Harris Y. P.

Sibuea Education System Reform in Indonesia: Progress and Challenges 151

PEMBARUAN SISTEM PENDIDIKAN DI INDONESIA:
PERKEMBANGAN DAN TANTANGAN

EDUCATION SYSTEM REFORM IN INDONESIA:

PROGRESS AND CHALLENGES

Harris Y. P. Sibuea
(Pusat Penelitian Badan Keahlian DPR RI, Nusantara II, Lantai 2, DPRRI,
Jl. Jend. Gatot Subroto, Senayan, Jakarta 10270, Indonesia;
email: [email protected])

Naskah Diterima: 15 Mei 2017, direvisi: 15 Juni 2017,

disetujui: 30 Juni

Abstract
Education system in Indonesia has been reformed several times. Currently, the Law No. 20 Year 2003 on National Education System is
the legal basis of the implementation of education system in Indonesia. There are several improvements of education system in
Indonesia that almost reached the goal, but the problems and challenges should get more attention from the Government and the
Parliament as policy makers. The present article addresses two main questions: What were the main achievements of education
reform in Indonesia? and What are the problems and challenges of education system in Indonesia. This paper is the result of library
research. First, it explores the existing laws relating to Indonesia’s education system as a starting point. Second, it uses available
quantitative and qualitative secondary data from national and international sources. Third, it draws on consultation meetings with
supervisors. The findings obtained from this study are that the government has expected to create the legal basis for running the 12-
year compulsory program so it can be implemented nationally. Thus, although the 9-year compulsory program is almost close to the
target, the government can give increased attention to access to education in remote areas so that the target can be met 100%. In
terms of curriculum change, it needs to consider the formulation of a period of change between 5 or 10 or 15 years. The government
needs to give attention to the teacher to create policies that make them be faithful and love their profession.
Keywords: reform of education system, achievement of Indonesia’s education system, and education system policy

Abstrak
Sistem pendidikan Indonesia sudah beberapa kali direformasi. Sampai saat ini UU No. 20 Tahun 2003 tentang Sistem Pendidikan
Nasional menjadi dasar pelaksanaan sistem pendidikan di Indonesia. Berbagai perbaikan sistem pendidikan telah terlaksana dan
hampir mencapai tujuan, namun permasalahan dan tantangan untuk membuat pendidikan yang mampu bersaing dengan negara lain
harus mendapatkan perhatian lebih dari Pemerintah maupun Parlemen sebagai pembuat kebijakan. Tulisan ini akan membahas dua
permasalahan pokok yakni pencapaian apa yang didapat dari beberapa kali reformasi sistem pendidikan di Indonesia dan
permasalahan dan tantangan apa yang masih terjadi pada sistem pendidikan di Indonesia serta pilihan kebijakan untuk memperbaiki
sistem pendidikan. Tulisan ini hasil dari studi pustaka. Pertama, mengkaji peraturan perundang-undangan yang berkaitan dengan
sistem pendidikan sebagai dasar analisis. Kedua, menggunakan data sekunder kualitatif dan kuantitatif dari sumber nasional dan
internasional. Ketiga, konsultasi dengan supervisor. Temuan yang didapat dari kajian ini bahwa Pemerintah diharapkan dapat
membuat dasar hukum untuk menjalankan progam wajib belajar 12 tahun sehingga dapat dilaksanakan secara nasional. Meskipun
progam wajib belajar 9 tahun hampir mendekati target, pemerintah dapat memberikan perhatian yang lebih untuk akses pendidikan
di daerah terpencil sehingga target dapat dipenuhi 100%. Dalam hal perubahan kurikulum perlu dipikirkan formulasi jangka waktu
perubahan antara 5 atau 10 atau 15 tahun. Pemerintah perlu memberikan perhatian kepada guru dengan membuat kebijakan yang
membuat guru setia dan fokus akan profesinya.
Kata Kunci: reformasi sistem pendidikan, pencapaian sistem pendidikan Indonesia, kebijakan sistem pendidikan

