Education in Indonesia (Merdeka Curriculum) and Japan Curriculum : What’s the Difference?

Prakoso, Albrian Fiky; Andriansyah, Eka Hendi; Rafsanjani, Mohamad Arief; Nurlaili, Eka Indah; Arif, Amirul

doi:10.33394/jk.v9i1.6992

Cited by 4 publications

(6 citation statements)

References 20 publications

(24 reference statements)

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“…In Japanese, math is called "suugaku", which literally means "The Science Of Numbers". (Prakoso et al, 2023).…”

Section: Mathematics Learning Methods In Japanmentioning

confidence: 99%

“…The approach to learning mathematics in Japan also often involves the use of visual aids such as mathematical manipulatives, diagrams and models to help students visualize mathematical concepts more clearly (Prakoso et al, 2023;Bamkin, 2019). Overall, mathematics learning methods in Japan include Rikai Kansatsu, Jugyō Katsudō, Jitsuyō Kaihatsu, Gakushū Renshū, and Kōryū.…”

Section: Mathematics Learning Methods In Japanmentioning

confidence: 99%

See 1 more Smart Citation

Understanding The Duality of Mathematics Education Paradigms: A Comparative Review of Learning Methods In Indonesia And Japan

Handican,

Nasution,

Ananda

et al. 2023

Mathline

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This article describes a comparison of mathematics learning methods between Japan and Indonesia. In Japan, structured and systematic approaches such as Rikai Kansatsu and Kōryū are applied, with an emphasis on observation, deep understanding, and collaborative work in solving mathematical problems. Teachers in Japan also apply problem solving and open ended approaches, which encourage students to think critically, creatively and independently. In addition, the implementation of lesson study as a scientific activity that involves teachers in developing the theory and practice of mathematics learning is a strong foundation for the method in Japan. On the other hand, in Indonesia, there is a shift towards more inclusive and creative learning approaches, such as the Scientific approach and the Concrete Representational Abstract (CRA) approach. Teachers in Indonesia emphasize more on achieving individual and classical student competencies, with a strong orientation towards learning outcomes. Although the concept of lesson study has been implemented in Indonesia, there are still differences in the development of theories and the application of learning methods. Awareness, support, and collaboration among teachers are key to developing and expanding the application of lesson study and improving the quality of mathematics learning in Indonesia. With increased teacher understanding and participation, the potential of lesson study development and implementation in Indonesia can be optimized to improve students' understanding of mathematics and critical thinking skills.

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“…In Japanese, math is called "suugaku", which literally means "The Science Of Numbers". (Prakoso et al, 2023).…”

Section: Mathematics Learning Methods In Japanmentioning

confidence: 99%

Section: Mathematics Learning Methods In Japanmentioning

confidence: 99%

Understanding The Duality of Mathematics Education Paradigms: A Comparative Review of Learning Methods In Indonesia And Japan

Handican,

Nasution,

Ananda

et al. 2023

Mathline

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“…Indonesia saat ini sedang mengimplementasikan kurikulum baru bernama kurikulum merdeka, yang sedang dalam tahap pengembangan dan membutuhkan masukan konstruktif (Prakoso et al, 2023). Kurikulum merdeka didesain menjadi lebih fleksibel, dengan fokus pada materi inti dan pembentukan karakter peserta didik (Kemendikbud, 2022b).…”

Section: Kurikulum Matematika DI Indonesiaunclassified

Studi Komparasi Pelaksanaan Pembelajaran Matematika Pada Kurikulum Merdeka dengan Kurikulum Jepang

Lestari

2024

JIPP

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Pendidikan matematika di Indonesia telah mengalami transformasi signifikan dengan diperkenalkannya Kurikulum Merdeka, sebuah inisiatif pendidikan terbaru yang bertujuan untuk meningkatkan mutu pembelajaran. Di sisi lain, Jepang telah lama diakui atas sistem pendidikannya yang sangat sukses, yang mencakup Kurikulum Jepang yang terkenal. Penelitian ini bertujuan untuk mengidentifikasi persamaan, perbedaan, dan aspek-aspek kunci dalam pelaksanaan pembelajaran matematika di dua kurikulum tersebut. Metode yang digunakan dalam penelitian ini adalah Systematic Literature Review (SLR) untuk mengetahui dan membandingkan pelaksanaan pembelajaran matematika dalam Kurikulum Merdeka Indonesia dan Kurikulum matematika di Jepang. Hasil penelitian ini menemukan bahwa Kurikulum di Indonesia yaitu kurikulum Merdeka menekankan pada pendekatan kontekstual dan kreativitas, sedangkan kurikulum matematika di Jepang menekankan pemecahan masalah dan menerapkan metode Lesson Study (LS) yang menekankan pengembangan kemampuan siswa dalam berpikir logis dan kreatif serta meningkatkan minat siswa terhadap matematika.

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“…Curriculum changes are mandatory and adapt to the developments and needs of the times, not only adapting to the needs of the current situation but also anticipating the development needs of user groups (Jannah et al, 2022). Therefore, a fun and dynamic learning atmosphere should continue to be developed following the times of renewal which must always be pursued (Prakoso et al, 2023). The condition of education in Indonesia has become even worse with the outbreak of the Covid-19 pandemic (Justine Estrellado, 2021).…”

Section: Introductionmentioning

confidence: 99%

“…A quality education, of course, starts from a well-planned and precise curriculum so that the curriculum has a vital role in the success of education. More narrowly, the education policy will focus on the use of a nationally enforced curriculum, namely the Merdeka Curriculum (Prakoso et al, 2023).…”

Section: Introductionmentioning

confidence: 99%

The Evaluation of Implementation Merdeka Curriculum at The Centre of Excellence Vocational High School

Sibuea,

Amin,

Mustaqim

et al. 2023

j. kependidikan. has. penelit. kaji. kepustakaan. bid. pendidik

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This study aims to evaluate the implementation of the Merdeka Curriculum at the Centre of Excellence vocational high schools in North Sumatra. This study used a qualitative approach with CIPP (context, input, process, and product) evaluation model. The subjects used were school principals and teachers from vocational high school in North Sumatra by purposive sampling. Data collection techniques were carried out using questionnaires sent online via Google form and data analysis techniques using descriptive analysis. The research results showed that the implementation of the Merdeka Curriculum in vocational high schools, which have become centers of excellence, had been running quite effectively and efficiently even though, in terms of implementation, it still needs to be improved. Based on the research results, data was obtained in the context evaluation of the implementation of the Merdeka Curriculum at the Center of Excellence Vocational School; it was in the very good category. Likewise, the input evaluation was in the good category. Furthermore, the process evaluation was in the very good category, and the product evaluation was in the good category. The conclusion from this study is that teachers must be role models for students and can inspire students to develop their creativity. In addition, teachers need to upgrade their competence so that they can continue to learn to implement differentiation learning that is fun and pro-student.

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Education in Indonesia (Merdeka Curriculum) and Japan Curriculum : What’s the Difference?

Cited by 4 publications

References 20 publications

Understanding The Duality of Mathematics Education Paradigms: A Comparative Review of Learning Methods In Indonesia And Japan

Understanding The Duality of Mathematics Education Paradigms: A Comparative Review of Learning Methods In Indonesia And Japan

Studi Komparasi Pelaksanaan Pembelajaran Matematika Pada Kurikulum Merdeka dengan Kurikulum Jepang

The Evaluation of Implementation Merdeka Curriculum at The Centre of Excellence Vocational High School

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