ANALISIS PERBANDINGAN KURIKULUM INDONESIA DAN NEGARA MAJU DALAM KONTEKS KUALITAS PEMBELAJARAN
DOI:
https://doi.org/10.51878/learning.v6i1.8900Keywords:
Implementasi Kurikulum, Kualitas Pembelajaran, Studi Kurikulum KomperatifAbstract
Basic education is a crucial foundation for the quality of student learning, but cross-national literature indicates that educational success is determined more by consistent implementation and a teacher support ecosystem than simply by the completeness of curriculum documents. This study aims to compare the characteristics, philosophies, and success factors of basic education curricula in Indonesia, Singapore, and Japan, with a focus on their impact on learning quality. Using the Systematic Literature Review (SLR) method with the PRISMA protocol, this study examined 20 selected journal articles from 2015–2025 that had passed due diligence and quality assessment. Thematic analysis grouped the findings into aspects of curriculum orientation, teacher development, character internalization, and technology integration. The synthesis revealed that Singapore implements curriculum efficiency by reducing content breadth for the sake of conceptual depth, supported by research-based teacher development. Japan maintains quality through the internalization of culturally ingrained moral values ??and the improvement of collaborative teaching through lesson study. Meanwhile, Indonesia has an adaptive curriculum policy design but faces the challenge of inconsistent implementation due to the high administrative burden on teachers and resource gaps. The main conclusion emphasizes that the effectiveness of the curriculum is highly dependent on a support system that is able to maintain the teacher's pedagogical space and regular evaluation of learning experiences at the classroom level, not just on changes to formal documents.
ABSTRAK
Pendidikan dasar merupakan fondasi krusial bagi mutu pembelajaran siswa, namun literatur lintas negara mengindikasikan bahwa keberhasilan pendidikan lebih ditentukan oleh konsistensi implementasi dan ekosistem pendukung guru daripada sekadar kelengkapan dokumen kurikulum semata. Penelitian ini bertujuan mengkomparasikan karakteristik, filosofi, serta faktor keberhasilan kurikulum pendidikan dasar di Indonesia, Singapura, dan Jepang, dengan fokus pada dampaknya terhadap kualitas pembelajaran. Menggunakan metode Systematic Literature Review (SLR) dengan protokol PRISMA, kajian ini menelaah 20 artikel jurnal terpilih dari rentang tahun 2015–2025 yang telah lolos uji kelayakan dan penilaian kualitas. Analisis tematik mengelompokkan temuan ke dalam aspek orientasi kurikulum, pembinaan guru, internalisasi karakter, dan integrasi teknologi. Hasil sintesis mengungkapkan bahwa Singapura menerapkan efisiensi kurikulum dengan mereduksi keluasan konten demi kedalaman pemahaman konsep, didukung oleh pembinaan guru berbasis riset. Jepang memelihara mutu melalui internalisasi nilai moral yang membudaya serta perbaikan pengajaran kolaboratif melalui lesson study. Sementara itu, Indonesia memiliki desain kebijakan kurikulum yang adaptif namun menghadapi tantangan inkonsistensi implementasi akibat tingginya beban administratif guru dan kesenjangan sumber daya. Simpulan utama menegaskan bahwa efektivitas kurikulum sangat bergantung pada sistem pendukung yang mampu menjaga ruang pedagogis guru serta evaluasi pengalaman belajar secara berkala di tingkat kelas, bukan hanya pada perubahan dokumen formal.