INTRODUCTION share of the state expenditure budget annually. As a

One of the aims of Indonesia, as stated in the lower middle income country seeking to develop
Preamble to the 1945 Constitution, is to prosper the towards the status of lower middle income country 1
life of the people. Thus, the education sector is has the responsibility to provide a proper national
always treated as the first priority, a sector that education system to achieve high quality human
directly relates to people’s rights, and that is very 1
United Nations Development Programs, “About Indonesia”,
closely related to the development of human (Online), (http://www.id.undp.org/content/indonesia/en/
resources for the future, by allocating the largest home/countryinfo/, accssed January 20, 2017).
152 Kajian Vol. 22 No. 2 Juni 2017 hal. 67- 78

resources in response to regional and international METHODOLOGY

demand of labor market. This paper is the result of library research. First,
Education remains an important issue for human it explores the existing laws relating to Indonesia’s
resource development in Indonesia, among these education system as a starting point, among others:
issues are that the cost of education is not affordable Law 20/2003: The National Education System, Law
for all segments of society; imperfect of education 14/2005 Teachers and Lecturers and The 2015-2019
curriculum that make different teaching method; RPJMN policy. Second, it uses available quantitative
lack of quality of teacher and school infrastructure and qualitative secondary data from national and
that directly influence to the student quality; lack of international sources. Third, it draws on consultation
access and participation for children to education, in meetings with supervisors and experts.
particularly for most of woman in rural area related
to gender disparity issues on education system; and
inconsistency of policies legislation to improve the RESULTS AND DISCUSSION
nation’s education system. The Constitution Achivement and Challanges on Education System
1945 (The Fourth Revision) state that all people have Reform in Indonesia
the right to education access, especially for basic
1. Legal Framework and Policy of Education
education, without exception, but the policies
Reform
legislation do not make all people has access to
education. Among these issues - quality of teachers, Education in Indonesia has not evolved to its
access to education and curriculum might be the current state without going through a long journey,
current important issues that need to be addressed . and it is the result of a sustained and predetermined
A review of previous research may be process, movement and development.2 The
undertaken to avoid duplication of similar research. education reforms in Indonesia have been
Some research on the education system that has implemented in response to the Constitution 1945
been done, among others: (The Fourth Revision) which can be summarized that
1. Evaluasi dan Pemetaan Mutu Pendidikan Melalui access to quality of education is the foundation of
Ujian Nasional by Faridah Alawiyah in 2010; Indonesian life3. Thus a mandated 20 percent of the
2. Investasi Pendidikan Dalam Rangka budget allocation is devoted to expenditure for
Meningkatkan Pertumbuhan Ekonomi by Edmira education and that is provided for in written
Rivani in 2012; guidelines as a state commitment. This statement
3. Faktor-faktor yang Berpengaruh terhadap provides direction of law and policy development in
Aksesibilitas Memperoleh Pendidikan untuk education system in the country. The education
Anak-Anak Indonesia by Novrian Satria Perdana reforms were determined by the enactment of the
in 2015. Law Number 20 year 2003 on the National Education
That research examines aspects of the education System as the legal framework for its development.
system in Indonesia partially, while this paper looks Another important issue is free access to universal
at the achievements of reforms and the challenges basic education for all children between 2003 and
faced of the education system in Indonesia. This 2015 which has been institutionalized through public
paper also illustrates Indonesia’s position on several education sector for implementation.
factors related to the education system compared to 2
Sugiyono, Aman, Kumalasari, D., Sutopo, & Nuryanto, A., Peta
some ASEAN countries such as Malaysia, Thailand Jalan Pendidikan Indonesia, Yogyakarta: Universitas Negeri
and Myanmar. Yogyakarta (2013), p. 1.
3
This paper aims to provide suggestions on Key Statement of the Constitution: Article 31 of the
improvement of the quality of education in Indonesia Constitutions of the Republic Indonesia, Clause (1), states
that every citizen is entitled to education. Clause (2) states
and the objectives of the paper are to: i. Describe the that every citizen is obliged to follow the basic education
key education achievements indicators; ii. Analyses and that the government must finance this. Clause (3) states
challenges in the education system of Indonesia and that the government must organize and manage a national
iii. Propose policy options to address these and to education system, which will increase faith, devotion and
improve the education system. In response this noble character in the context of the intellectual life of the
nation, which is governed by the laws. Clause (4) states that
objectives, the paper will address two main
the state prioritizes the education budget, so that at least
questions: 20 percent of the national budget revenue and expenditure,
1. What were the main achievements of education and the local budget expenditure, goes to cover the cost of
reform in Indonesia? national education. And Clause (5) states that government
2. What are the problems and challenges of must advance science and technology to uphold religious
education system in Indonesia? values and national unity for the progress of civilization and
prosperity of mankind.
Harris Y. P. Sibuea Education System Reform in Indonesia: Progress and Challenges 153
In order to have quality of education, another the Constitution Amendment III clearly state that all
priority has been given to the standards of curriculum Indonesian citizens have the right to education. The
content, the processes of education, the competency Government has an obligation to finance basic
of graduates, the qualified personnel in education, education without charging fees. The 20% of
facilities, management, funding, and learning government expenditure should be allocated for
assessment as reference points to have education education. For ensuring the quality of education, the
quality assurance, and quality control. Agood Teacher Law (No. 14/2005) introduced and
management of formal education in elementary and emphasizes important changes to the employment
secondary schools is addressed in the Law Number conditions and requirements for the certification of
20 year 2003 through enforcement of the principles teachers aiming at improving education quality.
of school-based management as the realization of “Indonesia’s education for all” which one of the
educational democracy. government policy in the period of 2003 and 2015
Education is central to the development agenda claimed for government commitment to have
of the Indonesian Government which started the strategic action plan towards the strategy for
emphasis of the basic education dated back to 1950 finalizing the nine-year basic education program by
strengthened by the enforcement of a series of law considering the condition and problems arising in the
and policies for improving education system (Table National Coordination Forum.
1). The Law on National Education (No.20/2003) and

