EDUCATION STRENGTHENING PROGRAM (PPK) & SUSTAINABLE

DEVELOPMENT GOALS (SDGs) PROGRAM AS EDUCATION IMPROVEMENT

MEASURES

ABSTRACT
Education is one of the key aspects in a country's development. However, Indonesia still
faces a number of challenges in providing education which include unequal access, low quality
of education, and lack of adequate educational infrastructure. This is exacerbated by the global
phenomenon of the Covid-19 pandemic which is an obstacle to education development in
Indonesia. To overcome this problem, Indonesia has created a Strengthening Education and
Character (PPK) program and has participated in the Sustainable Development Goals (SDGs)
Program which provides a foundation for improving the quality of education. By utilizing the
SDGs, Indonesia can overcome education problems by directing educational development efforts
towards achieving the SDGs goals, especially in the education sector. This includes increasing
equitable access to education, improving the quality of education, as well as developing better
educational infrastructure. By involving all stakeholders and committing to achieving the SDGs
targets, Indonesia can advance the education system for the better, thus having a positive impact
on national development and the welfare of society as a whole.

Keywords: Educational Problems, Strengthening Education and Character (PPK), Sustainable

Development Goals (SDGs) Program.

INTRODUCTION

Education is a very vital aspect in human life. Every individual has the same right to
obtain a good and equitable education. Education is considered as a means to develop one's
potential through the learning process. In accordance with the 1945 Constitution Article 31
Paragraph 1, every citizen has the right to obtain education. Education is expected to produce the
nation's next generation who are intelligent and qualified, able to optimize existing progress, and
have a high level of nationalism. Without education, progress will not be achieved. Therefore,
education must be prioritized and given to every citizen from an early age. Education is also a
key factor in a country's rapid growth. Developed countries generally give high priority to the
education of their citizens, with the hope that the welfare of their people will be guaranteed.
However, education will not have a positive impact if the education system is not appropriate.
This also happens in Indonesia (Fadia S. & Fitri N., 2021).

The quality of education in Indonesia is currently worrying, which is caused by various

problems in the education system (Fadia S. & Fitri N., 2021). In Indonesia, there is still
inequality in access to education for all citizens. Apart from that, the issue that is being widely
discussed is the ineffectiveness and rigidity of the education system in Indonesia. This is
reflected in the low quality of education in Indonesia compared to other countries. Even though
the Indonesian education system is not much different from other countries, there is a gap
between the goals of the education system and its implementation in the field, which is caused by
various fundamental errors. Several problems were found in the Indonesian education system
and the solutions that could be taken. Some of these are weaknesses in educational management,
gaps in educational infrastructure between urban and rural areas, lack of support from the
government, a conservative mindset in society, low quality of teaching staff, and weak learning
evaluation standards. The influence of globalization is very significant on the character of
students and the quality of education in Indonesia. Globalization also affects the quality of
education in Indonesia (Yhesa R. L., 2021). Content presented via gadgets due to the influence
of globalization can indirectly influence student behavior, presenting new challenges in
maintaining values and morality in education. These factors cause the quality of education in
Indonesia to be low. Apart from that, there are also problems in the learning process in the form
of a lack of strengthening values and character education which also contributes to a decline in
the quality of education.

Professor of Values and Character education from UPI Bandung, Hakam, highlighted one
of the causes of the failure of values and character (moral & religious) education, namely the
focus of schools which is still limited to conveying moral knowledge without ensuring that
students actually apply these values in life. consistently every day (Aiman Faiz, Bukhori Soleh,
Imas Kurniawaty, Purwati, 2021). Even though the character education strengthening program
(PPK) has been implemented in schools, it has not achieved the expected targets. There is still a
gap between ideal theories and concepts and their implementation in the field due to a lack of
understanding from stakeholders regarding theories and concepts that should be implemented in
accordance with established guidelines. Theoretically, National Education System Law no. 20 of
2003 offers noble ideals and goals in providing education with character content, which aims to
create individuals who have character values or noble morals. However, empirically and
factually, the implementation of the ideals and objectives stated in the National Education
System Law no. 20 of 2003 still faces various obstacles.
Strengthening national character has become one of the Nawacita priorities announced by
President Joko Widodo through the National Mental Revolution Movement (GNRM) (Dadan
Darmawan, Karta Sasmita, Ila Rosmilawati, & Hidayatullah, 2019). Since 2016, the Ministry of
Education and Culture has launched Strengthening Character Education (PPK) in various types
of educational units, both formal and non-formal and informal. The national commitment to the
importance of character education is also stated in Law Number 20 of 2003 concerning the
National Education System. The law clearly states that the aim of national education is to
develop abilities and shape the character and civilization of a dignified nation, with a focus on
making the nation's life more intelligent. If you look further, five of the eight potential students
who must be developed emphasize the importance of character. Character education for
teenagers is very important considering the emergence of destructive behavior among teenagers.
Schools are expected to be at the forefront in preventing destructive behavior and instilling
character values in their students. Character education aims to help students strengthen positive
characters, such as curiosity, caring, and actions based on ethics, such as respect, responsibility,
honesty, and compassion (Dadan Darmawan, Karta Sasmita, Ila Rosmilawati, & Hidayatullah,
2019). Apart from the designed curriculum, character education can also be developed through
school culture. This approach includes creating a school climate and environment that supports
PPK practices, involving all educational systems, structures and actors in the school, including
school governance, curriculum design, and the creation of school rules and regulations. Apart
from formal education, character education can also be applied in non-formal education units
that offer equality education programs. However, in 2020, the process of Strengthening
Character Education was hampered by global problems, namely the Covid-19 pandemic.

