JK Kritik Habis Nadiem Makarim dan Kurikulum Merdeka: Merdeka Apanya, Belajar juga Tidak

Summary

The speaker argues against using Finland and Singapore as education models for Indonesia, citing the vast differences in population and income. They suggest learning from countries like India, China, and Korea, where strong education systems have led to global success, particularly in the tech and business sectors. The speaker critiques Indonesia's education system, especially vocational schools, which face high unemployment rates due to mismatched skills and economic challenges. The need for systemic change in both education and the economy is emphasized, warning against adopting foreign models without understanding local realities.

Takeaways

• 😀 Indonesia's economic and demographic realities differ greatly from countries like Finland and Singapore, making it impractical to adopt their education systems directly.
• 😀 The speaker suggests that countries such as India, China, and Korea, which have overcome economic challenges, may offer more relevant educational lessons for Indonesia.
• 😀 India's success in producing top professionals in global companies, such as Microsoft and Twitter, despite economic challenges, is highlighted as an example for Indonesia.
• 😀 The speaker argues that while foreign education systems may have better facilities, Indonesia needs to focus on its own unique challenges rather than imitating others.
• 😀 Indonesia's education system faces challenges like a mismatch between vocational school (SMK) graduates and available jobs in the market, with 75% of graduates unable to find relevant work.
• 😀 The speaker emphasizes that Indonesia’s educational reforms should not be based on impractical models but should address local needs and realities.
• 😀 National exams are questioned, with the speaker suggesting that learning should not solely be driven by exam pressure.
• 😀 The concept of 'Merdeka Belajar' (Freedom to Learn) is introduced, but the speaker expresses skepticism about its effectiveness without considering local contexts and challenges.
• 😀 The need for a more practical approach to vocational education is stressed, as many students in Indonesia graduate without gaining skills applicable in the workforce.
• 😀 The speaker warns against quick, large-scale educational reforms that might not work in Indonesia’s diverse and economically varied landscape, stressing the importance of carefully thought-out policies.

Q & A

Why is the comparison between Indonesia and countries like Finland or Singapore problematic when discussing education?

The comparison is problematic because Finland and Singapore have significantly smaller populations (around 5 million), much higher per capita incomes, and different economic structures. Indonesia, with a population of 280 million and a much lower per capita income of $4,500, faces different challenges in implementing similar educational models.

What advantages do countries like India and China have in terms of education?

Countries like India and China have developed strong educational systems that have produced a significant number of skilled professionals who contribute globally. Many top CEOs of major companies in the U.S., like Microsoft and Twitter, are from India, showcasing the success of their educational system in creating globally competitive individuals.

Why should Indonesia focus on learning from countries like India or China, rather than Finland or Sweden?

Indonesia should focus on countries like India or China because these nations share similar population sizes and economic conditions. They have developed educational systems that are more relevant to Indonesia's context, addressing the real-world challenges of creating job opportunities and fostering economic growth.

How does the idea of 'Merdeka' education in Indonesia relate to the challenges of scaling education for millions of students?

'Merdeka' education in Indonesia, which advocates for more freedom in learning, faces challenges in its implementation. The difficulty lies in scaling this approach across the entire country with 70 million students. The argument is that making the education system too decentralized could cause problems in maintaining consistency and quality for such a large population.

What is the concern about vocational education in Indonesia, specifically regarding SMK (vocational high schools)?

The concern is that while there are thousands of vocational schools (SMK) in Indonesia, a large percentage of their graduates are not able to find work. This is due to a mismatch between the skills taught at these schools and the needs of the job market, as well as the underdevelopment of the country's economy.

Why is there skepticism about the idea of implementing a 'Merdeka' curriculum nationwide?

The skepticism arises because trying to implement a 'Merdeka' curriculum across Indonesia's diverse educational landscape might create confusion and inconsistency. The concern is that such drastic changes could lead to chaos, as different regions and schools may not have the resources or capacity to manage such a transition effectively.

How does the state of Indonesia's economy impact its education system?

Indonesia's economy is not growing rapidly enough to create sufficient job opportunities for all graduates, particularly those from vocational schools. The lack of economic development affects the ability of students to find stable employment after completing their education, creating a cycle where education does not lead to career advancement.

What role does national examination play in Indonesia's education system?

National exams in Indonesia are a key element in the education system, as they are seen as a measure of student learning and success. However, there's a concern that without exams, students might lack the discipline or incentive to study effectively. Some argue that this exam-driven system may limit educational innovation.

What does the speaker think about the idea of education without exams, such as the 'Merdeka' campus initiative?

The speaker is critical of education systems that attempt to remove exams altogether, questioning how effective such a model would be for large groups of students. They believe that exams, while not perfect, provide structure and motivation for learning, especially in the context of a large nation like Indonesia.

What is the fundamental issue with Indonesia’s current educational system, according to the speaker?

The fundamental issue lies in the mismatch between education and the economy. The education system is not producing graduates who can successfully enter the job market, particularly in vocational fields like SMK, where graduates face high unemployment rates. This is compounded by the underdeveloped state of the economy, which does not offer enough opportunities for skilled workers.