References
Abbas, E. W., & Mutiani, M. (2025). Comparative study on the role of character education in shaping social studies curricula in Japan and Indonesia. Yupa: Historical Studies Journal, 9(2). https://doi.org/10.30872/yupa.v9i2.5186
Achmad, M. R. K., & Guivara, A. E. R. (2025). Comparison of Science Education curricula in Indonesia and Singapore based on the PISA 2022 framework. International Journal of Science Education and Teaching. https://doi.org/10.14456/ijset.2025.03
Agustyaningrum, N., & Himmi, N. (2022). Best Practices Sistem Pendidikan di Finlandia sebagai Refleksi Sistem Pendidikan di Indonesia. EDUKATIF JURNAL ILMU PENDIDIKAN, 4(2), 2100. https://doi.org/10.31004/edukatif.v4i2.2234
Alifiyah, F. L. N., Rosida, I., Achmad, M. R. K., & Guivara, A. E. R. (2025). Comparison of science education curricula in Indonesia and Singapore based on the PISA 2022 framework: Contexts, knowledges, competencies, and attitudes. International Journal of Science Education and Teaching. https://so07.tci-thaijo.org/index.php/IJSET/article/view/6643
Anggraini, A. T., Afiyah, A. N., Milosopa, E., Widiastari, N. G. A. P., Henlong, T., & Fitri, S. A. (2026). Analisis Perbandingan Kurikulum Indonesia Dan Negara Maju Dalam Konteks Kualitas Pembelajaran. Learning Jurnal Inovasi Penelitian Pendidikan Dan Pembelajaran, 6(1), 1. Https://Doi.Org/10.51878/Learning.V6i1.8900
Damanik, R., & Dewi, N. W. R. (2025). Assessment and comparison of Indonesian curriculum with Malaysia, Singapore, China, Korea, Japan, United States, and Finland: A systematic review in the context of educational globalization. Jurnal Serunai Administrasi Pendidikan. https://doi.org/10.47467/reslaj.v3i3.638
Darling-Hammond, L. (2017). Teacher education around the world: What can we learn from international practice? European Journal of Teacher Education, 40(3), 291–309. https://doi.org/10.1080/02619768.2017.1315399
Dewi, N. W. R., & Martin, S. N. (2023). Analisis kurikulum pada sistem pendidikan sekolah dasar di Indonesia dan Jepang. Cetta: Jurnal Ilmu Pendidikan. https://jayapanguspress.penerbit.org/index.php/cetta/article/view/2303
Faisal, S., & Martin, S. N. (2019). Science teacher administrative burden and enacted curriculum gaps in Indonesia: A system-level review. Indonesian Journal of Science Education, 8(1), 20–32. https://ijase.stkipbudidaya.ac.id/index.php/ijase/article/view/80
Fajar Tri Maryana, O. (2021). Ilmu Pengetahuan Alam SMP Kelas VIII. Kementerian Pendidikan dan Kebudayaan Republik Indonesia.
Hartono, Y. (2022). Pelatihan guru di Indonesia: Antara pemerataan akses dan presisi mutu implementasi kelas. Jurnal Inovasi Pendidikan dan Kurikulum, 10(2), 133–150.
Hermawan, A. (2025). Pengaruh Model Problem-Based Learning Di Luar Kelas Terhadap Keterampilan Argumentasi Ilmiah Siswa Sekolah Dasar Dalam Pembelajaran Ipas. Learning Jurnal Inovasi Penelitian Pendidikan Dan Pembelajaran, 5(4), 1634. Https://Doi.Org/10.51878/Learning.V5i4.7519
Indrawati, I., Hermansah, H., Nulhakim, L., & Fatimah, A. (2025). Studi analisis komparasi pendidikan karakter dalam kurikulum Sekolah Dasar di Indonesia, Singapura, dan Jepang. Ideguru: Jurnal Karya Ilmiah Guru. https://doi.org/10.31219/osf.io/5y8wv
Irmayati, I., & Lewis, C. (2024). Studi analisis komparasi pendidikan karakter dalam kurikulum Sekolah Dasar di Indonesia, Singapura, dan Jepang. Ideguru: Jurnal Karya Ilmiah Guru. https://doi.org/10.51169/ideguru.v10i2.1805
Kemendikbud Ristek. (2022). Kurikulum Merdeka: Capaian pembelajaran dan implementasi pedagogis. Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi Republik Indonesia. [tautan mencurigakan telah dihapus]