Based on Circular Letter Number 4 of 2020 concerning the Implementation of Education

Policies in the Emergency Period for the Spread of COVID-19, learning in Indonesia is carried
out online to prevent the spread of COVID-19 (Irinna Aulia Nafrin & Hudaidah, 2021). This
online learning system presents new challenges for teachers and students, who are usually used
to face-to-face learning. Teachers are required to innovate in delivering learning material through
available online platforms. Although online learning has its own advantages and disadvantages,
this is not a reason to stop education. Every citizen has the right to education, even in limited
situations such as the COVID-19 pandemic. Online learning can increase students' independence
and self-confidence, because it places more emphasis on a student-centered approach, which
allows them to be bolder in expressing opinions (Irinna Aulia Nafrin & Hudaidah, 2021).
Therefore, a method for developing independent learning education was also developed which
aims to optimize the current situation (independence), in order to face the global problem of the
Covid-19 pandemic.

In developing independent learning education, learning methods must be in accordance

with the needs of the Industrial Revolution 4.0 era, where students need to master new literacies,
such as data literacy, technological literacy and human literacy (Muhammad Yamin & Syahrir,
2020). The main goal is to create quality and superior human resources to build Indonesia's
future. However, apart from new literacy, the independent learning education system still
emphasizes character building in students, including values such as honesty, religiosity, hard
work, responsibility, justice, discipline, tolerance, and so on. This aims to achieve educational
goals which include critical thinking, creative, communication, collaboration and good character
skills. Teachers are the key to the success of this system and must be able to adapt to changes
and master new literacies, including digital competencies. The blended learning method, which
combines face-to-face and virtual learning, is ideal for this independent learning education. Of
course, the results of this disruption are a breakthrough for solutions to educational problems in
Indonesia and are a stepping stone for the development of education in Indonesia to face other
challenges in the future.

Indonesia's participation in the Sustainable Development Goals (SDGs) Program is the

basis for improving the quality of education in this country (Alvira Oktavia Safitri, Vioreza Dwi
Yunianti, and Deti Rostika, 2022). Sustainable Development Goals or SDGs is a continuation
program of the Millinnium Development Goals (MDGs) which was agreed upon by several UN
member countries on September 25 2015 at the UN headquarters together with governments,
officially ratifying the Sustainable Development Goals or sustainable development goals as an
agreement for global development. Improving education in Indonesia is the key to achieving
various SDGs goals, including improving the quality of the human development index (Aiman
Faiz, Bukhori Soleh, Imas Kurniawaty, Purwati, 2021). With the SDGs set by the UN for 2030, it
is hoped that it can overcome various problems in the education sector in Indonesia. Even though
it still faces challenges in implementing education, it is hoped that the participation of other
provinces in making the SDGs program a success, especially in the education sector, can lead
Indonesia to become a more advanced country educationally and economically. Investment in
education is considered crucial because educated people have the potential to change and
advance the country in a better direction in the future. Therefore, the quality of a country begins
with the superior quality of education and Human Resources (HR). It is also hoped that this
program will be a solution to educational problems in Indonesia.

