Curriculum Reform in Indonesia: Moving from an Exclusive to Inclusive Curriculum

  • Amirul Mukminin Jambi University
  • Akhmad Habibi
  • Lantip Diat Prasojo
  • Abdullah Idi State Islamic University of Raden Fatah
  • Afreni Hamidah Jambi University
Keywords: curriculum reform, exclusive curriculum, inclusive curriculum, inclusive leadership

Abstract

The goal of education is to foster all students’ intellectual, social, and personal potential to their highest level by providing them with an equitable and equal education irrespective of their characteristics (e.g., ethnicity, social class, language use, religion, and other human differences). Different students and communities should not be excluded in terms of curriculum. At the micro-level classroom, student engagement is central. Teachers should go beyond the prescribed curriculum by working with their students and by including their voices. However, how can students be successful academically and socially if the school curriculum is anchored in the mainstream curriculum, primarily promoting the dominant groups? For example, given that the books, curriculum, and standardised testing are centralised in Indonesia, the content is, of course, generalised for all students. Teachers and schools throughout the country should use the same materials for all students. However, for the disadvantaged children coming from poor, rural, and remote areas, such policies lead them to trouble. They learn the books and materials that are similar to those that the affluent schools and students use in cities, but their values and perspectives are excluded. Also, how can students who are racially, culturally, and linguistically marginalised and low-income families succeed if the curriculum is organised exclusively to maintain the current social structure? The purpose of this paper is to explore the need to move from an exclusive to inclusive curriculum in Indonesia so that all students can succeed academically and socially. The orienting questions for this study are: (1) What do we mean by an exclusive and inclusive curriculum? (2) What are the components of an inclusive curriculum? (3) What should be reformed to create an inclusive curriculum? (4) What kind of leadership is required to guide the reform from an exclusive to an inclusive curriculum?

Downloads

Download data is not yet available.

References

Apple, M. W. (1979). Ideology and curriculum. London, UK: Routledge.

Azkiyah, S. N., & Mukminin, A. (2017). In search of teaching quality of student teachers: The case of one teacher education program in Indonesia. Center for Educational Policy Studies Journal, 7(4), 105–124.

Banks, J. A. (2002). An introduction to multicultural education. Boston, MA: Pearson and AB Longman.

Bennett, C. I. (2003). Comprehensive multicultural education: Theory and practice. Boston, MA: Pearson and AB Longman.

Bjork, C. (2005). Indonesian education: Teachers, schools, and central bureaucracy. London, UK: Routledge.

Bobbitt, J. F. (1981). The curriculum. Boston, MA: Houghton Mifflin.

Burns, J. M. (1978). Leadership. New York, NY: Harper and Row Publishers.

Dewantara, K. H. (1977). Karya Ki Hadjar Dewantara bagian pertama [The work of Ki Hadjar Dewantara in the first part]. Yogjakarta: Majelis Luhur Persatuan Taman Siswa.

Febriya, R. W., & Nuryono, W. (2014). Survei tentang persepsi dan kesiapan konselor terhadap
bimbingan dan konseling berdasarkan kurikulum 2013 di SMA Surabaya selatan [Survey on perception and readiness of counsellor on guidance and counselling Based on the 2013 Curriculum in senior high school in South Surabaya]. Journal BK, 4(3), 1–10.

Gershon, W. S. (2011). Introduction towards a sensual curriculum. Journal of Curriculum Theorizing, 27(2), 1–16.

Gunawan, A. H. (1986). Kebijakan-kebijakan pendidikan di Indonesia [Educational policies in Indonesia]. Jakarta: Bina Aksara.

Habibi, A., Mukminin, A., Sofwan, M., & Sulistiyo, U. (2017). Implementation of classroom management by English teachers at high schools in Jambi, Indonesia. Studies in English Language and Education, 4(2), 172–189.

Hasan, S. H. (2007). Perkembangan kurikulum: Perkembangan ideologis dan teoritik pedagogis (1950–2005) [Curriculum development: Pedagogical ideological and theoretical developments]. Retrieved from www.geocities. ws/konferensinasionalsejarah/s _hamid_hasan

Hasan, S. H. (1984). An evaluation of the 1975 secondary social studies curriculum implementation in Bandung municipality (Unpublished doctoral dissertation). Sydney: Macquarie University.

Hien, T. K. (1962). English language instruction in Indonesia (Unpublished Thesis). Malang: FKIP Universitas Airlangga.

Jalal, F., Samani, M., Chang, M. C., Stevenson, R., Ragatz, A. B., & Negara, S. D. (2009). Teacher certification in Indonesia: A strategy for teacher quality improvement. Jakarta: Department of National Education.

Kamil, D., & Mukminin, A. (2015). Indonesian students’ multicultural awareness in homogeneously and heterogeneously populated schools and multicultural education policy. Asia-Pacific Collaborative Education Journal, 11(1), 1–16.

Kamil, D., Mukminin, A., Jamin, A., Yusuf, M., & Idrus, A. (2013). Curriculum orientation and teaching conception among Islamic elementary public school teachers in Indonesia: A Rasch analysis approach. Asia-Pacific Collaborative Education Journal, 9(1), 1–13.

Kamil, D., Mukminin, A., Ahmad, S. I., & Kassim, N. L. (2018). Fighting corruption through education in Indonesia and Hong Kong: comparisons of policies, strategies, and practices. Al-Shajarah: Journal of the International Institute of Islamic Thought and Civilization (ISTAC), 155–190.

Kristiansen, S. (2006). Decentralising education in Indonesia. International Journal of Educational Development, 26(5), 513–531.

