Keywords
curriculum policymaking
Indonesian higher education
international accreditation
national standards
world-class university
How to Cite
Abstract
This article critically examines the Indonesian higher education curriculum policymaking officially issued by the government in 2020. Employing the framework of critical policy analysis, we scrutinize the manual of curriculum policymaking and its associated influential documents that have significantly shaped Indonesian higher education. Our analysis reveals a tension between national and international interests in curriculum policymaking. This tension, and the resulting overlap of these interests, has given rise to several issues, notably the deterioration of the academic and democratic climate on campuses due to academic humiliation and intervention, overload curriculum design, a curriculum that prioritizes skills over knowledge, and strict control over curriculum. Furthermore, the inflexible and overloaded curriculum design has resulted in challenges during implementation. This suggests that the policy exhibits a limited potential to empower graduates to effectively serve both national and international interests.
Abstrak
Artikel ini mengkritik pembuatan kebijakan pengembangan kurikulum untuk perguruan tinggi di Indonesia yang resmi dikeluarkan oleh pemerintah pada tahun 2020. Dengan menggunakan kerangka analisis kebijakan kritis, peneliti memfokuskan mengkaji buku panduan pengembangan kurikulum untuk Pendidikan tinggi dan dokumen terkait yang secara signifikan memengaruhi arah pendidikan tinggi di Indonesia. Analisis kami mengungkap adanya tegangan antara kepentingan nasional dan internasional dalam pembuatan kebijakan kurikulum. Tegangan ini, dan juga tumpang tindih dari kedua kepentingan tersebut, telah membuahkan beberapa masalah, terutama penurunan iklim akademis dan demokratis di kampus akibat adanya perendahan akademik dan intervensi, kurikulum yang sarat materi, lebih menekankan keterampilan ketimbang pengetahuan, dan kontrol ketat terhadap kurikulum. Selain itu, desain kurikulum yang kaku dan sarat materi juga menimbulkan menyulitkan implementasinya. Dengan demikian dapat disimpulkan bahwa bahwa kebijakan kurikulum untuk perguruan tinggi dari pemerintah ini terbatas potensinya dalam memberdayakan lulusan agar dapat berkontribusi bagi kepentingan nasional dan internasional.
References
Abduh, A., Rosmaladewi, R., & Basri, M. (2018). Internationalization awareness and commitment of indonesian higher education. New Educational Review, 51(1), 162–172. https://doi.org/10.15804/tner.2018.51.1.13
Adam, T. E., Jones, S. H., & Ellis, C. (2015). Autoethnography: Understanding Qualitative Research. Oxford University Press.
Altbach, P. G., & Knight, J. (2007). The internationalization of higher education: Motivations and realities. Journal of Studies in International Education, 11(3–4), 290–305. https://doi.org/10.1177/1028315307303542
Analysis: Indonesian policymaking is not supported by quality research and academic freedom. (2019, November 7). The Conversation. https://theconversation.com/analysis-indonesian-policymaking-is-not-supported-by-quality-research-and-academic-freedom-126023
Apple, M. W. (2004). Ideology and Curriculum (3rd ed.). RoutledgeFalmer.
Assegaf, A. R., Zainiyah, H. S., & Fahmi, M. (2022). Curriculum Innovation for the Internationalization of Islamic Education Study Program at Higher Education Institutions in Surabaya, Indonesia. Millah: Journal of Religious Studies, 21(3), 671–706. https://doi.org/10.20885/MILLAH.VOL21.ISS3.ART3
Australia’s troubles with outcome-based education should concern everyone, mothers say. (2020, January 24). MooseJawToday.Com. https://www.moosejawtoday.com/local-news/australias-troubles-with-outcome-based-education-should-concern-everyone-mothers-say-2043345
Bacchi, C. (2000). Policy as discourse: What does it mean? Where does it get us? Discourse, 21(1), 45–57. https://doi.org/10.1080/01596300050005493
Blomkamp, E., Sholikin, M. N., Nursyamsi, F., Lewis, J. M., & Toumbourou, T. (2017). Understanding Policymaking in Indonesia: in search of a policy cycle.
Burke, J. P., Stevenson, J., & Whelan, P. (2015). Teaching “Excellence” and pedagogic stratification in higher education. International Studies in Widening Participation, 2(2), 29–43. http://shura.shu.ac.uk/11087/
Caliguri, P. (2012). Cultural Agility: Building a Pipeline of Successful Global Profesionals. Jossey-Bass.