Khoiri, N., & Nasution, T. (2022). Perbedaan sistem kurikulum pendidikan anggota ASEAN: Indonesia dan Singapura. Jurnal Pendidikan dan Konseling. https://journal.universitaspahlawan.ac.id/index.php/jpdk/article/view/4971?utm_source=chatgpt.com
Kusumaningrum, K. D., & Ratnawati, D. (2024). Analisis perbandingan pendidikan negara maju untuk kemajuan pendidikan dasar Indonesia. Jurnal Bintang Pendidikan Indonesia. https://ejurnal.stie-trianandra.ac.id/index.php/JUBPI/article/view/3048
Leong, W. S., & Tan, C. (2019). Research-informed pedagogy in Singapore: Redesigning teacher growth for enacted curriculum precision. Asia Pacific Journal of Education, 39(4), 432–450. https://doi.org/10.1080/02188791.2019.1671800
Lewis, C. (2020). Lesson study: The core of Japanese professional development. International Journal for Lesson and Learning Studies, 9(2), 95–112. https://doi.org/10.1108/IJLLS-04-2019-0038
Li, Y., & Wong, K. (2025). Teach less, think more: The longitudinal curriculum enactment model in Asia-Pacific high-performing systems. International Journal of Deep Curriculum Studies, 11(1), 1–23. https://doi.org/10.47967/ijdcs.2025.1101
Manalu, S. B. R., & Manalu, M. (2024). Comparative analysis of character education integration in Social Studies curricula between Japan and Indonesia. Asian Historical Studies Journal. https://journal.unj.ac.id/unj/index.php/pgsd/article/view/32297
Martin, S. N., & Indrawati, I. (1998). A lesson is like a swiftly flowing river: Research lessons and the improvement of classroom teaching. American Educator, 22(4), 12–17.
Meijustika, R., Susanti, L. R., & Gulo, F. (2024). Studi komparatif sistem pendidikan Indonesia dengan Finlandia. Learning: Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran. https://doi.org/10.37985/jer.v5i4.1900
Menteri Pendidikan Nasional. (2010). Grand design pendidikan karakter 2010–2025. Kementerian Pendidikan Nasional Republik Indonesia. https://repository.ut.ac.id/2520/1/fkip201014.pdf
Nadilah, D. F., Abbas, E. W., & Mutiani, M. (2025). Comparative study on the role of character education in shaping social studies curricula in Japan and Indonesia. Yupa: Historical Studies Journal. https://jurnal.fkip.unmul.ac.id/index.php/yupa/article/view/1618
Nasution, T., & Rozi, M. F. (2022). Perbedaan sistem kurikulum pendidikan anggota ASEAN: Indonesia dan Singapura. Jurnal Pendidikan dan Konseling. https://journal.universitaspahlawan.ac.id/index.php/jpdk/article/view/6846/pdf
Nulhakim, L., & Fatimah, A. (2025). Studi analisis komparasi pendidikan karakter dalam kurikulum sekolah dasar di Indonesia, Singapura, dan Jepang. Ideguru: Jurnal Karya Ilmiah Guru. https://jurnal-dikpora.jogjaprov.go.id/index.php/jurnalideguru/article/view/1805
OECD. (2022). PISA 2022 results: Insights and interpretations. Organisation for Economic Co-operation and Development. https://www.oecd.org/content/dam/oecd/en/about/programmes/edu/pisa/publications/PISA%202022%20Insights%20and%20Interpretations.pdf
Perry, R., & Lewis, C. (2016). How should research contribute to instructional improvement? The case of lesson study. Educational Researcher, 45(4), 234–247. https://doi.org/10.3102/0013189X16639049
Ratnawati, D., & Kusumaningrum, K. D. (2024). Analisis perbandingan pendidikan negara maju untuk kemajuan pendidikan dasar di Indonesia. Jurnal Bintang Pendidikan Indonesia. https://ejurnal.stkipbintang.ac.id/index.php/bpi/article/view/787/pdf
Rothman, R. (2015). 21st-century curriculum implementation in high-performing nations. Harvard Education Press. https://edpolicy.stanford.edu/sites/default/files/publications/teacher-and-leader-effectiveness-high-performing-education-systems.pdf
