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JPII 10 (1) (2021) 69-80
Jurnal Pendidikan IPA Indonesia
http://journal.unnes.ac.id/index.php/jpii
INDONESIAN CURRICULUM REFORM IN POLICY AND
LOCAL WISDOM: PERSPECTIVES FROM SCIENCE EDUCATION
1 2 3
N. Suprapto* , B. K. Prahani , T. H. Cheng
1,2
Universitas Negeri Surabaya, Indonesia
3
National Dong Hwa University, Taiwan
DOI: 10.15294/jpii.v10i1.28438
th th st
Accepted: January 12 2021. Approved: March 25 2021. Published: March 31 2021
ABSTRACT
This article summarizes the issue of Indonesian curriculum reform in policy and local wisdom. The perspectives
on science education influence the analysis and discussions. This paper is part of a position paper (PP) in which
the writers tailored their ideas based on their experiences and literature review. The views regarding curriculum
policy, science local wisdom, and ethnoscience were developed based on theoretical and empirical literature
regarding these issues. The discussion is divided into five parts: curriculum policy and policy borrowing, phi-
losophy of Indonesian local wisdom, cultural-based learning, science local wisdom and ethnoscience, and policy
borrowing versus local wisdom. The significance of the results gives a view to the government, academicians,
policymakers, and educational communities.
© 2021 Science Education Study Program FMIPA UNNES Semarang
Keywords: curriculum reform; policy; local wisdom; science education; Indonesia
INTRODUCTION cally.” Even all reform programs implemented in
Taiwan’s education system have controlled sig-
In response to globalization, rethinking the nificant academic field changes (Chou & Ching,
curriculum to equip the young generation for bet- 2012). Besides, China proposed three wisdom tra-
ter education in the future is an essential suggesti- ditions: Confucianism, Taoism, and Buddhism,
on. One form of rethinking the curriculum is the in their curriculum as stated in the Hangzhou
curriculum change as a result of government poli- model (Hua et al., 2014).
cy, the influence of public and media supervisory, Indonesia, as a developing country, uses
the result of the standardized test such as TIMSS, the basic government policy and the results of
PISA, PIRLS, or by previous research findings TIMSS and PISA tests as a reference in their cur-
(Brown & Beswick, 2014; Suprapto, 2016; Ning- riculum reform. Recently, Indonesia changed its
sih & Jha, 2021). Countries in Asia-pacific that curriculum to K-13 (Indonesian Curriculum of
succeed in their educational reform, such as Sin- 2013). Even less than ten years, the curriculum
gapore and South Korea, reduced the amount has changed in the absence of a comprehensive
of knowledge that young people have to learn research study. Consequently, there is an impres-
to make more room for creativity, according to sion that the disassembly of building a curricu-
their previous research findings. In Taiwan, new lum that applies is normal. However, the evalua-
education efforts are grasped from an exemplar tion of the previous curriculum’s implementation
for integrating the combined ideas of globali- was not finished, but the new curriculum imme-
zation and localization. These terms trigger the diately followed it. A series of the implemented
concept of “glocalization: think globally act lo- curriculum was an excellent idea, but the imple-
*Correspondence Address mentations were still far from satisfactory. The
E-mail: nadisuprapto@unesa.ac.id main obstacle is the evaluation of the implemen-
70 N. Suprapto, B. K. Prahani, T. H. Cheng / JPII 10 (1) (2021) 69-80
tation and supervision aspects since the extent of Indonesia. Therefore, considering the curriculum
Indonesia and the unequal of human resource policy, we highlighted the importance of adopting
capability, in this case, is the teachers. research findings from countries that are already
Empiric evidence and previous research established it. Hence, the term of policy borro-
showed the development of local wisdom in wing becomes necessary to be disclosed. Based
Indonesia include local wisdom in elementa- on the history in sociocultural aspects, Indonesia
ry schools (Andriana et al., 2017); junior high has a strong foundation based on local wisdom.
schools (Suastra, 2010; Suastra et al., 2011; Da- Both thoughts would be discussed in this paper.
mayanti et al., 2013; Khusniati, 2014; Andriana This article aims to highlight the issue of Indo-
et al., 2017; Dwianto et al., 2017; Kurniawati et nesian curriculum reform in policy and local wis-
al., 2017; Suastra, 2017; Septiani, 2020); senior dom from science education perspectives and our
high schools (Suastra, 2013; Ardan et al., 2015; academic background.