Table 1. Reform of the Education System in Indonesia through Education Law

Law and Policy of Education Emphasis
Law 4/1950 Basic Education and School
These laws were not regulate the education to integrated system and
Training juncto Law 12/1954 or revision
intact. This law was not based on the 1945 Constitution due to the
of Law 4/1950 on the Basic Education and
political situation in Indonesia at that time.
Teaching in Schools.
Law 2/1989: The National This law response Law 4/1950 juncto Law 12/1954 in the education
Education System system that has not been set on higher education in Indonesia.
This Law emphasizes that education should be conducted in a
democratic and fairness and not discrimination primarily to uphold
Law 20/2003: The National
human rights, religion values, cultural values and diversity of the
Education System
nation. Then education is also organized as a single entity with an open
system and multi meaning.
This law emphasize to adjust and reform the educational aspects are
Law 14/2005: Teachers and Lecturers still not qualified. Expectations of this law is teacher in Indonesia will be
more assured quality and in time will manifest the quality of education
in accordance as the target set before.
Expansion and improvement of the overall care and education for
Young Children, especially for those who are disadvantaged in the
Indonesia’s Education for All 2003/2015
many aspects of life
Compulsory 9 year education for all
The 2015-2019 RPJMN policy Provide direction for compulsory 12 years education pilot program

Education for All 2003. The targets of compulsory curriculum content, learning materials, and the chances
education and proposing policies, strategies, and to continue to a higher level of education.
program as follows4: c. Enhancement of all quality supporting aspects in
a. A minimum of 95% from the school age children basic education, especially those related to
(7-15 years old), especially girls, poor and educational staff, teaching facilities, learning
marginalized children should get basic education processes, and students’ learning achievements.
covering the minimal standard for quality With satisfactory achievement of the basic
education in the year 2008/2009. education, the government then launched a National
b. Gender-equity in basic education, particularly in Medium Term Development Plan (RPJMN) 2015-
relation to access, learning qualities including 2019 (Table 1) which make public education free of
charge until grade 12 for all Indonesians. Such
4
National Coordination Forum Education for All, 2003, continuing efforts are to fulfill the rights of the entire
National Plan of Action Indonesia’s Education for All 2003-
2015, (Online), (http://unesdoc.unesco.org/
population and to receive quality basic education
images/0013/001319/131935eb.pdf, accessed December services to ensure all Indonesian children without
01, 2016). exception. The focus of 12-year compulsory
education is to:
154 Kajian Vol. 22 No. 2 Juni 2017 hal. 67- 78