METHODOLOGY
This research uses a literature review research method which bases its findings on
scientific articles and journals relevant to the topic "Education Problems in Indonesia". The data
and opinions presented in this research come from the results of a literature review which
includes scientific articles, scientific journals, theses, and other reliable sources relevant to this
topic. A total of 7 journals or articles that are considered relevant have been selected to become
the basis for this research. By using a literature review approach, this research aims to present a
comprehensive understanding of educational problems in Indonesia based on existing literature.

RESULTS AND DISCUSSION

Education is the main pillar in building the foundation for the success of a nation.
However, in Indonesia, various obstacles still hinder the journey of education, such as unequal
access, low quality, and lack of adequate educational infrastructure. In fact, the challenges are
getting bigger with the emergence of the global Covid-19 pandemic which is forcing the
education system to adapt to distance learning. In the midst of this difficult situation, Indonesia is
not remaining silent. They have taken concrete steps, such as implementing the Education and
Character Strengthening Program (PPK), and actively participating in the Sustainable
Development Goals (SDGs) Program. Through SDGs, Indonesia seeks to solve education
problems by directing its efforts towards achieving SDGs targets, especially in improving access,
quality and educational infrastructure. Through the involvement of all stakeholders and
commitment to achieving SDGs targets, Indonesia hopes to improve the quality of the education
system, thereby having a positive impact on national development and the welfare of society as a
whole. With hard work and strong determination, it is hoped that the future of Indonesian
education will be brighter. Based on 7 journal article sources that have been determined to meet
the inclusion criteria, the research results are as follows:

Researcher and Journal Research Result

Year of Research
Dadan Darmawan, Development of Character The development of character education in
Karta Sasmita, Ila Education Based on School-
community schools is carried out by
Rosmilawati, & Community Culture in Non-considering the characteristics of each
Hidayatullah formal Education Units
school. The independence of non-formal
(2019) (Proceedings of the National
schools gives individuals the freedom to
Seminar & Collegial Meeting
adjust the educational process according to
of PLS Departments
their wishes and agreed schedule. The
throughout Indonesia (2019))
disciplinary rules applied in these schools
are based on justice, which are
implemented with various strategies
according to the context and needs of each
school. Equality schools emphasize
diversity rather than uniformity, as is
usually applied in formal schools.
Unwritten rules, such as dressing
modestly, become a common agreement
within the school community. Even
though there are not many extracurricular
activities, school culture is still
strengthened through daily experiences in
the school environment.
Siti Fadia & Problems of Education According to P.H Combs (1968), there are
Nurul Fitri (2021) Quality in Indonesia several main problems in education today
(Tambusai Education Journal, which are the cause of the decline in
volume 5 number 1, 2021) education in Indonesia, namely:
1. The increasing number of students is
not proportional to the availability of
quality educational facilities.
2. Scarcity of facilities and funds to
meet educational needs
3. The high cost of education
4. Inaccuracy of educational results
5. Inefficiency of the education system
Irinna Aulia Development of Indonesian
Nafrin & Education during the Covid-
Hudaidah (2021) 19 Pandemic (Educative
Journal:Educational Sciences,
volume 3 number 2, 2021)
Muhammad Development of Independent
Yamin & Syahrir Learning Education: Study of
(2020) Learning Methods (Scientific
Journal of Mandala
Education, volume 6, number
1, 2020)
Online learning has a number of
advantages and disadvantages that need to
be considered. The advantages include
flexibility in time and place, as well as
ease in assigning and reporting tasks.
However, the weaknesses include the lack
of attendance and maximum participation
from students. During the Covid-19
pandemic, online learning has had positive
and negative impacts that must be
responded to responsibly by all related
parties, including teachers, students and
parents. Despite facing various challenges,
the enthusiasm for learning must not fade.
Every problem that arises needs to be
addressed wisely, and continuous
evaluation is needed to improve the online
learning process carried out.
It was found that education is creating
students who have the ability to think
critically, creatively and innovatively, are
able to solve problems, are skilled in
communicating and collaborating, and
have good character. Therefore, in
planning learning activities, it is important
to face challenges and take advantage of
educational opportunities in the Industrial
Revolution 4.0 era. The role of teachers is
the key to the success of the independent
learning education system, so they must be
able to adapt to the new system, improve
competencies and skills, and strengthen
new literacy, especially digital literacy.
The Blended Learning method is an ideal
choice for an independent learning
education system because it combines the
advantages of face-to-face learning and
online learning. Thus, this method can
create a more effective and efficient
learning environment for students.
Yhesa Rooselia The Impact of Globalization When discussing globalization, most
Listiana (2021) on the Character of Students students in villages already have sufficient
and the Quality of Education understanding of this concept. They state
in Indonesia (Journal of that globalization is a phenomenon that
Primary School Teacher crosses national borders and involves
Education, volume 5 number various aspects of life. Some of them
1, 2021) consider globalization as the entry of
foreign culture and information from
outside into Indonesian culture, while
others view it as a communication process
between communities aimed at reaching
mutual agreements and creating new
norms. They also realize that globalization
involves interactions between individuals,
companies and governments in the fields
of trade and investment, which have an
impact on various aspects of life such as
the environment, culture, politics,
economy and the welfare of Indonesian
society. Even though it is recognized as
providing advances in technology,
globalization also has a negative side that
affects the character and quality of
education in Indonesia.
Aiman Faiz, Review of Critical Analysis Character education is a process that
Bukhori Soleh, of Factors Inhibiting involves continuous, integrated and
Imas Kurniawaty, Character Education in conscious intervention and habituation.
Purwati (2021) Indonesia (Basicedu Journal, Intervention and habituation are the main
volume 5, number 4, 2021) approaches in implementing character
education, while the process is sustainable,
integrated and conscious. One of the big
mistakes in character formation is
assuming that character education is solely
the responsibility of formal education, so
that outside the scope of formal education,
approaches to character formation are
often ignored. Lack of understanding
regarding the elements of character
education, such as parents who consider
character education to be the school's
 responsibility, teachers who are too strict
in educating students, the role of peers and
society who underestimate immoral
actions, and the influence of the media
which displays negative content, all of
which are inhibiting factors in character
formation. In the midst of the COVID-19
pandemic, these factors increasingly
complicate the character education
process, due to the psychological impact
felt by students. Therefore, it is important
for all parties involved in character
education to be aware of their respective
roles and responsibilities in shaping
individual character, which will ultimately
have an impact on the character of the
Indonesian nation as a whole.
Alvira Oktavia Efforts to Improve Quality From this conclusion, it can be concluded
Safitri, Vioreza Education in Indonesia: that the condition of education in
Dwi Yunianti, dan Analysis of Sustainable Indonesia is still worrying and not evenly
Deti Rostika Achievements distributed in all regions. One strategy for
(2022) Development Goals (SDGs) achieving the Sustainable Development
(Basicedu Journal, volume 6 Goals (SDGs) as an effort to improve
number 4, 2022) quality education in Indonesia is focused
on the fourth goal, namely quality
education that is fair and equitable and
provides opportunities for lifelong
learning for all ages. However, the
implementation of this strategy has only
been carried out in several provinces,
indicating that there are still other
provinces that have not implemented the
SDGs strategy as an effort to improve the
quality of education. Apart from that, the
implementation of this strategy is also
hampered by a number of obstacles, such
as difficulties in accessing schools,
cultural differences, and the low quality of
competence and teaching staff in remote
areas. The government's efforts to
 overcome this problem include the One
Roof Program (SATAP), the Education
Program in Frontier, Outermost and
Disadvantaged Areas (3T), and the
Reading, Writing, Counting (Calistung)
Program.

Research from these seven journals reveals the richness of problems and the existence of
solutions from the government regarding education problems in Indonesia. Education problems
in Indonesia cover various aspects, such as lack of accessibility to quality education, the gap
between urban and rural education, lack of educational facilities and resources, low quality of
education, and challenges in facing global and technological change. This problem requires
collaborative efforts from governments, educational institutions, and society to improve the
education system and provide better opportunities for all individuals to receive a decent
education.

CONCLUSIONS & RECOMMENDATIONS

Education plays a vital role in the progress of a nation, but in Indonesia, there are still a
number of obstacles that interfere with the implementation of education. These challenges
include unequal access, low quality of education, and lack of adequate educational infrastructure.
This situation is increasingly complicated by the emergence of the global Covid-19 pandemic,
which has complicated efforts to develop education in Indonesia. To overcome these obstacles,
Indonesia has introduced the Education and Character Strengthening Program (PPK) and is also
involved in the Sustainable Development Goals (SDGs) Program, which provides a framework
for improving educational standards. By taking the SDGs as a strategic basis, Indonesia can
overcome education problems by focusing on achieving the SDGs goals, especially in terms of
increasing equitable access to education, improving the quality of education, and improving
educational infrastructure. By involving all parties involved and committing to achieving the
SDGs targets, Indonesia has the potential to improve the education system, provide a positive
impact on national development, and improve the welfare of society as a whole.

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