INDONESIA’S EDUCATION CONDITION FROM AGE TO AGE : AN EVALUATION ON

EIGHT EDUCATIONAL SYSTEM STANDARDS (EESS)

*NAMA* *NIM*

ENGLISH EDUCATION DEPARTMENT

FACULTY OF LANGUAGE EDUCATION
UNIVERSITAS MUHAMMADIYAH YOGYAKARTA
2020
 Declaration

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understand the Muhammadiyah University of Yogyakarta document Academic Integrity at
Muhammadiyah University of Yogyakarta: Student guidelines for avoiding plagiarism.
 CHAPTER I
INTRODUCTION

1.1 Background
Education and skills are central to Indonesia’s growth prospects in the next decade. It
now has the opportunity to capitalise on the very substantial progress that has been made in
expanding access to education. At the turn of the century, over 1.5 million students were out of
school but today, Indonesia is close to achieving universal basic education. These efforts have
involved relatively high levels of investment on educational facilities, teaching personnel and
learning materials. The challenge is to consolidate these gains and develop an education system
that will better support the needs of a rapidly emerging economy in its transition towards high-
income status. This requires Indonesia to turn its attention to three main goals: raising quality,
widening participation, and improving efficiency.
The Result of The Programme of International Student Assessment (PISA) on 2012
shows that Indonesia is on 64’th position from 65 countries in Mathematics Mean Score. The
2013 Learning Curve Mapping, Indonesia is included in the 10th category of countries with the
lowest performance on cognitive skills aspect, i.e. 37’th position from 40 countries. Competency
is built by 3 aspects, one of them is cognitive aspect. The low result of mapping on cognitive
aspect, describe the low of graduate competences as an output of Indonesia National Education
System (INES). INES adopting a concept Eight Educational System Standards (EESS), one of
them is graduate competency standard which connected directly with Indonesia’s students. 
The National Education System emphasizes the principles of education provision which
include education as being democratic, equal, and nondiscriminative, education as being a
systematic unit with an open system and multimeanings, education as being a long-life process
of inculcating cultural values and for the empowerment of learners, education as based on the
principles of modeling, motivation and creativity the process of learning, education to develop
culture for reading and writing and arithmetic for all members of the community, and education
to empower all components of the community.
Strategy and development policy education in 2015--2019 formulated based on the
vision, mission, strategic objectives of the Ministry of Education and Culture, and refers to the
National Medium Term Development Plan 2015-2019 and performance evaluation of education
development until 2014. The strategy and policy direction is also concerned with the
government's commitment to international conventions on education, in particular the
Convention on the Dakar Education for All, Convention on the rights of the Child, the
Millennium Development Goals (MDGs), and the World Summit on Sustainable Development.
The top priority for Indonesia is therefore to improve learning outcomes and to enable
students to form core skills and understanding. Additional support will be needed to address low
levels of student readiness and motivation. The key to success will lie in addressing teaching and
school leadership standards. Teachers need support in order to develop greater professional
capacity and be held more accountable for the results they achieve. Pre-service teacher education
and especially in-service professional development of teachers need major improvement. The
evaluation on current Eight Educational System Standard (EESS) is the priority and base to
improve our educational system.

1.2 Objective
This paper being written for specific purposes and objectives that contain several points made
from the background. The objectives are:
a. Aim to raise the same understanding about Indonesia’s current education system
b. Evaluate the National Education Standard
c. Conclude and give strategies to improve the national education standard based on the
following studies

1.3 Benefits
This paper being written for specific purposes and objectives that contain several points
made from the background. The objectives and purpose is targeted to meet specific benefits. The
benefits that expected from the paper are:
a. The writer and readers could have the same understanding about Indonesia’s current
education system
b. The writer and readers understand about the analysis on National Education Standard
c. The readers could implement the strategies to improve national education standard

1.4 Outline
This paper contains specific outline. The outline being made to make the readers can read
easily based on the content. The outline are:
CHAPTER 1 INTRODUCTION
CHAPTER 2 LITERATURE REVIEW
CHAPTER 3 METHODOLOGY
 CHAPTER II
LITERATURE REVIEW

2.1 Education System

The 1945 Constitution of Indonesia Chapter XIII, Article 31, emphasizes the importance of
education for all human being. It is stated that “Every citizen shall have the fundamental right to
education. The Government is responsible to provide a single national education system which is
set up by law.” This clause creates a legal framework for national education development. There
has been a misconception among the society that education as this is identical with schooling so
that fundamental right to education is perceived merely as being an opportunity for schooling. This
is contrary to the Law of the Republic of Indonesia on National Education System Number 20
Year 2003 which states that the principles of education provision shall be conducted
democratically, equally and fairly based on human rights, religious values, cultural values and
national pluralism. Diagram 2.1 shows the hierarchy of law principles for national education.

