Few Steps Closer Towards âIndonesia Majuâ
The decision for Indonesiaâs recently-appointed Minister of Education and Culture, Nadiem Makarim, to weed out the National Examination has received tremendous support from not only teachers but also parents, students, and education enthusiasts. Indonesiaâ UN (Ujian Nasional or National Examination) was initially created on the base that it measures studentsâ cognitive capabilities, but in the past years, it has been claimed to emphasizing more on memorizing abilities, rather than sharpening studentsâ cognitive capabilities.
Without doubt, a countryâs development relies on education received by its students and President Joko âJokowiâ Widowâs vision to make Indonesia a developed nation by 2045 could be coming to a close, given Nadim Makarim's latest approaches in tackling issues within Indonesiaâs education system. Why is that so? The presence of UN has discouraged not only students but also teachers. Teachers do not have the freedom to assess and think in a way that they think best meets the characteristics of each of their students, which as a result, made them teach based only on the set-guidelines and felt they need to focus on are preparing students for the test - their creativity is shut down.Â
Mr. Nadimâs plan to introduce PISA to a wider audience in Indonesia would be able to bring a tremendous positive impact to the countryâs education system, as it enables the government to get cross-nationally comparable evidence of student performance pertaining to the skills that are deemed indispensable for adult life in the context of a global interdependence and a rapid change society. From this very fact, the government would be able to get insights into the factors that contribute to competencies development and thus, lead to a thorough understanding of studentsâ skill shortages.
However, Indonesiaâs education issues are not limited to the presence of national examinations and test scores. Problems such as the lack of quality teachers keep increasing as the job title âteacherâ is becoming more and more unattractive each year. On top of establishing new curricula, Indonesia needs to focus on treating teachers as professionals, similar to how lawyers and doctors are. Compared to other countries, such as Singapore and Canada, Indonesia fails to stimulate intrinsic motivation on teachers and those who dream of becoming teachers. Teaching shouldnât be only about having a thorough understanding of a subject, but also the ability to know about child development, cognitive psychology, and pedagogical content knowledge. This issue is commonly seen in schools that are not doing well financially and/or located in rural areas. The government could address the issue by putting more attention on its cluster superintendent and then send strong teachers to work alongside weaker schools. This method would not only be beneficial for the recipients, but also the one who was sent over, as they get to practice their teaching development skills.
Albeit all the positive impacts PISA could bring to Indonesiaâs education system, it is vital for the government to not give too much weight to PISA rankings. Instead, the PISA could be accompanied by the broader data as helpful information to lead the direction of its education system.