Cheng, M., Adekola, O. A., Shah, M., & Valyrakis, M. (2018). Exploring Chinese students’ experience of curriculum internationalisation: a comparative study of Scotland and Australia. Studies in Higher Education, 43(4), 754–768. https://doi.org/10.1080/03075079.2016.1198894
Clandinin, D. J. (2006). Narrative Inquiry: A Methodology for Studying Lived Experience. Research Studies in Music Education, 27, 44–54.
Connell, R. (2013). The neoliberal cascade and education: An essay on the market agenda and its consequences. Critical Studies in Education, 54(2), 99–112. https://doi.org/10.1080/17508487.2013.776990
Dana Abadi Rp 7 Triliun untuk PTN Badan Hukum dari Pemerintah, Buat Apa? (2022, June 27). Detik.Com. https://www.detik.com/edu/perguruan-tinggi/d-6149001/dana-abadi-rp-7-triliun-untuk-ptn-badan-hukum-dari-pemerintah-buat-apa
de Wit, H. (2017). Global: Internationalization of Higher Education: Nine Misconceptions. Understanding Higher Education Internationalization, 9–12. https://doi.org/10.1007/978-94-6351-161-2_2
de Wit, H., & Leask, B. (2015). Internationalization, the Curriculum and the Disciplines. International Higher Education, 83(Special), 10–12. https://doi.org/10.6017/IHE.2015.83.9079
Direktorat Jenderal Pembelajaran dan Kemahasiswaan. (2018). Panduan Penyusunan Kurikulum Pendidikan Tinggi di Era Industri 4.0 (1st ed.). Direktorat Jenderal Pembelajaran dan Kemahasiswaan, Kementerian Riset, Teknologi, dan Pendidikan Tinggi, Kementerian Riset, Teknologi dan Pendidikan Tinggi.
Direktorat Jenderal Pendidikan Tinggi. (2020). Buku Panduan Merdeka Belajar - Kampus Merdeka (1st ed.). Direktorat Jenderal Pendidikan Tinggi Kementerian Pendidikan dan Kebudayaan.
Direktorat Jenderal Pendidikan Tinggi. (2021). Buku Panduan Indikator Kinerja Utama Perguruan Tinggi Negeri. Direktorat Jenderal Pendidikan Tinggi Kementerian Pendidikan dan Kebudayaan.
Donnelly, K. (2017). Australia’s adoption of outcomes based education: A critique. Issues in Educational Research, 17(1). http://www.iier.org.au/iier17/donnelly.html
du Preez, P. (2018). On decolonisation and internationalisation of university curricula: What can we learn from Rosi Braidotti? Journal of Education, 74. https://doi.org/10.17159/2520-9868/I74A02
Fallon, G., & Poole, W. (2014). The emergence of a market-driven funding mechanism in K-12 education in British Columbia: creeping privatization and the eclipse of equity. The Journal of Education POlicy, 29(3), 302–322. https://doi.org/10.1080/02680939.2013.820354
Fuadi, D., Harsono, H., Syah, M. F. J., Susilo, A., Suhaili, S., & Wahyono, B. (2021). Self-Governance: Internationalization Management of Distinctive Higher Education Towards The World Class University. Indonesian Journal on Learning and Advanced Education (IJOLAE), 3(2), 96–113. https://doi.org/10.23917/IJOLAE.V3I2.11754
Fuller, K., & Stevenson, H. (2019). Global education reform: understanding the movement. Educational Review, 71(1), 1–4. https://doi.org/10.1080/00131911.2019.1532718
Gyamera, G. O. (2015). The internationalisation agenda: a critical examination of internationalisation strategies in public universities in Ghana. International Studies in Sociology of Education, 25(2), 112–131. https://doi.org/10.1080/09620214.2015.1034290
Gyamera, G. O., & Burke, P. J. (2018). Neoliberalism and curriculum in higher education: a post-colonial analyses. Teaching in Higher Education, 23(4), 450–467. https://doi.org/10.1080/13562517.2017.1414782
Heleta, S. (2016). Decolonisation of higher education: Dismantling epistemic violence and Eurocentrism in South Africa. Transformation in Higher Education, 1(1). https://doi.org/10.4102/THE.V1I1.9
Helms, R. M., & Rumbley, L. G. (2017). Global: National Policies for Internationalization—do they work? Understanding Higher Education Internationalization, 131–134. https://doi.org/10.1007/978-94-6351-161-2_28
Hidayat, R., Siswanto, A., & Bangun, B. N. (Eds.). (2017). Dinamika Perkembangan Kurikulum di Indonesia: Rentjana Pembelajaran 1947 hingga Kurikulum 2013. Labsos UNJ.
Holmes, B., & Gardner, J. (2006). E-Learning: Concepts and Practice. SAGE Publications.