National education refers to education on the basis of Pancasila and the 1945 Constitution and is
rooted in the religious values, national cultures of Indonesia, and one that responsive to the needs
of the ever-changing era. National education system is the overall components of education, which
are interrelated in an integrated way in the pursuit of national education objectives. According to
Law of the Republic of Indonesia Number 20 Year 2003, the National Education functions to
develop the capability, character, and civilization of the nation for enhancing its intellectual
capacity, and is aimed at developing learners’ potentials so that they become persons imbued with
human values who are faithful and pious to one and only God; which possess morals and noble
character, who are healthy, knowledgeable, competent, creative, independent, and as citizens, are
democratic and responsible.

Since 2001, central government has decentralized management of education to district

level by promoting school autonomy intended to enhance the distribution of quality
education. This idea is based on a World Bankreport (1998) that identifies factors
obstructing education reform. In addition, other international actors, such as Japan
International Cooperation Agency (JICA), USAID, AUSAID,and the Kingdom of the
Netherlands, expressed their support for reforming schools and teachers. In the meantime,
the challenge of Education for All (EFA) and Millennium Development Goals (MDGs)
targets gave a boost to universal education. On the other hand, the result of international
student assessments, such as PISA and TIMSS, have reflected the poor performance of the
education system. Therefore, the Law of National Education System (No. 20/2003)
provided the platform for national standardization of the education system and covers
school management, the curriculum, education financial support, and teacher
professionalism.

2.2 The Strategy Throughout the Periods

The strategy and direction of education development policy Year 2015–2019 are
formulated based on vision, mission, and strategic goals of Ministry of Education and
Culture (MoEC), and refer to Midterm National Development 2015–2019 and evaluation
of education development until 2014. The strategy and direction of the policy also
consider government commitment on international convention on education, especially
Dakkar Convention on Education for All, Convention on the Right of Child, Millennium
Development Goals (MDGs), and World Summit on Sustainable Development. The
strategy and direction of education development policy Year 2015–2019 are constructed to
give direction and guide to the educational practitions, both central and local government,
related to ways to reach strategic targets. Those strategic targets discribe strategic goals.
Study on strategic goals shows that some components needed for prime national education
services. Those needs include teachers and educational personnel, learning and assessing,
facilities and equipments, budget, and management.

1. Education Development Strategy Year 2015--2019

Strategy is a systimatic efforts to reach the strategic goals determined through
achieving strategic targets from the strategic goals. Each strategy explains education
service components have to be provided to reach strategic targets of the strategic goals.
Those components consist of qualified teacher and educational personnel, facilities and
equipments, learning system, data and information, fund, and system and procedure.
Disparity among regions, genders, socio-economics, and level of educations organized by
both government and community are also considered on choosing strategy. The
objectives of the strategy are: a. Available and reachable qualified and equal Early
Childhood Education (ECE) services in all provinces, districts and cities. b. Guaranteed
certainty to get qualified and equal basic education services in all provinces, districts and
cities. c. Available and reachable qualified, relevant, and equal secondary education
services in all provinces, districts and cities.

2.3 Eight Educational System Standards (EESS)

a. Curriculum/Content Standards
Content standards are criteria regardingscope of material and level of
competence for achieve graduate competencies at levels and types certain education
(Government Regulation No. 32 of 2013 concerning Amendment to Government
Regulation Number 19 2005 on National Education Standards).

Regulations regarding content standards are contained in Permendikbud Number

21 of 2016 concerning Basic and Secondary Education Content Standards. Standard
content is adjusted to the substance of the purpose national education spelled out in the
domain spiritual attitudes and social attitudes, knowledge, and skills.

