics teachers' content and pedagogical knowledge need improvement (Ng, 2011). Third, Indonesia has the fourth largest student population in the world consisting of 45.5 million students and 3.1 million teachers (Suryadarma & Jones, 2013). Even though the country employs a decentralised education system, the central government still plays a major role in administering most educational policies such as curriculum and national exams. ...
... La question de la finalité du service public et, partant, du bien commun de l'éducation est donc bien multiforme (et non exclusivement d'ordre économique, comme le proposent certaines analyses [Suryadarma et Jones 2013]) : pour tenter de répondre à l'une de ses missions qui serait le bien-être de ses membres, l'État s'efforce en effet de contraindre le service public de l'école à dégrader l'accomplissement d'un nombre important d'activités locales conçues et effectuées collectivement sans réfléchir aux conséquences sociales qui pourraient en découler, à savoir l'accroissement de l'influence des idéologies désincarnées religieuses et laïques, ainsi que sa conséquence directe : la perte d'influence concomitante de l'État. ...
Définir un objectif commun d’éducation du point devue d’un État n’apparaît pas comme unetâche insurmontable dans la mesure où lesénoncés restent larges et approximatifs. Pourtant, ladiachronie indonésienne révèle — au fil dela succession des classes sociales dominantes — qu’àla suite de trois générations seulement, lesdéfinitions du bien commun de l’éducation ontété fortement modifiées. Sur cette base, lesrésultats de l’enquête de terrainprésentés ici donnent la parole aux lycéens, maisaussi aux autres acteurs locaux. Il en ressort l’expressiond’un certain malaise social vis-à-vis du devenir duservice public de l’éducation. Le parcours dulycéen se présente en effet bien plus en termes destratégie qu’en termes d’apprentissage àproprement parler. Les politiques gouvernementales tententd’imposer un système individualisant dans un contextenettement dominé par la cohésion collective,conférant de fait un caractère contradictoire auxinjonctions données aux élèves, suivant lesdifférents systèmes de valeurs auxquels ils sontamenés à se référer. Le processus decompétitivité réciproque dans lequel se trouventimpliqués ces systèmes empêche finalementl’État de pouvoir définir une orientationconsensuelle de l’intérêt général dubien commun de l’éducation.
... Education is not only the mechanism through which the state instils national values and collective identity, but it has also evolved to become the main process through which children are prepared to become entrepreneurial and competitive individuals (Silalahi et al. 2018). Since 2002, the government legally committed to spending 20 per cent of the national budget on education (Suryadarma and Jones 2013). Inspired by the movement of evidence-based policies, childhood is increasingly professionalized, and children are subject to more universal indicators and technical programs as the government binds itself to several global development commitments, most notably, the Millennium Development Goals and currently, the Sustainable Development Goals (UNICEF 2017). ...
This article explores the construction of childhood and parenthood in rural communities in Indonesia based on a series of focus group discussions with service providers, community decision makers, and paraprofessionals; a group that we refer to as “frontline providers”. By examining the providers’ definition of successful children and their perception of factors that could undermine a child’s success, we provide insights into how frontline providers understand the role of parents, and how parenthood is constructed accordingly. We found that the providers’ definition of successful children reflects a strong neoliberal logic and that education is seen as the primary mechanism of such investment, an evolution of the idea of a modern nation under the previous regime that has permeated into an individual assessment. The paternalistic culture has further cemented the tendency among the frontline providers to problematize parents as the main risk factor for children’s educational achievement and to ignore the structural and ecological factors. We traced this paradigm in Indonesia’s educational and child protection policy framework, prompting a myriad of parenting programs that put parents from the underprivileged group as the main subject of intervention. Informed by studies in different countries, we argue that without changes in structural factors, any intervention on parenting will be deemed ineffective.
