Comparing General and Domain-Specific Education Systems: Indonesia and Finland
DOI:
https://doi.org/10.15359/ree.30-2.21295Keywords:
teacher quality, curriculum, students' leisure time, science and mathematics, English, unequal educational facilities, SDG 4, quality educationAbstract
Introduction. In education, comparing national curricula is a powerful strategy for improving educational quality. Objective. This study provides a comprehensive analysis of the education systems of Indonesia and Finland to identify factors that contribute to the performance gap, notably in secondary education. Methodology. This study employed library research involving an in-depth review and analysis of legal documents obtained from official institutions, libraries, specialized legal websites, and Ministry of Education archives. Results. Teacher quality, unequal educational facilities, curriculum overload, students’ leisure time, and insufficient emphasis on cross-cutting competencies emerged as key factors. Focusing on core subjects such as mathematics, reading, and science, which are assessed internationally TIMSS and PISA, the study examines the differences between the challenges facing Indonesia’s education system and the factors underlying the success of the Finnish model. Although Indonesia seeks to draw lessons from and incorporate successful elements of that model, the analysis underscores the need for context-sensitive adaptation that accounts for the country’s particular characteristics. The analysis also proposes a transition toward a quality-oriented curriculum as a strategy for improving educational outcomes in Indonesia. Conclusions. Student performance in Indonesia may be improved by adapting key elements of the Finnish education system to the country’s cultural and educational context, with the aim of advancing toward a quality-oriented curriculum.
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