Content standards are developed to define criteria for scope and level of
competence according to the competence of the graduate formulated in graduate
competency standards, namely attitudes, knowledge and skills. The scop eof the material
is formulated based on criteria mandatory cargo stipulated in accordance with the
provisions laws and regulations, scientific concepts, and characteristics of education units
and programs education. Content standards are described in accordance with subjects with
reference to standards competence of graduates.

b. Process Standards

Process standards are criteria concerning implementation of learning in one unit

education to achieve competency standards graduates (Government Regulation Number
32 of 2013 concerning Amendment to Government Regulation Number 19 of 2005
concerning National Education Standards. Provisions regarding process standards have
been stated in the Permendikbud Number 22 of 2016 concerning Process Standards
Primary and Secondary Education.
 In standard process described that the learning process in the education unit it is
organized interactive, inspirational, fun, challenging, motivate students to actively
participate, and provide sufficient space for initiative, creativity, and independence are
aligned with alents, interests, and physical development as well psychological learners.
This is in line with the principle of active learning, as described Silberman (2009:
21) active learning is fast pace, fun, support, and interesting because every time students
do not just fixated on the seat but moved and think. In principle, directed learning in
students because learning and learning not determined by the wishes of the teacher but
more on students. Sanjaya (2008: 219-222) explains that learning is indicated by several
characteristics there is a process of thinking, utilizing the potential of the brain, and
lifelong learning.
c.Graduates’ Competency Standards
The standard of graduate competence is qualifications related to proficiency attitudes,
knowledge and skills. The purpose of the formulation in the graduate competency
standard is as the main reference for developing content standards, process standards,
educational assessment standards, standards of educators and education personnel,
standards facilities and infrastructure, management standards, and financing standards.
Graduate competence standard is the ultimate goal of a set of standards in other SNPs.
SKL of course must referon what kind of human resources expected after attending the
appropriate education with the aim of national education. The competency standards of
graduates have been stated in Pemendikbud Regulation Number 20 of 2016 regarding the
Competency Standards for Graduates of Education Primary and Intermediate.
In Permendikbud the competency standard consists of the qualification criteria for the
ability of students is expected to be achieved after completing the period of study in the
education unit at the level primary and secondary education. The achievement carried out
by monitoring and evaluation to ascertain whether the graduate is on the level of the
education unit is in accordance with graduate competence standard. Monitoring
activities and evaluations should be carried out at regular intervals the result will be input
in refinement next graduate competency standard.
There are three components of graduate competency standards dimensions namely
attitudes, knowledge and skills. These three dimensions form a unity intact in learners.
d. Educational Assesment Standards
Educational assessment standards are criteria regarding mechanisms, procedures and
instruments assessment of student learning outcomes (Regulation Government Number 32
of 2013 concerning 7 amendment to Government Regulation number 19 of 2005
concerning Standards National Education). Setting regarding standards the assessment is
regulated in Permendikbud Number 23 2016 concerning Education Assessment Standards.
The Permendikbud states that education assessment in basic education and Secondary
education consists of first, assessment learning outcomes by educators who aim to monitor
and evaluate processes, progress learning, and improving student learning outcomes on an
ongoing basis. Form of assessment by educators can be in the form of assessment of
learning outcomes in the form of tests, assignments, and / or forms others whose results
are used to measure achievement of competence of students, improve learning process, as
well as compiling reports student progress.
Second, assessment of learning outcomes by the educational unit which aims to assess
the achievement of graduate competency standards for all subjects, done through school
exams as a determination of graduation from education units. In addition, the assessment
is by unit education is used for quality assurance by setting minimum completeness
criteria as well as the criteria for class promotion. Third, assessment learning outcomes by
the government. Assessment of results learning by the government aims to assess
achievement of national graduate competencies in certain subjects in the form of exams
national or other forms in which the results are used for quality mapping, entrance election
considerations to the next level, coaching and giving assistance to improve the quality of
education.
e. Educators Standards
Standards of educators and education personnel are the criteria regarding pre-service
education and eligibility and mental, as well as education in position (Government
Regulation Number 32 Year 2013 concerning amendments to Government Regulation
number 19 of 2005 on National Education Standards). Educator is the teacher as an
important role holder in learning activities, while education at the basic education level
and middle school consists of school supervisors, principals schools, administrative staff,
library staff, laboratory personnel.
Educator standards and personnel education contained in various regulations
including:
1.. Permendiknas Number 12 of 2007 concerning School / Madrasah Supervisory
Standards contains qualifications and standards competencies that must be possessed
by supervisors namely personal competence, supervision managerial, academic
supervision, evaluation education, research and development, and social competence.
2. Permendiknas Number 13 of 2007 concerning School / Madrasah Supervisory
Standards contains qualifications and standards competencies that must be possessed
by the head school, namely personal competence, managerial, entrepreneurial,
supervision, as well social.
3. Permendiknas Number 16 Year 2007 Standard Teachers who contain qualifications
as well competency standards that must be possessed by teachers, namely pedagogic
competence, personality, social, and professional.
4. Permendiknas Number 24 of 2008 concerning School Administration Staff
Standards / Madrasah which contains qualifications as well as competency standards
that must be possessed by school administrative staff, namely personal, social,
technical, and competence managerial.
5. Permendiknas Number 25 of 2008 concerning School Library Staff Standards /
Madrasah which contains qualifications as well competency standards that the staff
must have library, namely managerial competence, information management,
education, personality, social, and professional development.
f. Infrastructure and Facilities Standards
Standard facilities and infrastructure are criteria regarding study rooms, sports
venues,
places of worship, libraries, laboratories, workshop, playground, creative place and
recreation and other learning resources, that is needed to support the learning process,
including the use of information technology and communication (Government
Regulation Number 32 Year 2013 concerning Amendment to Government Regulation
Number 19 of 2005 on National Education Standards).
 Each level of education unit has different minimum criteria according to needs at
every level such as regulation regarding the minimum amount that can be served from
the elementary level at least six study groups up to junior high and high school level at
least three study group. Land and buildings too must comply with standards including
standards safety, health, accessibility, comfort, security, the strength of the building
must be last at least 20 years, subject to permission usage, as well as other
requirements.
Unit education must at least have a classroom, library, science laboratory, leadership
room, teachers' room, prayer room, UKS room, latrine circulation room warehouse,
playground or exercising, counseling room, administration room, student organization
room, biology laboratory, physics, chemistry, computers, languages, practice rooms
technical. Each has different needs according to the level of education.
g.Management Standards
Management Standards are criteria regardin planning, implementation, and
supervision
educational activities at the educational unit level district / city, provincial, or national
level to achieve this efficiency and effectiveness of education delivery (Government
Regulation Number 32 of 2013 concerning Amendment to Government Regulation
Number 19 of 2005 concerning National Education Standards). Settings regarding
management standards are contained in the Permendiknas Number 19 of 2007
concerning Management Standards Education which includes program planning,
implementation of work plans, monitoring and evaluation, school / madrasah leadership,
information systems management, as well as a special assessment of existence schools /
madrasahs that are not managed referring to SNP can obtain recognition the government
on the basis of the BSNP recommendation.

