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Will Indonesian Education Become as Great as Finlandia

Will Indonesian Education Become as Great as Finlandia

Education is the passport to the future, for tomorrow belongs to those who prepare for it today (Malcolmx, 1925-1965). Education is an awareness and planned effort with the aim of developing all potential and making the students the better and honorable human being (Ratri, Supriyanto, Sobri, 2020). The development of a nation depends on the quality of human resources and the quality of human resources is indicated by quality education. Quality education is the bridge to personal development, where the indicators of the development measured by the level of education, quality, and quantity of education in this nation. Therefore, education needs to be considered as a priority.

One of developed countries that appear with great education in the world is Finlandia. Many factors contribute to the increase of the education system such as collaborations between teacher and parents to support education, quality education management, and of course government policies that always prioritize education (Absawati, 2020). In Indonesia, the quality of education relatively low. The are many so problems that occur in education Indonesia such a management curriculum, teacher competence, and the role of parents that are not expected. Furthermore, the main factor which cause problem can clearly recognize. Comparative studies are virtue to extensive perspective about education. It can also be used as a source of solving education in our environment (Hi, Yahya, 2011).

To begin with condition of teacher in Indonesia should increase their skills to integrated technology into learning process with their students, according to 2018 research by Cambridge international Indonesian students among the world highest user of technology in education. Despite the high number of Indonesian students using technology and the internet account for 69% of 171 million internet users in Indonesia, the quality of education still lacking compared to other countries around the world (Siahaan, Steven Theonald, 2021). In contrast, Finlandia is one of the most shaped applications of digital technology in education, starting from the first grade of primary school. Finlandia understands the true belief of digitalization. Teachers in the digital era require more effort than they did decades ago. For a teacher, it is necessary to have the ability to present material innovatively so that students do not feel bored while learning. Technological advances in learning should be used by teachers to improve students’ abilities. Not the other way around because of the limitations of teachers in the use of information technology and then limiting the movement of students in using technology (Saraswati, Dhita Putri 2016). It should be noted that student learning styles in the digital era are not only researching and observing objects in the classroom, but also collecting information from other rooms.

In addition, education in Indonesia is fill with evaluation test, mid semester exams, classroom upgrades and national examination. Indonesia implements minimum competences (KKM) and students who fail their exams can’t leveling up. While Finlandia does not have standard of minimum competences (KKM), education in Finlandia uses automatic promotion system in which the students will move up to a higher class automatically. An example primary school in Finlandia is given using a single structure which is not divided into primary school and secondary school education. The lessons provide the knowledge and skills for their development in the future (Kashiadi, 2011). Unlike in Indonesia primary school in Indonesia held on six years and to enter junior high school students will take an exam after completing their education in elementary school. At each grade students are taught by different teachers so that the report between teachers and students is not well formed (Faradiba & Lumbantobing, 2020).

Furthermore, the curriculum in Finlandia aims to support students’ growth in humanity and develop with knowledge and skills needed for life. Meanwhile the goal of the curriculum in Indonesia is preparing students to have ability to live individuals and citizens who are productive, creative, innovative, and able to contribute to the life of the nation (Maknun, L. & Royani, 2018). Finlandia always prioritizes problem solving skills to give theory comprehension, especially in science (Kashiadi, 2011). Learning in Finlandia provides opportunities for active learning, physical activity, and play, experimentation, and exploration. While learning in Indonesia based on Permendikbud No.70 of 2013 is an active learning between teacher-students and learning environment.

To conclude there are significant differences between the education system in Indonesia and Finlandia. Education in Indonesia can be a good education like Finland if in the future Indonesia is able to implement education strategies in Finlandia and considered needs of students in Indonesia and paying attention to the welfare of teachers as educators of the nation’s generation.

However, thanks to the government and non-governmental actors are taking the initiative to increase quality of education with many innovation program such as Merdeka Belajar and other community programs in the education sector. Though this should not live up to the ideal, as it remains the government’s responsibility to provide education to their citizens. This paper hopes that as we progress into the future, both the Indonesia government and non-governmental actors can stand on the same mission and work together to implement meaningful education in Indonesia.

Created by: Melda Neysa Susanti (meldaneysa@upi.edu)

1 Comment

  • Faaris Muda Dwi Nugraha 11 Juni 2023

    It’s intriguing to see the stark differences between the education systems in Indonesia and Finlandia. While Finlandia’s emphasis on technology integration, problem-solving skills, and active learning is commendable, it highlights the need for Indonesia to address its challenges, such as curriculum management and teacher competence. Initiatives like Merdeka Belajar are promising steps towards enhancing education quality. However, it’s crucial for the government and non-governmental actors to align their efforts and work together to implement meaningful education strategies. By prioritizing the welfare of teachers and considering the unique needs of Indonesian students, we can strive towards a brighter future for education in Indonesia.

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