Source: World Development Index and http://www.indexmundi.com/facts/indonesia/education-expenditure

Figure 1. Current Expenditure on Education, 2001-2014 (Billion US$ equvalance and
Percentage of Total Goverment Expenditure)

a. expand and improve access to quality secondary 2. Financial Commitment

education to accelerate the availability of trained Figure 1 shows an increase in budget
human resources to meet the needs of the labor expenditure on education in real terms by almost 11
market; times between 2001 and 2014, and reached at
b. improve access to education and skills training 17.5 percent of the total government expenditure in
services; 2014. Education expenditure refers to the current
c. strengthen quality assurance in educational operating expenditures in education, including
services; wages and salaries and excluding capital investments
d. strengthen the curriculum and its in buildings and equipment.
implementation; In 2014, the government launched Indonesian
e. strengthen the education assessment system to Smart Card (KIP) project for children from
be comprehensive and credible; disadvantaged family for achieving the 12-
f. improve the management and deployment of year compulsory education. The KIP guarantees and
teachers. ensures that all school-aged children from
In addition, the government shows a strong disadvantaged families received financial assistance
commitment through financial commitment for for education up to the completion of high school/
further enhancing the education system to achieve vocational school. By 2016, the KIP has been extended
the national goal of raising human capital to be to 17.9 million cards including the children with their
international competitive. This plan will be families do not have Family Welfare cards (KKS). The
implemented between 2020 and 2024. With this KIP aim to target as many as 19.54 million students6.
goal, on-going improvement of the quality of learning With the current increase in budget expenditure, a
through the better management and deployment of total 981 new schools has been constructed; and
teachers, achieving more equitable access to additional 14,566 new classrooms are setting up; and
education, and improving the quality, relevance and 11.625 rehabilitation of classrooms. In addition, there
competitiveness of education will be depend on the is provision of School Operational Assistance (through
success of 12 year universal education, especially the Ministry of Religion): Islamic primary school
through the demographic bonus and specially (Madrasah Ibtidaiyah, MI) 3.6 million students; Islamic
program for addressing inequitable access to Lower Secondary schools (Madrasah Tsanawiyah,
education5. MTs) - 3.4 million; students Islamic Upper Secondary
School (Madrasah Aliyah, MA) - 1.3 million students;
5
Direktorat Penyusunan APBN, Direktorat Jenderal Competence Enhancement Educator with a target of
6
Anggaran, Informasi APBN 2016: Mempercepat Tempo Co., 2016, 17 Million Indonesian Smart Card (KIP)
Pembangunan Infrastruktur untuk Memperkuat Pondasi Distributed, (Online), (http://en.tempo.co/read/
Pembangunan yang Berkualitas, Jakarta, 2016, p.21. news/2016/09/30/055808548/17-Million-Indonesian-
Smart-Card-KIP-Distributed, accessed December 01, 2016).
Harris Y. P. Sibuea Education System Reform in Indonesia: Progress and Challenges 155
497.6 thousand; scholarship program and aid poor group (Figure 4 and Table 2). In 2015, the Net
students as much as 306 thousand students7. Enrollment Ratio (NER) for primary school reached
97 percent with a gap of only about 3 percent short
3. Key Education Achievement Indicators of achieving the goal of a nine-year compulsory
program. The NER for lower secondary schools was
Thanks to the effort of the current education
approximately 78 percent with a gap of about 22
reform that remarkable achievement of school
percent short of reaching the goal, while the NER
participation of school aged children. There is almost
for upper secondary schools, that stretches beyond
0 percent of children who never go to school between
the compulsory nine-year program, was only 60
2011 and 2014 (Figure 2) and according the Figure 3
percent, which was about 40 percent below full
between 2011 and 2014, there is almost reached the
enrollment. However, in general, the 9-year
goal (100%) of children participation who attended
compulsory education program, organized by the
school epecially in basic education (7-12 and 13-15).
government, can be said to have almost achieved
Indonesia has almost reached its goal of the nine-
its goal (100 percent).
year compulsory program for the 7-15 age

Sources: National Statistic, https://www.bps.go.id/linkTabelStatis/view/id/1533, accessed November 25, 2016.