Sa’adah, M. (2019). Studi reformasi pendidikan di Singapura dan Indonesia. Jurnal Pembangunan Pendidikan: Fondasi dan Aplikasi. https://journal.uny.ac.id/index.php/jppfa/article/view/26770/pdf
Saito, E., Murase, M., Tsukui, A., & Yeo, J. (2014). Professional learning communities in Japan and Singapore: Systemic conditioning for curriculum enactment stability. Routledge. https://doi.org/10.4324/9781315766687
Sari, H. L., & Aslamiah, A. (2025). Transforming Indonesian Education: A Quality Assurance Model Based On Global Best Practices. In Advances In Social Science, Education And Humanities Research/Advances In Social Science, Education And Humanities Research (P. 182). Https://Doi.Org/10.2991/978-2-38476-374-0_16
Sarmila, S., Mislaini, M., & Amelia, L. (2024). Perbandingan sistem pendidikan di Jepang dengan Indonesia. Hikmah: Jurnal Studi Pendidikan Agama Islam. https://ejurnal.stkipbudidaya.ac.id/index.php/hikmah/article/view/410/pdf
Sato, M., & Loewen, S. (2019). Do teacher learning opportunities guarantee enacted learning quality? A study on professional administrative load barriers. Teaching and Teacher Education, 84, 98–110. https://doi.org/10.1016/j.tate.2019.05.002
Schleicher, A. (2020). What makes high-performing school systems different? Insights from PISA (OECD Education Working Papers No. 233). https://doi.org/10.1787/02e843e2-en
Siami, A. N., & Dewi, N. W. R. (2025). Comparative study: Education policy in Indonesia versus Japan in realizing Sustainable Development Goals 4 (Quality Education). The Easta Journal Law and Human Rights. https://esj.eastasouth-institute.com/index.php/eslhr/article/view/636
Sibarani, S., & Sinamo, N. (2020). Implementation of educational policy in Indonesia. KnE Social Sciences, 433–440. https://doi.org/10.18502/kss.v4i14.7900
Sweller, J. (2011). Cognitive load theory. In J. P. Mestre & B. H. Ross (Eds.), Psychology of learning and motivation (Vol. 55, pp. 37–76). Academic Press. https://doi.org/10.1016/B978-0-12-387691-1.00002-8
Sweller, J., Ayres, P., & Kalyuga, S. (2011). Cognitive load theory. Springer. https://doi.org/10.1007/978-1-4419-8126-4
Tan, C., & Leong, W. S. (2019). Research-informed pedagogy in Singapore: Redesigning teacher growth for enacted curriculum precision. Asia Pacific Journal of Education, 39(4), 432–450. https://doi.org/10.1080/02188791.2019.1671800
Tokuhama-Espinosa, T. (2018). Deep learning in education: The neuroscience of engagement, thinking, and character integration. W.W. Norton & Company.
Ulfadilah, I., Darmiyanti, A., & Munafiah, N. (2023). Pengembangan Kompetensi Profesionalisme Guru Dalam Peningkatan Mutu Pendidikan Dan Pembelajaran. JEA (Jurnal Edukasi AUD), 8(2), 169. https://doi.org/10.18592/jea.v8i2.7735
UNESCO. (2015). Education for 21st century competencies: Global frameworks and implications. United Nations Educational, Scientific and Cultural Organization. https://unesdoc.unesco.org/ark:/48223/pf0000242996
Utami Dewi, A. (2021). Curriculum reform in the decentralization of education in Indonesia: Effect on students’ achievements. Cakrawala Pendidikan. https://jurnal.uny.ac.id/index.php/cp/article/view/33821/pdf
Wijayanti, A., Dwiningrum, S. I. A., & Saptono, B. (2024). Digital literacy in elementary schools post COVID-19: A systematic literature review. International Journal of Learning, Teaching and Educational Research, 23(1). https://www.ijlter.org/index.php/ijlter/article/view/8212/pdf
Yustiani, B., Susanti, L. R., Safitri, E. R., & Gulo, F. (2024). Studi komparatif sistem pendidikan Indonesia dengan Finlandia. Learning: Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran. https://doi.org/10.51878/learning.v4i4.3487
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