h. Financing Standards
Financing standards are criteria concerning components and the amount of unit
operating costs education that is valid for one year. Regulations are subject to standard
operating costs contained in Permendiknas Number 69 years 2009 concerning Non-
personnel Operating Cost Standards 2009 for Primary Schools / Madrasah Ibtidaiyah
 (SD / MI), Junior High School / Madrasah Tsanawiyah (SMP / MTS), School Senior High
/ Madrasah Aliyah (SMA / MA), Vocational High School (SMK), Elementary School
Extraordinary (SDLB), Junior High School Extraordinary School (SMPLB), and Senior
High School Extraordinary (SMALB)
Standard non-personnel operating costs are standard fees required to finance non-
personnel operations for one year as part of the total education fund so that the education
unit can carry out activities regular and continuing education accordingly SNP. Education
financing standards consists of costs investment, operating costs, and personal costs.
Educational unit investment costs as referred to referred to above includes the cost of
provision facilities and infrastructure, resource development human, and fixed working
capital.
Personal expenses as referred to above includes costs education that must be issued by
participants students to be able to follow the learning process regularly and continuously.
 CHAPTER III
METHODOLOGY

This paper used literature review as the main methodology of the studies. Literature
review discusses published information in a particular subject area, and sometimes information
in a particular subject area within a certain time period. A literature review can be just a simple
summary of the sources, but it usually has an organizational pattern and combines both summary
and synthesis. A summary is a recap of the important information of the source, but asynthesis is
a re-organization, or a reshuffling, of that information. It might give a new interpretation of old
material or combine new with old interpretations And depending on the situation, the literature
review may evaluate the sources and advise the reader on the most pertinent or relevant.
 REFERENCES

Act of the Republic of Indonesia, Number 20 Year 2003 on National Education System.
http://www3.bkpm. go.id/file_uploaded/Indonesia_Education_Act.pdf
Badan Pusat Statistik. (2015). Keadaan Angkatan Kerja di Indonesia 2014. Jakarta: BPS.
Badan Pusat Statistik. (2013). Statistik Pendidikan 2012, Survei Sosial Ekonomi Nasional.
Jakarta: BPS.
Departemen Pendidikan Nasional. (2008). Pembangunan Pendidikan Nasional 2005- -2008
Laporan Akuntabilitas Kinerja Instansi Pemerintah 2008. Jakarta: Depdiknas.
Standar Nasional Pendidikan, http://bsnp-indonesia. org/?page_id=61, Accessed on 1 st December
2020.