Figure 2. Percentage (%) of the Population Aged 7-24 Years by Sex, School Age Group, and School Participation
Who Never Attended School, 2005-2014

Sources: National Statistic, https://www.bps.go.id/linkTabelStatis/view/id/1533, Accessed November 25, 2016.

Figure 3. Percentage (%) of Population Aged 7-24 Years by Sex, School Age Group, and School Participation Who
Attended School, 2005-2014

7
Direktorat Penyusunan APBN, Direktorat Jenderal
Anggaran, Informasi APBN 2016: Mempercepat
Pembangunan Infrastruktur ... Loc.Cit
156 Kajian Vol. 22 No. 2 Juni 2017 hal. 67- 78

The data from World Bank also indicates an in public and private schools in Indonesia remain its
improvement of gender disparity for gross enrollment status at 0.98 in the last five year or so (Figure 5). For
ratios in primary education (Figure 5). However, the nine year education, there is almost no disparity of
progress has been made in the slower phase than female and male participation at primary level. The
other middle income country giving stagnated trend gender access to primary education has been
of the ratio of girls to boys enrolled at primary level balanced since 1984. This achievement can be
in public and private schools in Indonesia since 2004. attributed to the process of education reforms. It can
The ratio of girls to boys enrolled at primary level said, therefore, that the issue of gender inequality in
Indonesia’s education system balance has improved.

Source: World Bank

Figure 5. Change in the ratio of female to male enrolment at the primary level, 1984-2014

Indonesia achieved highest percentage of decreased from 96.4 to 89.8 between 2011 and
female progression to secondary school at 98.3 2013 (Figure 6). Overall achievement has been
percentage in 2006 while the middle income country done for basic education. However, female
did notreach at this point. However, female progression to secondary school remains to be
progression to secondary school seems slightly addressed by the upcoming education policy.
Harris Y. P. Sibuea Education System Reform in Indonesia: Progress and Challenges 157

Source: World Source: World Bank

Figure 6. Comparison of progression to secondary school, female (%) in Indonesia and a Middle Income Country, 2003-2013

There is a bit faster improvement of dropout

rate for both female and male between 2011 and expected to improve by the policy commitment
2014 (Figure 7). However, the dropout rate including the KIP, scholarship and improvement of
remains issue to be further addressed; and it is curriculum 2013 and student-teacher ratio.

Sources: National Statistic, https://www.bps.go.id/linkTabelStatis/view/id/1533, Accessed November 25, 2016.

Figure 7. Percentage (%) of the Population Aged 7-24 Years by Sex, School Age Group, and School Participation Who
Do Not Attend School Anymore, 2005-2014

Source: National Statistic

Figure 8. Improving Teachers and Students Ratio in Indonesia, 2011/2012-2013-2014 Academic Years

Figure 8 suggests an improvement of student- rural and remote area8.

teacher ratio for all levels from pre-school to upper
secondary school in the last three academic years. 8
OECD/Asian Development Bank, Education in
This is only the statistical achievement but there is Indonesia: Rising to the Challenge, http://dx.doi.
org/10.1787/9789264230750-en, OECD Publishing:
unevenly distribution of teachers between urban, Paris, 2015, p. 271.
158 Kajian Vol. 22 No. 2 Juni 2017 hal. 67- 78

Table 3. Educational Development Goals

Component 2014 (%) Target 2019 (%)
I. Basic Education
a. Primary School
Net Enrollment Rate 91.3 94.8
Gross Enrollment Rate 111 114.1
b. Lower Secondary School
Net Enrollment Rate 79.4 82
Gross Enrollment Rate 101.6 106.9
II. Upper Secondary School
Net Enrollment Rate 55.3 67.5
Gross Enrollment Rate 79.2 91.6
III. Kindegarten
Paticipation Rate in Early Childhood Education Programs
(PAUD) 66.8 77.2
IV. Higher Education
Gross Enrollment Rate 28.5 36.7

Source: Annex of President Decree of Republic of Indonesia Number 2/2015 on National Medium Term Development Plan 2015-2019, Book
I: National Development, Agenda, National Medium Term Development Plan 2015-2019, p. 6-67.