Hidyanto et al., 2016; Suastra et al., 2017; Hartini
et al., 2018); higher education and society (Me- METHODS
liono, 2011; Ardan et al., 2015; Atmojo, 2015;
Parmin et al., 2015; Rusilowati et al., 2015; Rata- This paper is part of a position paper (PP)
na–Ubol, 2016; Susilawati et al., 2016; Setiawan in which the writers tailored their ideas based on
et al., 2017; Toharudin & Kurniawan, 2017; At- their experiences and literature review. A PP must
mojo et al., 2018; Septiani, 2020). establish a merged voice in areas where contro-
The writers highlighted two main problems versy occurs based upon numerous practices.
addressed in this paper: (1) how is curriculum po- Typically, “a PP should elucidate the knowledge
licymaking?; (2) To what extent do local wisdom gap, followed by an evidence-based review of op-
exist in Indonesia?. Pinar (2014) stated that the tions, leading to an endorsed position” (Bala et
rational reconstruction of the curriculum field in al., 2018). A PP should represent more than the
the US emphasizes two points: the study of the views or consensus of the writers but should pre-
past of the area and the international scholarly sent current thoughts and practices. According to
exchange of research, ideas, and concept. There Fleming (2020), there are at least five steps in pre-
would be no harm if the thought were used in senting a position paper, as illustrated in Figure 1.
Figure 1. The Steps in Presenting Position Paper (Fleming, 2020)
In conducting preliminary research, vario- formation; (2) introducing possible objections to
us methods are used to produce position papers, our position; (3) supporting and acknowledging
such as perception on curriculum reform of the the opposing points; (4) explaining that our po-
specific country. This study utilized Khan’s rese- sition is still the best one, despite the strength
arch and the writers’ previous research method. of counter-arguments; and (5) summarizing our
The step comprises of five headings: “framing argument and restating our position (Fleming,
problems for a review, identifying relevant work, 2020). Accordingly, this paper’s discussion is di-
assessing the quality of studies, summarizing the vided into five parts: curriculum policy and po-
evidence, and interpreting the findings” (Khan et licy borrowing, philosophy of Indonesian local
al., 2003; Suprapto & Pai, 2015; Suprapto, 2016; wisdom, cultural-based learning, science local
Suprapto et al., 2017). Meanwhile, in creating an wisdom and ethnoscience, and policy borrowing
outline, there are five essential issues: (1) intro- versus local wisdom.
ducing our topic with some basic background in-
N. Suprapto, B. K. Prahani, T. H. Cheng / JPII 10 (1) (2021) 69-80
71
RESULTS AND DISCUSSION lecturers studied in Indonesia, but the opposite
situation happened. Many Indonesian students
The recognition of the education system pursue their master’s and doctoral degrees in Ma-
as an authoritative social institution to empower laysia. It may be that it is time for Indonesia to
Indonesian civil society to become intellectual borrow curriculum policy from Malaysia or sur-
people is one of Indonesian education’s visions. rounding countries, such as Singapore, Thailand,
The new policy on curriculum is intended to aut- Taiwan, Japan, Korea, and others. Perhaps, in
horize teachers for developing learning activities this way, the education curriculum in Indonesia
relevant to the students’ needs, the real condition is not only useful in their ideas but also becomes
of the school, and the necessity to link it to the essential in the implementation process. On the
surroundings. Central Government is responsible other hand, some educational experts argued that
for developing a competency-based-school level Indonesia experienced a negative situation due to
curriculum as stated on National Education Sys- the careless recruitment of teachers, the quality
tem Law No. 20 enacted in July 2003 (MoNE, of teaching institutions for prospective teachers is
2003). The Curriculum Centre of the Ministry of not good, and student input for prospective teach-
Education and Culture (MOEC) helps the aca- ers is “the third tier.”
demic stakeholders develop their curriculum by Lingard (2010) noted that “policy borro-
providing curriculum models that can be imple- wing must be accompanied by policy learning to
mented at the school level. be effective, which takes account of research on
Nevertheless, the above ideas are excellent, the effects of the policy that will be borrowed in
but the implementations were still far from sa- the source system, learning from that and then
tisfactory. One of the reasons is there is nothing applying that knowledge to the borrowing system
wrong with the decision-making curriculum. We through careful consideration of national and
underline the existence of policy borrowing. “A local histories, cultures, and others.” Therefore,
policy borrowing approach searches the interna- policy borrowing becomes a reason for a count-
tional experience, i.e., a unique, transferable best ry to reform its curriculum. In conclusion, poli-
practice” (Raffe, 2011). Policy learning uses the cy borrowing must be followed by an excellent
experience for a broader range of goals, including teaching-learning process and still consider local
better thoughtful one’s system, identifying trends historical heritage, customs, and local wisdom.
and general pressures that affect all systems (Port- Indonesia, with nearly 17,000 islands and about
noi & Laura, 2016). In our views, learning from 250 million populations, can be explored its local
other countries’ experiences and especially from culture. In the next section, we describe the sta-
the countries believed to represent best practice ges of policy borrowing in education and analyze
by policymakers is one of a significant policy bor- some examples of policy borrowing in education
rowing. For instance, about 40 years ago, Indone- (science education) that have been integrated into
sian education equivalent to Malaysia but now is the Indonesian curriculum. This effort is useful
far behind. Even in the 1970s, many Malaysian for other countries in which they have the same
situation, like in Indonesia.
