Menteri Pendidikan Berganti, Kurikulum Merdeka Lanjut atau Berubah Lagi?

Summary

Indonesia's education system is undergoing significant changes as the debate continues over the future of the 'Kurikulum Merdeka'. With new Education Minister Abdul Muti questioning its effectiveness, there are concerns about low literacy and numeracy scores, especially in light of declining PISA results. Critics argue that the program adds administrative burdens and fails to address key issues like teacher training and student outcomes. Despite frequent curriculum changes over the years, the country struggles to create a stable system. The challenge ahead is to implement reforms that both improve education and align with global standards.

Takeaways

• 😀 The transition from Minister Nadim Karim to Abdul Muti has caused uncertainty about the future of the 'Kurikulum Merdeka' (Freedom Curriculum).
• 😀 Minister Abdul Muti has expressed a desire to evaluate the 'Kurikulum Merdeka' and potentially make changes, leading to concerns among students, teachers, and parents.
• 😀 The 'Guru Penggerak' program, part of the Merdeka Curriculum, has faced criticism for being inefficient and burdensome for teachers.
• 😀 Many new applications and teaching tools introduced under the Merdeka Curriculum are viewed as adding to the workload of educators, rather than being helpful.
• 😀 Indonesia's literacy and numeracy performance, as measured by the PISA tests, has significantly declined, raising alarms about the effectiveness of the current curriculum.
• 😀 Despite the introduction of a new curriculum, many teachers and school leaders have not fully adapted, continuing to rely on traditional methods of teaching and assessment.
• 😀 There is growing concern that frequent curriculum changes confuse students and educators, highlighting the need for more stability in educational policies.
• 😀 Experts stress the importance of aligning curriculum reforms with the national education roadmap (Peta Jalan Pendidikan 2020-2035) to ensure long-term educational improvements.
• 😀 President Prabowo Subianto and Minister Abdul Muti have emphasized the need to improve mathematics education, particularly in early education stages like primary school and kindergarten.
• 😀 Indonesia has experienced 11 revisions of its national curriculum since independence, with each new iteration bringing a shift in educational focus and strategies.

Q & A

What is the primary concern regarding the 'Kurikulum Merdeka' under Abdul Muti's leadership?

The main concern is whether the 'Kurikulum Merdeka' will continue or be revised. Abdul Muti, the new Education Minister, has expressed a desire to evaluate the curriculum, which has led to uncertainty among students, parents, and teachers.

What are the criticisms of the 'Guru Penggerak' program within the 'Kurikulum Merdeka'?

The 'Guru Penggerak' program has been criticized for being inefficient, with many stakeholders, including experts like Mawan Kamis, suggesting it has not effectively contributed to improving teaching quality and has added to teachers' burdens.

What issue does the Federation of Indonesian Teachers' Union (FSGI) highlight about 'Kurikulum Merdeka'?

The FSGI highlights the persistently low literacy and numeracy scores of Indonesian students, despite the shift to 'Kurikulum Merdeka'. This issue is evident in international assessments like PISA, where Indonesia’s scores have continued to decline.

How has Indonesia's performance in the PISA assessments changed over time?

Indonesia's PISA scores have significantly dropped, with the country's score in mathematics falling from 386 in 2015 to 366 in 2022, and its score in reading decreasing from 403 to 383 in the same period. This decline has positioned Indonesia lower in comparison to other ASEAN countries.

What specific directive did President Prabowo Subianto give to the Ministry of Education?

President Prabowo instructed the Ministry of Education, led by Abdul Muti, to improve the teaching of mathematics, particularly at the primary school (SD) and kindergarten (TK) levels, in order to address the weak mathematical capabilities of students.

How many times has Indonesia changed its national curriculum since its independence?

Since Indonesia's independence, the national curriculum has been revised 11 times, with notable changes spanning from the 'Rencana Pelajaran' in 1947 to the current 'Kurikulum Merdeka'.

What were the key features of Indonesia's curriculum during the 'Orde Baru' (New Order) period?

During the 'Orde Baru' era under President Soeharto, the education system saw several curriculum reforms, including the 1994 curriculum that focused on the implementation of education based on the 1989 Education System Law. The curriculum aimed at educational improvement through structured changes.

What role did the 'Kurikulum Berbasis Kompetensi' (Competency-Based Curriculum) of 2004 play in Indonesia's education system?

The 'Kurikulum Berbasis Kompetensi' (Competency-Based Curriculum) introduced in 2004 marked a significant shift in Indonesia’s education system by focusing on competencies. This curriculum aimed to enhance the skills, knowledge, and behavior of students through a more dynamic and competency-focused approach.

What is the historical significance of the 'Kurikulum Tingkat Satuan Pendidikan' (KTSP) implemented in 2006?

The 'Kurikulum Tingkat Satuan Pendidikan' (KTSP) introduced in 2006 allowed for greater flexibility in curriculum development, enabling schools to tailor their curriculum to local needs. This was a part of broader education reforms aimed at decentralization and more localized educational practices.

What are the broader goals of 'Kurikulum Merdeka' and the Merdeka Belajar program?

The broader goals of 'Kurikulum Merdeka' and the Merdeka Belajar program are to ensure that education in Indonesia is more student-centered, adaptable to the students’ potential, and aligned with the capacity of educational institutions. These reforms aim to improve both the quality and accessibility of education across Indonesia.