Another notable achievement is that the quality of its education.

Constitutional Court of Indonesia in 2013 made the Table 3 shows precisely in terms of the gap in the
decision to dissolve the pilot of international standard Net Enrollment Ratio for upper secondary education
school (RSBI) in Indonesia. This decision was made for in 2014 - 55.3 percent – compared with the target for
four major reasons. First, implementation of RSBI gave 2019, as part of medium term development plans in
birth to the concept of education as discriminatory the field of education. This gap is about 12 percent,
and exclusive in that the RSBI were only for students with the gap from full enrollment at about 45
who had the ability/intelligence through a very strict percent.
selection process. Second, the implementation of There are some issues in the education system in
RSBI could potentially promote commercialization in Indonesia that need attention: one is the fact that the
the field of education. Third, the concept of RSBI cost of education is not affordable for all segments of
tended to put more emphasis on the development society. Others include challenges in the education
and fulfillment of building infrastructure and various curriculum, lack of teacher quality and school
other equipment than on the learning process itself. infrastructure, and a lack of access and participation
The fourth reason revolved around the fact that the to education for children, and, in particular, issues
Indonesian language should be the language of surrounding disparity in education for most women in
instruction in learning. In summary, the Indonesian rural areas. More political consistency is needed and
government already committed to achieve equal related policies to improve the nation’s education
access to quality of education for all Indonesian system. However, Indonesia has introduced several
citizens without exception. educational agenda and program to improve the
quality of its education. Since the Presidential
4. Education Challenges and Policy Options Instruction 10/1973, compulsory education program
There are some issues in the education system was a priority of Indonesia’s policy to increase of
in Indonesia that need attention with regard to the development of basic education.
implement of the new curriculum, lack of teacher Figure 9 shows that in the year 2013, the
quality, and lack of access and participation to Indonesian education budget was still below those of
education for children, in particular, issues Thailand and Malaysia. The percentage of the
surrounding disparity in education between urban, government budget spent on education requires
rural and remote areas regarding female more attention. Moreover, with the implementation
participation. More political consistency is needed of the program for 12 years of compulsory require
and related policies to improve the nation’s education stronger financial commitment from the government.
system. However, Indonesia has introduced several
educational agenda and programs to improve the
Harris Y. P. Sibuea Education System Reform in Indonesia: Progress and Challenges 159

Source: World Bank, http://data.worldbank.org/indicator/SE.XPD.TOTL.GD.ZS?view=chart, accessed November 30, 2016.

Figure 9. Comparison of Government Exp as % of GDP in Indonesia, Malaysia and Thailand 2007-2013

The curriculum is an important part of the in terms of average ranking scores of science,
education system in Indonesia. Indonesia’s mathematics and readings are left behind OECD
curriculum has been influenced by political, social, countries (Table 4). The commitment for further
cultural, economic and scientific criteria. Based on strengthening of these three indicators of student
the history of education system reform in Indonesia, perform has been given priority by the legislation.
the curriculum changes can be grouped under four Article 37 paragraph (1) of Law No 20/2003 establishes
headings: lesson plans (1947-1968); oriented goal the primary and secondary education curriculum
attainment (1975-1994); competency-based which includes: religious education; citizenship
curriculum and the education unit level curriculum education; language; mathematics; natural science;
(2004/2006); and the latest curriculum changed that social science; arts and culture; physical education;
took place in 2013. and sports, skills / vocational and local content. In
There is a need for more effective monitoring paragraph (2) relating to higher education, there is a
mechanism of curriculum system implementation stipulation that curriculums should cover: religious
education; civic education; and language9.
Table 4. Mean score of PISA Ranking on Mathematic, Reading and Science Performance, 2006-2015

Indonesia OECD Average Gaps

Indicators
2006 2009 2012 2015 2006 2009 2012 2015 2015
Mathematics Performance 391 371 375 386 494 495 494 490 104
Science Performance 393 383 382 403 498 501 501 493 90
Reading Performance 393 402 396 397 496 493 96
Source: OECD, https://data.oecd.org/pisa/science-performance-pisa.htm#indicator-chart, accessed December
7, 2016.