Janks, H. (1997). Critical discourse analysis as a research tool. Discourse, 18(3), 329–342. https://doi.org/10.1080/0159630970180302
Johansen, J. S., & Tkachenko, E. (2019). Exploring the dynamics of cultures of learning in internationalised higher education. Teaching in Higher Education, 24(5), 633–648. https://doi.org/10.1080/13562517.2019.1619546
Junaidi, A., Wulandari, D., Arifin, S., Soetanto, H., Kusumawardani, S. S., Wastutiningsih, S. P., Utama, M. S., Cahyono, E., Hertono, G. F., Syam, N. M., WY, H. J., Putra, P. H., Wijayanti, C., & Jobih. (2020). Panduan Penyusunan Kurikulum Pendidikan Tinggi di Era Industri 4.0 untuk Mendukung Merdeka Belajar - Kampus Merdeka. Direktorat Jenderal Pendidikan Tinggi Kementerian Pendidikan dan Kebudayaan.
Kementerian Pendidikan dan Kebudayaan. (2013). Peraturan Menteri Pendidikan dan Kebudayaan No. 73 Tahun 2013 tentang Penerapan KKNI bidang Perguruan Tinggi. Kementerian Pendidikan dan Kebudayaan.
Kementerian Pendidikan dan Kebudayaan. (2020a). Merdeka Belajar: Kampus Merdeka. Kementerian Pendidikan dan Kebudayaan.
Kementerian Pendidikan dan Kebudayaan. (2020b). Peraturan Menteri Pendidikan dan Kebudayaan No. 3 Tahun 2020 tentang Standar Nasional Pendidikan Tinggi. Kementerian Pendidikan dan Kebudayaan.
Khurniawan, A. W., & Haryani, T. (Eds.). (2015). SMK dari Masa ke Masa. In SMK dari Masa ke Masa. Direktorat Jenderal Pendidikan Dasar dan Menengah, Kementerian Pendidikan dan Kebudayaan.
Lane, J. E. (2015). Higher Education Internationalization: Why Governments Care. New Perspectives on Internationalization and Competitiveness, 17–30. https://doi.org/10.1007/978-3-319-11979-3_3
Latif, Y. (2011). Negara Paripurna: Historisitas, Rasionalitas, dan Aktualitas Pancasila. Gramedia Pustaka Utama.
Latif, Y. (2020). Pendidikan yang Berkebudayaan: Histori, Konsepsi, dan Aktualisasi Pendidikan Transformatif. Gramedia Pustaka Utama.
Le Grange, L. (2016). Decolonising the university curriculum. South African Journal of Higher Education, 30(2). https://doi.org/10.20853/30-2-709
Leask, B. (2009). Using formal and informal curricula to improve interactions between home and international students. Journal of Studies in International Education, 13(2), 205–221. https://doi.org/10.1177/1028315308329786
Leask, B. (2014). Internationalizing the Curriculum and all Students’ Learning. International Higher Education, 78(Special), 5–6.
Leask, B. (2015). Internationalizing the Curriculum. Routledge.
Lim, T. W. (2019). Industrial Revolution 4.0, Tech Giants, and Digitized Society. Palgrave Macmillan.
Lynch, K., Grummell, B., & Devine, D. (2012). New Managerialism in Education: Commercialization, Carelesness and Gender. Palgrave Macmillan.
Market-driven education is destroying university values. (2012, December 25). The Guardian. https://www.theguardian.com/education/2012/sep/25/market-education-destroying-university-values
Mendukung World Class University USU, Kemendikbud Alokasikan Rp 2,5 Miliar. (2020, October 20). Analisadaily.Com. https://analisadaily.com/berita/baca/2020/10/20/1010906/mendukung-world-class-university-usu-kemendikbud-alokasikan-rp2-5-miliar/
Mheta, G., Lungu, B. N., & Govender, T. (2018). Decolonisation of the curriculum: A case study of the durban university of technology in South Africa. South African Journal of Education, 38(4). https://doi.org/10.15700/SAJE.V38N4A1635
Nakkeeran, R., Babu, R., Manimaran, R., & Gnanasivam, P. (2018). Importance of Outcome Based Education (OBE) to Advance Educational Quality and enhance Global Mobility. International Journal of Pure and Applied Mathematics, 119(17), 1483–1492.
Nursalam. (2020). Glocal Vision to Deconstruct Internationalization in Indonesian Higher Education. Journal of Social Studies Education Research, 11(1), 137–152.
Pemerintah Republik Indonesia. (2012). Undang-Undang No. 12 Tahun 2012 tentang Pendidikan Tinggi. Sekretariat Negara Republik Indonesia.
