Name : Yuslikha Al Mudhotin

NIM : 22030184066
Class : PFU2022

INDONESIAN CURRICULUM REFORM IN POLICY AND LOCAL WISDOM:

PERSPECTIVES FROM SCIENCE EDUCATION
PARAGRAPH MAIN POINTS IN A PARAGRAPH
Abstract On the issue of curriculum reform in Indonesia, with an emphasis on the
influence of science education perspectives, the development of ideas based on
literature and experience, as well as discussions on curriculum policy, local
wisdom, and ethnoscience in five different sections, with an emphasis on the
significance of the results for various parties involved in education in Indonesia.
Introduction

P1 The importance of changing the curriculum in the face of globalization, with

reference to the influence of various factors such as government policies, media
scrutiny, standardized tests, and previous research.
P2 The curriculum changes frequently. implementation evaluation and supervision
aspects due to significant differences in the size of Indonesia and inequalities in
human resources, especially teachers, are major issues but the new curriculum
soon follows.

P3 Empirical evidence and previous research show the development of local

wisdom in Indonesia, including at the elementary school, middle school, high
school, higher education, and community levels.
P4 The author highlights two main issues discussed in this article: (1) What is the
process of curriculum policy making; and (2) To what extent does local wisdom
exist in Indonesia?

Methods

P1 The author notes that thoughts on curriculum renewal can be drawn from the
experiences and research of countries that have developed their curricula.

P2 Describes the method that will be used in the research and also the division of
the discussion subchapters that will be reviewed.
Results And Discussion

P1 That the education system in Indonesia has a vision to empower Indonesian civil
society to become intellectual individuals.
P2 This paragraph explains the concept of policy borrowing and proposes that
Indonesia can learn from the experiences of other countries, such as Malaysia,
Singapore, Thailand, Taiwan, Japan, Korea, and others. It also discusses the
negative impacts experienced by Indonesia in education.
P3 The idea of the importance of policy borrowing accompanied by policy learning
in education curriculum reform, with a focus on important local aspects.
P4 Phillips and Ochs (2003) describe the concept of 'borrowing' as a series of four
 main processes consisting of Cross-National Attraction, Decision,
Implementation, and Internalization/Indigenization. These processes are used by
a country to adopt best practices from a source country.
P5 Provide some examples of policy borrowing in education and science education
that have been integrated into the Indonesian curriculum.
P6 The concept of UNESCO's four pillars of learning in the context of curriculum
reform.

P7 The 5 pillars of the Indonesian system. First, learn to trust and believe in the
Almighty God.
P8 The second pillar, learning to know.
P9 The third pillar, learning to do/work.

P10 The fourth pillar is learning to live together because people have different
backgrounds.

P11 The fifth pillar is learning to become or develop as a whole individual in

relation to the increasingly complex demands of life.
P12 Explain the important role of the science curriculum framework in Singapore

P13 The role of local wisdom in education and culture in Indonesia.

P14 Explains the important role of local wisdom in education in Indonesia and lists
Ki Hajar Dewantara's views that are still relevant in the current educational
context.

P15 Introduction to the concepts of "glocal" and "glocalization,"

P16 Propose the use of cultural-based learning (CBL) in science education as a way
to achieve glocalization in the curriculum.

P17 The role of local culture in education and the challenges faced by local culture
in the era of globalization.

P18 This paragraph discusses the use of Cultural-Based Learning in Indonesia's 2013
curriculum.

P19 Discussing the influence of the cultural background of the academic community
on the learning process at school.

P20 Discuss the importance of integrating ethnoscience-based learning in learning

methods, learning materials, and learning assessment.

P21 The concept of "ethnoscience" and its relevance in cultural studies.

P22 This paragraph discusses the notion of Ethnoscience as a learning approach that
implements local culture.
P23 This paragraph describes a local wisdom-based science learning model, which
involves the reconstruction of indigenous science into western science or
scientific knowledge.

Short story

Reog Ponorogo This paragraph connects the Reog Ponorogo tradition with theories about lifting
 heavy weights and the science of energy and muscle movement.

Sedekah Laut The sedekah laut tradition is an example of science and local wisdom related to
the culture and traditions of certain communities in Indonesia.

P24 The importance of maintaining national identity and integrating foreign policy
with local potential and local wisdom in Indonesia in the context of foreign
policy and globalization.
P25 This paragraph discusses the concept of indigenous science or science that
emerges from a particular culture, society or region.
Conclusion
P1 This paragraph focuses on five main points that have been presented in the
paper related to curriculum reform in Indonesia in the context of science
education. These five points include:
 Curriculum Policy and Policy Borrowing: This paragraph discusses the
importance of curriculum policy in the Indonesian education context
and policy borrowing efforts from other countries to represent best
practices and gain experience from other countries.
 Philosophy of Indonesian Local Wisdom: This paragraph highlights the
importance of understanding and maintaining Indonesian local wisdom
as an integral part of education. This is important for maintaining
cultural identity and national character.
 Culture-based Learning: This paragraph emphasizes the importance of
integrating science education into culture-based learning (CBL) and
ethnoscience in daily classroom activities. This is to understand and
utilize local wisdom in the context of science learning.
 Local Wisdom in Science and Ethnoscience: This paragraph
underscores the importance of integrating cultural and ethnoscientific
aspects in science learning. This helps students develop a deeper
understanding of science within their own cultural context.
 Policy Borrowing versus Local Wisdom: This paragraph reflects the
importance of maintaining a balance between borrowing policies from
other countries and the presence of local wisdom in education. This
helps to maintain the nation's identity.

P2 Furthermore, this paragraph emphasizes that science education should be

integrated into culture-based learning and ethnoscience in most classroom
activities. Finally, the paper proposes a balance between globalization and
locality through the concept of "glocalization" with one of the efforts being to
implement culture-based learning with ethnoscience in science education.