based on requirement of Law No. 2013 20 Year 2003 When compared with overseas education
on National Education System and Government curriculum system essentially consists only of
Regulation No. 19 Year 2005 on National Education Mathematics, English, Science and Physical Education,
Standards. Although having policy and tool in place while other subjects are optional10. According to
for enforcement by the Ministry of Education, the Veronica Diptoadi11, education only as a process of
curriculum 2013 has not been fully implemented.
9
However, Ministry of Education and Culture is in Indonesia, Law 20 of 2003 on National Education System,
process of testing the curriculum and already 2003.
10
Veronica L. Diptoadi, “Reformasi Pendidikan di Indonesia
corrected it in the December 2015. Menghadapi Tantangan Abad 21”, Jurnal Ilmu Pendidikan,
Indonesia has experienced improvement of Vol. 6, No. 3, 1999, p. 163.
learning outcome. However, it specific positions 11
Ibid., p. 162.
160 Kajian Vol. 22 No. 2 Juni 2017 hal. 67- 78

Source: World Bank, Accessed 30 November 2016

Figure 10. Comparison of Pupil/Teacher Ratios in Primary Education in Indonesia, Malaysia and
Thailand, 1989-2014

socialization that does not appreciate the presence teachers and students in how the 2013 curriculum
of a child because a child in education should follow should be implemented. The third problem emerged
an education system that has been created by the when books were not suitable in terms of the
government. In fact, the changes in the education material they contained and for the cognitive
system should start from the most basic level of development of learners. For example in the books
education by not focusing on one particular level, for the 2013 curriculum, which were prepared by the
because the educational curriculum from preschool central government, there were harsh words and
to higher education should be a unified whole and some of the material was not suitable for the age of
integral12. the students16.
All curriculums are designed based on the The period of comparison between students per
Pancasila philosophy and the 1945 Constitution13. teacher is very important to be measured. It aims to
Until now, it was usual for a change of power to also determine the effectiveness of a teacher teaching a
lead not only to curriculum change, but also to the number of students. According the Figure 10,
replacement of all books14. Improvements in the between Indonesia, Thailand and Malaysia Year
quality of education relates to the quality of after year, managed to improve the ratio of the
curriculums, but if those are frequently changed, this number of students per teacher. However, the
will have an impact on other educational position of Indonesia is still below the ratio achieved
components15. by Malaysia and Thailand in terms of the number of
The implementation of the curriculum in 2013 in students per teacher. In 2014, a teacher is to manage
the education system in Indonesia has bring about 17 students per class while in Thailand, there are
several problems. The first is that the teachers were around 15 students per class; and Malaysia shows
not ready and it has been hard to change their ways better student-teacher ratio (11 students/teacher)
of thinking. It needs time for changing teaching (Figure 10). The Indonesian government is expected
methods and pedagogy. The second revolved around to increase the number and equitable distribution of
the lack of information about the guidelines and teacher, so that education in Indonesia becomes
dissemination of information about the 2013 more qualified.
curriculum. This caused confusion among schools, Ideally, the education system should be designed
12
Ibid. toeliminate any barriers that prevent children’s access
13
Dicky Wirianto, “Historical Perspective Curriculum to education17. But currently there are many factors
Transformation in Indonesia”, Islamic Studies Journal, 2014, that prevent children from accessing education. The
Vol. 2, No. 1, p. 134-135. poverty of the population, difficulty toward school,
14
Faridah Alawiyah, “Dampak Implementasi Kurikulum 2013 lack of education, low motivation of parents and
terhadap Guru”, Info Singkat, Vol. V, No. 19, Jakarta: P3DI
16
Setjen DPR RI, 2013, p. 9. Faridah Alawiyah, Dampak Implementasi Loc.Cit, p. 11.
15 17
Sutjipto, “Dampak Pengimplementasian Kurikulum 2013 Novrian Satria Perdana, “Faktor-Faktor yang Berpengaruh
terhadap Performa Siswa Sekolah Menengah Pertama”, terhadap Aksesibilitas Memperoleh Pendidikan untuk Anak-
Jurnal Pendidikan dan Kebudayaan, ISSN 2460-8300, Vol. Anak di Indonesia”, Jurnal Pendidikan dan Kebudayaan, Vol.
20, No. 2, 2014, p. 188. 21, No. 3, 2015, p. 285.
