CRITICAL JOURNAL REVIEW
MK. English For Civic Education
PRODI S1 PEND. PANCASILA DAN
KEWARGANEGARAAN
Nilai:
CRITICAL JOURNAL REVIEW
The Problematic of Education System in Indonesia and Reform Agenda
Disusun untuk memenuhi Tugas English For Civic Education Pada Jurusan Pendidikan
Pancasila dan Kewarganegaraan Fakultas Ilmu Sosial Universitas Negeri Medan
Dosen Pengampu : Syuratty Astuti R Manalu, S.Pd, SH., M. H
Oleh :
Name : Helena Simangunsong (3192411005)
Class : PPKn Reguler C 2019
PENDIDIKAN PANCASILA DAN KEWARGANEGARAAN
FAKULTAS ILMU SOSIAL
UNIVERSITAS NEGERI MEDAN
2021
CHAPTER I
INTRODUCTION
A. Introduction and Background
Education is one of the key vehicles for the intellectual and professional
development of our people and plays an increasingly important role in supporting a
stronger and more globally competitive Indonesia. However, education in Indonesia still
has several problems related to quality and access as well as the even distribution of well-
trained teachers. Limited access to education in rural areas has contributed to increased
urbanization as families relocate to cities in order to acquire better education.In Indonesia,
efforts to the development of formal education was also carried out at various levels, from
primary, secondary, to tertiary education. All these levels expected fulfilling functions
and achieving national education goals, as contained in the Indonesia law on National
Education System No. 20 of 2003 which serves to develop the ability and character
development and civilization of the nation's dignity in the context of the intellectual life
of the nation; and aims to develop students' potentials to become a man of faith and fear
ofGod Almighty, noble, healthy, knowledgeable, skilled, creative, independent, and
become citizens of a democratic and accountable. Education sector is one of the sectors
which contribute to the development of human capital.Based on the Human Development
Index (HDI) which was released on 2016 Indonesia’s, hich put the country in the medium
human development positioning it at 110 out of 188 countries and territories. Between
1980 and 2014, Indonesia’s HDI value increased from 0.474 to 0.684, an increase of 44.3
percent or an average annual increase of about 1.08 percent (UNDP, 2015).
HDI is a comparative measure of life expectancy, literacy, education, and standard
of living for all countries around the world. IPM is used to classify whether a country is a
developed country, developing or underdeveloped countries and also to measure the
impact of economic policies on quality of life (UNDP, 2015). It is apparent how the
condition of education in Indonesia today. In fact education is not fully provide
enlightenment to the community through the values and benefits of education itself. The
low quality of graduates is one proof that education in Indonesia has not been optimally
developed. Relevance of education in terms of substance to the needs of the community is
still considered low. Worse yet, education is the politicization of the district officials.
Increasingly lagging education Indonesian nation with other nations, should make us
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more motivated to improve itself. The number of education issues that come to the
surface is a picture of our educational practice. Questioning the problems facing the
nation in terms of education, the authors are interested in creating a description of the
issue and put forward solutions that would be contemplated through an article titled
"Problematic Education System in Indonesia and Reform Agenda (Problems and
Solutions)".
B. Journal Identity
1. Title : The Problematic of Education System in Indonesia and Reform
Agenda
2. Author : Agnes Sukasni1 dan Hady Efendy
3. Publisher : Macrothink Institute
4. Pages : 17
5. Volume :3
6. ISSN : 1948-5476
7. Publication Year : 2017
C. Summary
Indonesia Education Problems
Human Development Index (HDI) is a comparative measure of life expectancy, literacy,
education, and standard of living for all countries around the world. HDI is used to
classify
whether a country is a developed country, developing or underdeveloped countries and
also to measure the impact of economic policies on quality of life. Based on the latest
release HDI Indonesia is in the category of Medium Human Development with 0.684
HDI Index, and ranked 110th out of 188 countries (UNDP, 2015). From this it is clear
that education in Indonesia has not been optimal implementation in supporting the
development of the nation. There are several aspects of education that we can look at and
surfaced lately as important issues in education (Nuryata, Made, 2010; ASEAN State
Education Report, 2013; Times Higher Education, 2013). Figure 1 below shows the
contribution of each component index to Indonesia’s HDI since 1980.
