Created By : Melda Neysa Susanti, meldaneysa@upi.edu
Education is the passport to the future, for tomorrow belongs to those who prepare for it today (Malcolmx, 1925-1965). Education is a 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 nation depends on the quality of human resources and the quality of human resources indicate by quality education. Quality education is the bridge to the personal development, where the indicators of the development measured by the level of education, quality and quanity of education in this nation. Therefore, education need to be considered as priority.
One of developed countries that appear with great education in the world is Finlandia. Many factors contribute to 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 swhich cause problem can cleary recognize. Comparative studies are virtue to extensive perspective about education. It can also be used as spources of solving education 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 a 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 Findlandia one of the most shape up applications of digital technology in education, starting from the first grade of primary school. Finlandia understand 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 semesterexams, classroom upgrades and national examination. Indonesia implement 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 not devided into primary school and secondary school education. The lessons are 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 taugh by different teacher so that the raport 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, experiementation, and exploration. While learning in Indonesia based from 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 also paying attention to the welfare of teachers as educators of the nation’s generation.
However, thanks to the government and non-govermental actors are taking the inisiative to increase quality of education with much innovation program as Merdeka Belajar and other community program in education sector. Though this should not live it up as the ideal, as it remains the government 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 meaningfull education in Indonesia.
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