Harris Y. P. Sibuea Education System Reform in Indonesia: Progress and Challenges 161
students in accessing education, the lack of support guard and present Ministry of Education and Culture
for local government and communities in respect of that providing Curriculum 2013 near perfect.
education, as well as social and cultural factors that Improving overall student-teacher ratio is not
do not support education are factors that hinder a enough because it still lower ratio than Malaysia and
child in pursuing an education18. Opportunities for Thailand. In addition, oversupply of teachers in some
children to get an education are still hampered by area and shortage teacher in other areas remain to
several factors, especially in accessing an education be addressed.
that will meet their own, and the country’s needs. To address the above issues, there are number
policies options consist of:
12-years of compulsory education from primary
CONCLUSION school to upper secondary school on the Indonesian
government’s policy is important and expected to be
Indonesia has moved from 1983/1984-1994 for
implemented soon. To support the implementation,
achieving universal 6-year compulsory education,
expectation of the government and the education
1994-2003/2004 (target change to 2008/2009) for
commission parliamentary has waited by all children
completing 9 year compulsory education for all 7-15
to create the law for the program 12 years of
year age group, and now pilot efforts of a 12-year
compulsory education, so the program can be
compulsory education have been implemented for 7-
implemented nationally. This program will increase
18 year olds from 2015 in the process of policy
the opportunities for children to continue formal
development. Gender disparity has been improved at
education up to upper secondary school level.
all levels, especially in primary enrolment.
Indonesia would be able to develop a high level
Expenditure on education is on increased trend
of human capacity to act as a driving force in its
but has not met the requirement of 20 percent of the
national development. In addition, the 9-years
budget allocation as being highlighted by the 1945
compulsory should achieve its full goal. The current
Constitution. The allocation of 20 percent from the
gap relates to children living in remote areas who are
total national budget in Indonesia to be spent on
unable to access education: the government needs
education has shown that Indonesia has a big plan to
to take action to remove these difficulties to reach
improve the quality and quantity of its education
the nine-year compulsory program goal (NER of 100
system. However Indonesia has a long way to go to
percent).
improve the education system in terms of meeting
Education curriculum is always reform depending
key targets and overcoming challenges as this study
on development era, because its based to affect the
has found.
objectives of education itself so that the learning
Constitutional Court of Indonesia in 2013 never
process more effective. However it is expected to
made the decision to dissolve the international school
specify the duration of the curriculum changes in 5
(RSBI) in Indonesia. From this it can be deduced that
years or 10 years or 15 years. It is intended that the
the Indonesian government has begun to implement
stakeholders can be capable of receiving the
access to quality education for all Indonesian citizens
curriculum and can be implemented effectively and
without exception.
efficiently.
In contrast to those achievements, there are
The Government is expected to consider the
several challenges now facing Indonesia. One is that
problems of teachers. Teachers with good quality is
the Indonesian government needs to improve the
hard to find current time. In order to comply
education system as part of medium term
government’s policy to increase the ratio of teachers
development plans in the field of education focusing
to children, therefore expected that the government
on reducing the NER gap at secondary education
make policies that make teachers loyal to their
level. In 2014 this was 55.3 percent, which was 12
profession.
percent below the target for 2019, and about 45
percent below full 100 percent enrollment.
Quality of teaching and learning is on the
progress of improvement. However, the challenge is
to fast track PISA ranking score to reach OECD
average ranking position. It is a commitment to

18 Nur Berlian VA, “Faktor-faktor yang Terkait dengan

Rendahnya Pencapaian Wajib Belajar Pendidikan Dasar 9
Tahun”, Jurnal Pendidikan dan Kebudayaan,Vol. 17, No. 1,
2011, p. 53.
162 Kajian Vol. 22 No. 2 Juni 2017 hal. 67- 78

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