Education in Indonesia

Throughout this archipelago, unifying the nation has been a challenge of its own. Unifying education is no different, even though there are different arguments on whether it is even necessary. The main stream K-12 students wear uniforms. Elementary, middle and high schools' uniform are white over respectively red, dark blue, and grey. After being heavily content and test driven, the new curriculum of 2013 began to introduce thematic elements, allowing for understanding over memorization and test-taking pedagogy. National examinations are still in place, with various pressure levels for implementation.. A lot has been done, but a lot more needs to be done to improve the quality of Indonesian education. 

A typical school student will have a backpack, a pencil/ballpoint case, a writing book, a drawing book, a squared book, a school uniform, a school t-shirt for PE, and, in more schools, a batik motive uniform.

Educational Highlights

"Pancasilla"

Pancasilla is a phrase and emblem posted in many Indonesian classrooms. The philosophy behind it includes five pillars: Belief in God (under any religion), Humanism, Nationalism, Democracy, and Social Justice. The values of Pancasilla are embedded in Indonesian schools, throughout their society, and within social media. These values include peace, building moral character, equal education for all, observing laws, and loving their country.

Pancasilla encapsulates a sense of shared, diverse community within Indonesian schools. An understanding of mutual history and goals help unify people. Pancasila is an example of how this is encouraged across education - the governmental and social idea of the guiding principles of Indonesia.

Community and Culture 

"Perhaps the biggest difference I found in schools in Jogjakarta was the same difference we can find in most hegemonic countries: a shared culture. This photo symbolizes the communal and cultural connection often lacking in American schools. The shared sense of self, the care for fellow students which arises from it and the seemingly ease of support from faculty and staff was something definitely worth emulation in the United States. While we may not all have a shared history, I believe it is still possible to have a truly inclusive American culture where children feel safe and alike among others, and continue to perpetuate this “us” for the general betterment of society. It all can start with children."

- William Baptist, Participant in 2017 Indonesia Summer Program 

A Place for the Arts

One thing that remained consistent across all educational experiences was the presence of the arts. At least in the primary stages of education in Indonesia, music and dance are ingrained in education. The runs in contrast to the United States education system, where arts programs are often the least funded. Indonesian schools don’t seem to have this problem, or perhaps music and dance are so ingrained in the Indonesian culture that omitting it from curriculum would be an omission of history and social studies.

From our observations in both Klaten and Maumere, students seemed to be genuinely interested in their involvement in both music and extracurricular activities. Children in Indonesian schools seem to be eased into their place in society rather than rushed and/or put into place. This allows for students to build their own sense of self.

The importance of what the students do also may have impacted students’ views and enthusiasm. In Klaten, for example, the students’ performance was broadcast locally via the radio. This allowed for students to see the benefits of the performances they worked on; people around town would be able to comment on the performance. 

Music Education 

Learning about music, unlike learning other subjects in middle school like reading, math and science, is closely linked to self expression. A theoretical concept may never be retained by a student unless that student uses it in the context of self expression in their music making. Test driven models of pedagogy do not work if the goal of the teacher is concept retention. This model also allows music educators to use their limited budgets in a number of ways rather than only on federally approved curriculum materials.

The classical musics of Java and Bali are maintained through both a professional music making class that act as composers and teachers, and through the use of music in family oriented religious life. 

This photo demonstrates one of the major differences between American music education and Balinese music education. The family is the primary music educator. Religion and the transmission of the classical canon of music serve as the rational for basic music education and maintenance of a traditional ensemble at traditional ancestral family homes. Music professionals maintain this family- oriented music pedagogy while also acting the role of a western music educator as a means of participating in the globalizing economy.