Solutions to Problems of Education Indonesia
Settlement of the problems of education should be comprehensive and integrated. For
example, the government not only increase the education budget, but the resources and
the quality of education remains low, then what to expect will not be achieved. If we look
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through the curriculum issues, things we need to fix is the implementation and demands
given to implementing this curriculum. For example, teachers in schools are given the
flexibility to run the curriculum (provided they are in the corridor) so do teachers are
required to complete the teaching materials. Learning would be more meaningful if
students really understand the teaching materials provided by the teacher, although with a
bit of instructional materials, rather than be given a lot of instructional materials but is
known only the surface of teaching materials.For the cost, if all education officials to run
the program correctly, then the education budget in this country will not be reduced. Their
bad deeds of education officials, then all things are reduced and equitable distribution of
education funding reception becomes unbalanced. Quality education is not cheap, or
rather can say does not have to cost or free. The government should ensure that every
citizen get a good education and government to provide assurance that the lower levels of
society have access to quality education. Ideally education in Indonesia should be
materialized by the minimum school-age children of high school, regardless of the child
comes from a family of rich or poor.After learning the hard way from the collapse of the
country's economy during the 1997-1998 Asian financial crisis, which led to the end of
former president Soeharto's long reign, Indonesia's political leaders quickly realized the
importance of enhancing the quality of national education to ensure the country's future
development. The collective commitment to begin a long-term investment in human
capital finally materialized in 2002 during the fourth and latest amendment of the
Indonesia Constitution, in which legislators agreed to include a paragraph in Article 31 on
education, which stipulates that central and regional governments must allocate at least a
fifth of their annual budget to the education sector.However, it was not until 2009 that the
government was able to meet the constitutional obligation following a Constitutional
Court ruling in 2008, which declared that that year's state budget contravened the
Constitution as it had yet to allocate 20 percent or more to educational spending.
Consequently, the money pouring into the sector rose by 35 percent, from (IDR) 154.2
trillion (US$12.9 billion) in 2008 to (IDR) 208.3 trillion in 2009. This year, the
government allocated (IDR) 368.9 trillion for the sector and plans to spend another (IDR)
404 trillion in 2015 (Li Langing, 2013). Despite the government's soaring education
expenditure during the past several years, recent data and studies have disturbingly shown
that the massive investment has had very little impact on improving the overall quality of
education. Although Indonesia has seen the compulsory years of schooling per student
increase from 11.2 in 2005 to 12.9 in 2012, and the student-teacher ratio in primary
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education decline from 22 in 2000 to lower than 20 a decade later, the academic
performance of Indonesian students is still far below that of students from other Asian
countries, including China, Japan, South Korea, Singapore and Malaysia (UNDP,
2015).Concerning the question of education based solely on diplomas and graduation
National Exam. Diploma is important to demonstrate the legality of our ability, but
should that need this diploma emphasizes the process of acquiring the diploma. There is
no difference with the National Exam, the actual implementation of the National
Examination is still relevant, but in the process there should be noted and corrected. For
example, the passing standards are better adapted to the conditions and environment of
each student. When it comes to infrastructure will certainly die again the commitment of
the government and education officials concerned. And not apart already discussed
above, that everything must be returned to the private officials who have the authority, if
they intend to be really useful for the country or simply looking to profit from the
education conditions of this nation. If all the officers have a sense of honesty and a desire
to develop the nation, is not easily affected by the environment, and can be firmly against
the things that can harm our education system, quality education undoubtedly will be
owned by the nation. Starting from the central authorities and to teachers who are in
direct contact with students, should have the same commitment in advancing education in
this country.
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CHAPTER II
REVIEW
This journal is very good both in terms of writing and content. In this journal, it is explained
in detail how education in Indonesia has not fully provided hope for society through values
and values the benefits of education. As well as explaining how this condition can be seen
from the low quality of graduates, the minimal number of graduates with the relevance of
education in terms of the substance of society's needs, and education, actually used as a
politicization of district officials. Indonesia's ability to compete in the global market, the use
of technology that can increase income and productivity, as well the power of Visit Indonesia
to investors, is formed through the presence of human resources. Indonesia must catch up
with other countries' educational standards. Therefore, need to re-identify the problems of
education in Indonesia and their solutions issues and points on the reform agenda.
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CHAPTER III
CLOSING
A. Conclusion
The quality of education in Indonesia is still low. Even though education has an important
role in preparing human resources for the development of this nation. There are several
aspects of education that have recently surfaced in several discourses related to education
problems in Indonesia, namely: Implementation of a curriculum that is irrelevant to the
demands of society, cost of education, educational goals in the process of achieving
deviations, controversy over national implementation exams, and many educational facilities
are inadequate. All of that basically rests on the honesty of education staff in running the
nation. If all education personnel have the same honesty and commitment, namely to advance
the nation, quality education will undoubtedly be obtained. All of that basically rests on the
honesty of educators in carrying out the nation's education. If all education personnel have
the same honesty and commitment, namely to advance the nation, quality education will
undoubtedly be obtained. Currently, Indonesia needs a 'grand design of national education
system' whose creation must involve all stakeholders of the Indonesian nation.
B. Suggestions
As has been described, the quality of education in Indonesia is still low. Even though
education has an important role in preparing human resources for the development of this
nation. Therefore, the need for professional teacher preparation, preparation of facilities,
inconsistency between educational objectives and educational practice and between
educational objectives and educational practice. In order to improve the quality of Indonesia,
strategic and systematic steps are needed in planning, implementing, evaluating the system,
and improving the sustainable education system in Indonesia. So that Indonesian education
will be more advanced.
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REFERENCE
Sukasni Agnesdan dan Efendy. 2017. The Problematic of Education System in Indonesia and
Reform Agenda. Macrothink Institute
ATTACHMENT