... Higher education fees have become expensive and there seems to be an unrealistic expectation for every individual to have a tertiary education level. Under these circumstances, the gap in education access between rich and poor has become wider [8]. However, the positive impacts of globalisation in education still outnumber the negative impacts. ...
One of the remarkable advantages of globalisation is people having more access to adequate education, both for formal and informal. Although education is not shared evenly all over the world, through globalisation, there is an awakening process when most countries realise that education is not only a crucial factor in developing human resources, but also essential for economic improvement and technology expansion. Education is a primary need and a fundamental right for everyone, yet many women still lack of education, which has the potential to enhance their lives, particularly to fight against poverty. This article will argue that education needs in rural areas in In-donesia are not being shared equally by both genders. The results show that globalised standards of education are falling short for female students due to several reasons, such as financial constraints and cultural preferences for males. Therefore, the roles of the government and NGOs are vitally important in empowering women, particularly in rural areas. This article also draws the ethnographic data from rural areas in Minahasa Regency in North Sulawesi, Indonesia. This article recommended that the government should enhance the access to all educational stages, improve the education quality and distribute more funds in education to implement the educational fees exemption program. It can be concluded that NGOs can play the important role in assisting the government strategies. The roles may be conducted by embarking on campaigns for education. It may lead to increasing number of education enrolment and enlarging the opportunity for children and women to attain sufficient education.
Homeschooling has become an educational trend in Indonesia since the early 2000s, not long after Suharto stepped down from power. The homeschool parents grew up within the highly centralized, hegemonic education system of his New Order regime. Their decision to homeschool is an embodiment of the courage to question and resist the hegemony, although not without difficulties. Using historical and legal trajectories, personal memory, an internal survey, and other organizational documents, the author offers an insider perspective on the homeschooling phenomenon in Indonesia. The questions central to this chapter are: which families choose to homeschool, what factors push them away from schools and pull them towards homeschooling, what challenges do they face, and why do they struggle to organize themselves? One interesting finding is that, unlike their counterparts in the West, the majority of Indonesian homeschool families were motivated to homeschool because of academic considerations rather than religious ones. I also argue that the entrenched educational paradigm that equates education to schooling and doubts parents’ capability to teach their own children underpinned many problems faced by Indonesian homeschool families.
Wacana-wacana pembangunan sering mengasumsikan transisi-transisi pedesaan yang linier, di mana orang-orang muda yang berpendidikan seharusnya meninggalkan komunitas-komunitas pedesaan mereka dan menjadi kaum urban. Namun, berdasarkan penelitian lapangan di Flores (Indonesia Timur), saya menemukan bahwa orang-orang muda yang berlatar-belakang pendidikan tinggi justru kembali ke komunitas tempat mereka dilahirkan begitu mereka lulus. Di sana, mereka ingin bertindak — berdasarkan pendidikan mereka — sebagai garda depan perubahan positif dan mengubah apa yang mereka anggap terbelakang, seperti mata pencaharian pedesaan dan praktik-praktiknya. Akan tetapi, kaum muda berpendidikan ini pun kerap bergantung pula pada mata pencaharian dan praktik-praktik ini, terutama ketika mereka tidak dapat memperoleh pekerjaan, seperti yang umum terjadi di pedesaan Flores. Untuk lebih memahami ketegangan-ketegangan inheren posisi kaum muda dalam komunitas pedesaan mereka ini, saya memetakan alasan-alasan mengapa mereka kembali ke pedesaan Flores.
This book reports findings based on a largescale project on differentiated instruction across various education systems documenting evidence of its measurement, differences, changes, and links with student engagement. We document empirical findings of differentiated instruction practices in secondary education across diverse countries/education systems, covering student, teacher, school, and education system/country levels. Classroom observations and student surveys, both collected in authentic classrooms, are the core measures of inquiry used. Findings on similarities and differences in differentiated instruction practices, changes over time, links with student engagement, and the role of some personal and contextual factors, contribute to advance the knowledge base particularly in the field of teaching effectiveness, learning environments research, and differentiation in education. Findings are relevant for research, practice, and policy.