Rakhmani, I. (2019). Reproducing Academic Insularity in a Time of Neo-liberal Markets: The Case of Social Science Research in Indonesian State Universities. Journal of Contemporary Asia, 51(1), 64–86. https://doi.org/10.1080/00472336.2019.1627389
Rata, E. (2014). The Three Stages of Critical Policy Methodology: An Example from Curriculum Analysis. Policy Futures in Education, 12(3), 347–358. https://doi.org/10.2304/pfie.2014.12.3.347
Robson, S., & Wihlborg, M. (2019). Internationalisation of higher education: Impacts, challenges and future possibilities. Https://Doi.Org/10.1177/1474904119834779, 18(2), 127–134. https://doi.org/10.1177/1474904119834779
Sahlberg, P. (2016). The Global Educational Reform Movement and Its Impact on Schooling. In K. Mundy, A. Green, B. Lingard, & A. Verger (Eds.), The Handbook of Global Education Policy (pp. 128–144). John Wiley & Sons, Ltd. https://doi.org/10.1002/9781118468005.CH7
Sakhiyya, Z. (2018). Knowledge and the Market: The Internationalisation of Indonesian Higher Education [The University of Auckland]. https://researchspace.auckland.ac.nz/handle/2292/37642
Sawir, E. (2013). Internationalisation of higher education curriculum: The contribution of international students. Globalisation, Societies and Education, 11(3), 359–378. https://doi.org/10.1080/14767724.2012.750477
Soedijarto. (2009). Some Notes on the Ideals and Goals of Indonesia’s National Education System and the Inconsistency of its Implementation: A Comparative Analysis. Journal of Indonesian Social Sciences and Humanities, 2, 1–11.
Spady, W. G. (1994). Outcome-Based Education: Critical Issues and Answers. American Association of School Administrators.
Subkhan, E. (2016). Pendidikan Kritis: Kritik atas Praksis Neo-Liberalisasi dan Standardisasi Pendidikan. Ar-Ruzz Media.
Subkhan, E. (2018). Ideologi, Kekuasaan, dan Pengaruhnya pada Arah Sistem Pendidikan Nasional Indonesia (1950-1965). Journal of Indonesian History, 7(1), 19–34.
Subkhan, E. (2022). Merdeka Belajar: Antara Esensi dan Kontradiksi. In E. Subkhan, Moh. I. Mabruri, & Mu’arifuddin (Eds.), Memikirkan Kembali Arah Pendidikan Indonesia: Kritik, Potensi, dan Rekomendasi (pp. 3–24). Rajawali Pers.
Subkhan, E. (forthcoming). Vocationalizing Education: The Dangers of Link-And-Match Paradigm for the Student’s Future. In Z. Shakiyya & T. W. Mulya (Eds.), Education in Indonesia: Critical Perspectives on Equity and Social Justice. Springer Nature.
Taylor, S. (1997). Critical Policy Analysis: Exploring Contexts, Texts and Consequences. Discourse, 18(1), 23–35. https://doi.org/10.1080/0159630970180102
Tian, M. (2022). Development Experience and Enlightenment of Internationalization of Higher Education in Indonesia. Transactions on Comparative Education, 4(2), 17–23. https://doi.org/10.23977/trance.2022.040203
Tomlinson, M. (2015). The Impact of Market-Driven Higher Education on Student-University Relations: Investing, Consuming and Competing. Higher Education Policy, 29(2), 149–166. https://doi.org/10.1057/HEP.2015.17
Van Dijk, T. A. (1993). Principles of critical discourse analysis. Discourse & Society, 4(2), 249–283.
Van Dijk, T. A. (1995). Aims of Critical Discourse Analysis. Japanese Discourse, 1, 17–27.
van Geel, M., Keuning, T., Frèrejean, J., Dolmans, D., van Merriënboer, J., & Visscher, A. J. (2019). Capturing the complexity of differentiated instruction. School Effectiveness and School Improvement, 30(1), 51–67. https://doi.org/10.1080/09243453.2018.1539013
Veldman, F. J. (2018). Market Driven Global Directives and Social Responsibility in Higher Education. African Journal of Business Ethics, 12(1), 78–103. https://doi.org/10.15249/12-1-168
Walkington, C., & Bernacki, M. L. (2020). Appraising research on personalized learning: Definitions, theoretical alignment, advancements, and future directions. Journal of Research on Technology in Education, 52(3), 235–252. https://doi.org/10.1080/15391523.2020.1747757
Wheelahan, L. (2007). How competency-based training locks the working class out of powerful knowledge: A modified Bernsteinian analysis. British Journal of Sociology of Education, 28(5), 637–651. https://doi.org/10.1080/01425690701505540