Ladson-Billings, G. (2006). It’s not the culture of poverty: It’s the poverty of culture: The problem with teacher education. Anthropology and Education Quarterly, 37(2), 104–109.

McMahon, B. (2007). Educational administrators’ conceptions of whiteness, anti-racism and social justice. Journal of Educational Administration, 45(6), 684–696.

McMahon, B. (2003). Putting the elephant in the refrigerator: Student engagement, critical pedagogy and antiracist education. McGill Journal of Educational Research, 38(2), 257–273.

McMahon, B., & Armstrong, D. (2006). Framing equitable praxis: Systemic approaches to building socially just and inclusionary communities. In D. Armstrong & B. McMahon (Eds.), Inclusion in urban educational environments: Addressing issues of diversity, equity, and social justice (pp. 301–322). Charlotte, NC: Information Age.

MoNE (Ministry of the National Education). (1954). Dasar pendidikan dan pengadjaran [Educational and teaching basis]. Jakarta: Kementerian Pendidikan.

MoNE (Ministry of the National Education). (1996). Lima puluh tahun perkembangan pendidikan di Indonesia [Fifty years of Indonesian education development]. Jakarta: Badan Penelitian dan Pengembangan Pendidikan dan Kebudayaan Depdiknas.

MoNE (Ministry of the National Education). (2012). Pengembangan kurikulum 2013 [The 2013 curriculum development]. Jakarta: Kementerian Pendidikan.

MoNE (Ministry of the National Education). (1968). Kurikulum sekolah menengah atas (SMA) [General high school curriculum]. Jakarta: Kementerian Pendidikan.

MoNE (Ministry of the National Education). (2003). Undang-Undang 20/2003 tentang sistem Pendidikan Nasional Indonesia [Indonesian Government Act No. 20/2003 about Indonesian National Education]. Jakarta: Kementerian Pendidikan.

MoNE (Ministry of the National Education). (2005). Peraturan Pemerintah Republic Indonesia Nomor 19 Tahun 2005 tentang Standar Nasional Pendidikan [Indonesian Government Regulation No. 19/2005 about National Education Standards]. Jakarta: Kementerian Pendidikan.

MoNE (Ministry of the National Education). (2012). Kurikulum 2013: Bahan uji public [The 2013 curriculum: Public review draft]. Jakarta: Kementerian Pendidikan.

Mukminin, A. (2012). Acculturative experiences among Indonesian graduate students in US higher education: Academic shock, adjustment, crisis, and resolution. Excellence in Higher Education, 3(1), 14–36.

Mukminin, A., Haryanto, E., Makmur, Failasofah, Fajaryani, N., Thabran, Y., et al. (2013). The achievement ideology and top-down national standardized exam policy in Indonesia: Voices from local English teachers. Turkish Online Journal of Qualitative Inquiry, 4(4), 19–38.

Mukminin, A., & Mcmahon, J. B. (2013). International graduate students' cross-cultural academic engagement: stories of Indonesian doctoral students on an American campus. The Qualitative Report, 18(35), 1–19.

Muazza, Mukminin, A., Habibi, A., Hidayat, M., & Abidin, A. (2018). Education in Indonesian Islamic boarding schools: Voices on curriculum and radicalism, teacher, and facilities. The Islamic Quarterly, 62(4), 507–536.

Mukminin, A. (2019). Acculturative experiences among Indonesian graduate students in Dutch higher education. Journal of International Students, 9(2), 488–510. Retrieved from https://doi.org/10.32674/jis.v0i0.265

Nieto, S., & Bode, P. (2008). Affirming diversity: The socio-political context of multicultural education. Boston, MA: Pearson and AB Longman.
Northouse, P. G. (2007). Leadership: Theory and practice. Thousand Oaks, CA: Sage Publications.

Olmedo, I. M. (2003). Accommodation and resistance: Latinas struggles for their children’s education. Anthropology and Education Quarterly, 34(4), 373–395.

Ornstein, A. C., & Hunkins, F. P. (1998). Curriculum: Foundations, principles, and issues. Boston, MA: Allyn & Bacon.

Raihani, R. (2007). Education reforms in Indonesia in the twenty-first century. International Education Journal, 8(1), 172–183.

Raihani, R. (2017). Education for multicultural citizens in Indonesia: Policies and practices. Compare: A Journal of Comparative and International Education, 1–18. doi:10.1080/03057925.2017.1399250

Ryan, J. (2006). Exclusion in urban schools and communities. In D. Armstrong & B. McMahon, (Eds.), Inclusion in urban educational environments: Addressing issues of diversity, equity, and social justice (pp. 3–30). Charlotte, NC: Information Age.

Ryan, J. (2003). Leading diverse schools. Dordrecht: Kluwers Academic Publishers.

Sadovnik, A. (2007). Sociology of education: A critical reader. New York, NY: Routledge.

Tetreault, M. K. T. (2003). Classrooms for diversity: Rethinking curriculum and pedagogy. In J. A. Banks & C. A. M. Banks (Eds.), Multicultural education: Issues and perspectives (pp. 152–173). San Francisco, CA: Jossey-Bass.

World Bank. (2007). Investing in Indonesia’s education: Allocation, equity, and efficiency of public expenditures. Jakarta: World Bank Office.

World Bank. (2006). Potential for significant equity, efficiency and quality improvement: Teacher employment and deployment in Indonesia. Jakarta: World Bank Office.
Published
2019-06-21
How to Cite
Mukminin, A., Habibi, A., Prasojo, L. D., Idi, A., & Hamidah, A. (2019). Curriculum Reform in Indonesia: Moving from an Exclusive to Inclusive Curriculum. Center for Educational Policy Studies Journal, 9(2), 53-72. https://doi.org/10.26529/cepsj.543