Table 1. The Process of Policy Borrowing in Education
Stages Substages Definition
Cross-National Impulses-externalizing CNA stage includes impulses and externalizing potential.
Attraction (CNA) potential Meanwhile, impulses relate to an academic investigation of
the situation in an external environment and perceptions of
other approaches to educational inquiries. Indeed, the distor-
tion or exaggeration of evidence from abroad to highlight per-
ceived deficiencies at home has also influenced CNA (Phil-
lips, 2000). On the other hand, adjusting philosophy, enabling
structures, goals, processes, strategies, and techniques are be-
longs to externalizing potential.
Decision Theoretical-phoney-real- The second stage involves an extensive variability of measures
istic/practical decisions- through which government and policymakers attempt to initi-
quick fix decision ate the process of change.
Implementation Support-vs-resistance This stage constitutes the adaptation, and a new model will be
subjected to the borrower system.
Internalization/ the existing system impact- ‘Internalization,’ or ‘indigenization’ of policy, becomes part
Indigenization absorption of external fea- of the borrower country’s educational system. It is possible to
tures-synthesis-evaluation evaluate its effects on the pre-existing provisions in education.
Source: Phillips & Ochs (2003)
72 N. Suprapto, B. K. Prahani, T. H. Cheng / JPII 10 (1) (2021) 69-80
Phillips and Ochs (2003) postulated ‘borro- knowledge. It emphasizes rote learning or con-
wing’ as a series of four principal processes: “(1) ventional curriculum rather than focuses on the
Cross-National Attraction (Impulses and Exter- mastering of knowledge themselves. ‘Learning
nalizing Potential); (2) Decision; (3) Implemen- to know’ presumes to learn, relating to memory
tation; and (4) Internalization/ Indigenization”. and thought. ‘Learning to do’ implies an alterati-
Through these processes, the country implements on form of skill or competence. It also represents
best practices from the target country. a mix of higher-order skills specific to each in-
The following are some examples of poli- dividual. ‘Learning to live together’ denotes the
cy borrowing in education and science education development of such qualities as knowledge and
integrated into the Indonesian curriculum. First, understanding of self and others; respect of other
the discussion of the five pillars of Indonesia’s people, cultures, and value systems; appreciation
education system adapted from four pillars of of the diversity and an awareness of the similari-
learning from UNESCO is exemplified. Second, ties between; empathy in caring and sharing; and
the borrowing of science curriculum framework capability of resolving conflicts; and many more.
influenced by the Singaporean science curricu- ‘Learning to be’ implies “a curriculum aiming at
lum framework is also illustrated. Third, the nar- cultivating qualities of creativity; developing criti-
rative of 3N and 5N local wisdom and its connec- cal thinking and training independent judgment;
tion with traditional and constructive learning is attaining human values; and emerging aspects of
also depicted. a person’s potential: reasoning, physical capacity,
Based on UNESCO, the curriculum should memory, social skills, and communication” (Fau-
be reorganized and restructured around the four re, 1972).
pillars of learning: “learning to know, learning The results of policy borrowing can be
to do, learning to live together, and learning to seen in the following five pillars of the Indonesi-
be” (UNESCO, 1996). ‘Learning to know’ rep- an education system:
resents acquiring some information as factual
(a). Science curriculum framework in (b). Science curriculum framework in
Singapore (MOE, 2008) Indonesia (Kemdikbud, 2016)
Figure 2. Adaptation of Indonesian Science Curriculum Framework from Singaporean Framework
(a) through Policy Borrowing and (b) the Indonesian framework was translated into English by the
authors
First, learning to believe and convince the God. Furthermore, now, even in the purpose of
Almighty God. Trusting and believing in the Al- learning, it has included a spiritual element in
mighty God does not exist in the 4 (four) UNES- Competence-1 (K1).
CO pillars. Indonesia is a beautiful country that Second, learning to know. This pillar
upholds religious values; therefore, this pillar is learns to know about how to gain knowledge,
included in the pillars of learning in Indonesia. understanding with existing media. Media can
As for the implementation process, this pillar has be in the form of books, the internet, and other
already existed with religious subjects and civics technologies. Technology to support the advan-
who teach character and trust in the Almighty cement of science is rapidly growing. Almost all
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