Buku ini dilatarbelakangi oleh beberapa aturan yang berlaku tentang keguruan seperti UU No.14/2005 tentang guru dan dosen dan Peraturan Pemerintah Nomor 19 Tahun 2017 tentang Perubahan atas Peraturan Pemerintah Nomor 74 Tahun 2008 tentang Guru. Poin penting dari aturan tersebut adalah bahwa mendapatkan gelar sarjana pendidikan (S.Pd) saja tidak cukup menjadi persyaratan untuk menjadi guru professional di Indonesia.
Para alumni sarjana pendidikan harus mengikuti tambahan pendidikan profesi yang disebut dengan Pendidikan Profesi Guru (PPG). Buku monograf ini memuat beberapa materi secara teori dan praktik yang bersumber dari evaluasi dan tantangan yang
dihadapi mahasiswa calon guru selama menjalankan program PPG – yang dituangkan dalam model penelitian.
The Government of Uzbekistan, experiencing modern reforms in an educational sector as a strategic part of a development program after the last presidential elections, spends an enormous portion of its resources on public education – significantly more than other countries in Central Asia, elsewhere with a similar income level, however, it is yet to pay off. Meanwhile, far in South-East Asia, Indonesia has made dramatic progress on expanding access to education, directing a huge stream of money towards formal education over the past few decades, but still, the learning outcomes remain low. In addition to key reforms in mandatory schooling in terms of increased quality of investment, utilization of information, communications hold considerable promise in improving educational outcomes. This comparative study on the compulsory education of both counties investigates financing and educational concerns in Indonesia and Uzbekistan. Drawing on our findings indicating the need for long-term educational reforms and proper investments in public education to reach promising milestones.
This chapter examines the systemic components and performance of KSI of the East Pacific ecosphere that include the People’s Republic of China, Japan, the Republic of Indonesia, and the Commonwealth of Australia. These include the humanitarian, socioeconomic, infrastructure, and governance components. It summarizes the key national systemic priorities of each and examines the transformational changes that are likely to be faced in the coming century, as the world evolves into a planetary society. The humanitarian challenges of the East Pacific ecosphere are summarized. Both Australia and Japan with their strong economies will become advanced technological societies by 2035 and influence the development and direction of nations of the East Pacific ecosphere. In the interim, China and Indonesia will continue to address and respond to immense and pressing humanitarian and population management challenges. By 2060 Indonesia will become a preeminent Islamic force and leader throughout the Moslem world. After 2065, China will come to dominate the East Pacific ecosphere, as it becomes a predominant global superpower. All four KSI nations of Australia, China, Indonesia, and Japan will be critical determinants of the contours, direction, landscape, and shape of tomorrow’s planetary systems.
Indonesia has a long history of adolescent marriage and early childbearing. The religious, sociocultural and economic factors have been pointed out as the major drivers of early marriage while the 1974 Marriage Law was considered 'weak' in preventing the event. As the house of representative has passed the new bill in increasing the minimum legal age of marriage for female from 16 to 19 years old in 2019, a question posed whether the enactment of the new marriage law will be effective in preventing adolescent marriage in Indonesia.
Not all sources of inequality in educational achievements are fair. But how strong and persistent is the burden of unequal opportunities that each person carries on in their life? In this paper, we define individual indices of the burden of circumstances, which measure the effect that the accumulation of factors outside individual control, has on individual educational achievements in the short and long run. As our findings suggest, the effect of these circumstances tends to persist over time. This effect has been particularly strong for the generation of students who experienced the 1997 Asian Financial Crisis. Lastly, we do not find evidence of a sizeable effect of local non-routine education expenditure on the inequality of opportunity, causing us to question the effectiveness of educational policies in accurately targeting equity.
ResearchGate has not been able to resolve any references for this publication.