Revolutionizing Learning: Indonesia’s Bold Step Towards High-Order Thinking
Revolutionizing Learning: Indonesia’s Bold Step Towards High-Order Thinking
Contributor: Virda Lalitya Umam
In the recent aftermath of the COVID-19 pandemic, Indonesia’s education system is once again put to the test. Findings in Indonesia’s 2022 PISA (Programme for International Student Assessment) result indicate that less than 1% of Indonesia’s students are capable of answering high-order thinking skill (HOTS) questions. Addressing these concerns, Gogot Suharwoto, M.Ed., Ph.D., Director General of Early Childhood Education, Primary Education, and Secondary Education at the Ministry of Primary Education and Secondary Education asserts the need for a revolutionary approach to educational reform.
At a semester preparation workshop held by the UIII Faculty of Education on February 19, 2025, Dr. Suharwoto explores the concept of deep learning and its implementation in Indonesian education. Alongside the worrying literacy and numeracy levels of Indonesian students, persisting educational inequality exists that the looming 2045 demographic bonus could potentially worsen. In response to these dire issues, the government formulated an approach coined as Pembelajaran Mendalam (PM)—an Indonesian take on deep learning.
PM is an approach that aims to honor knowledge, students, and teachers. PM emphasizes a learning atmosphere and process that is mindful, meaningful, and joyful through holistic and integrated cultivating of ethics (olah hati), literacy (olah pikir), aesthetics (olah karsa), dan kinesthetics (olah raga). PM is not considered a standalone curriculum in itself—it complements educational approaches by adding characteristics of pedagogical practices. Moreover, although pembelajaran mendalam is a direct translation of the term “deep learning,” Dr. Suharwoto advises the audience not to use the two interchangeably, as PM is an official, technical term unique to Indonesia, as opposed to deep learning still being a concept with broad interpretations.
The PM framework is built on four pillars. Firstly, eight core characteristics that are instilled within students. Second, learning principles of PM, being mindful, meaningful, and joyful. Third, learning experiences that students should undergo, from understanding and applying to reflecting. Lastly, pedagogical practices, learning partnerships, learning environments, and digital utilization as a learning framework for instructional designs.
Dr. Suharwoto then explains that transforming educators’ roles would also be imperative to the projected implementation of PM. The current paradigm is still top-down, with the central government formulating policies to be adapted by local governments, adopted by school principals, and implemented by teachers. The stance taken by PM is that educational policies should be more centralized on the teachers since they observe the real-time implementation of such policies on a micro-scale. Recommendations from teachers would be submitted to the school principal and then forwarded to local and central governments, respectively. This format also places educators not just as mere educators but also as activators, collaborators, and cultivators of learning culture.
Although a structured learning approach might seem overly complicated for young children, Dr. Suharwoto states that with appropriate methods, PM can be implemented from an early age. For example, in early childhood education (i.e. PAUD in Indonesia), PM can take form in hands-on, play-based learning experiences, transitioning into various interdisciplinary connections that become increasingly advanced as students age. It is also worth noting that the implementation of PM is not exclusive to conventional schools, as it can be tailored for vocational studies as well as special needs education.
By creating dynamic and inclusive education, Pembelajaran Mendalam aims to equip students with the 21st-century skills necessary to traverse an uncertain future. The topic presented by Dr. Suharwoto also strikes a resemblance to a past seminar at the Faculty of Education, which featured Dr. Berry Juliandi, M.Si of the Ministry of Higher Education, Science, and Technology. Both speakers share the same sentiment—a transformational stance in Indonesia’s education is urgently needed for the future. Through this workshop, the Faculty of Education affirms its commitment to providing educators and students alike with innovative teaching strategies and inclusive learning environments.
Filling Cybersecurity Education Gap in Primary and Secondary Schools
Filling Cybersecurity Education Gap in Primary and Secondary Schools
R. Alpha Amirrachman, PhD, Ervan Yudi Widyarto, S. Kom, M. Kom.
A recent tragedy in Palembang, South Sumatra, highlighted the dangers of online interactions, with a young girl lured by four boys via social media and subsequently assaulted. Dr. Amirrachman and Widyarto state that cases like this are no longer uncommon, as studies in Malaysia show that nearly 80% of similar cases involve minors initially connecting with strangers online. Predators often use fake identities to manipulate victims, revealing a concerning trend in digital crime.
These cases demonstrate that cyber threats now extend beyond financial or political domains, affecting individual safety, particularly the youth. However, the authors state that cybersecurity education in Indonesia is still largely exclusive to higher education. Primary and secondary students, despite inherent familiarity and interest in digital technology, aren't equipped with adequate preparedness for online risks. While some vocational schools have introduced computer networking techniques as a subject, comprehensive cybersecurity education remains limited, with only a handful of institutions piloting such programs.
Although many tech companies promote coding and AI curricula, the authors observe that cybersecurity is often neglected. Without this crucial knowledge, students remain vulnerable to cyberbullying and exploitation. Expanding digital literacy shouldn't only be limited to programming, robotics, and such, but first and foremost, safe online practices and cybersecurity awareness to prepare students for real-world digital threats. Dr. Amirrachman and Widyarto believe that the popularity of digital technology among students can be a valuable opportunity to introduce cybersecurity elements in engaging ways, such as competitions that promote safe digital practices. Schools and private sectors, benefiting from students' interests, can collaborate on integrating cybersecurity into their teachings.
Lastly, the authors assert that the rapid pace of technological adoption brings ethical challenges, including misuse of personal data, misinformation, and a lack of accountability. Building an inclusive digital education system requires teaching technical skills alongside character-building—consideration for privacy, collaborative ethics, and a sense of responsibility. Thus, as role models, teachers are essential to guiding students toward a safer, ethical digital future.
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R. Alpha Amirrachman, P.hD is a visiting lecturer at the Faculty of Education, UIII.
Adapted from: https://www.thejakartapost.com/opinion/2024/09/17/filling-cybersecurity-education-gap-in-primary-and-secondary-schools.html
English For Islamic Banking: What English Need of Indonesian Syariah Bank Employees in Bengkulu City
Kurniawan, Y. S., Hakim, M. A. R., & Yanto, S. (2024). English For Islamic Banking: What English Need of Indonesian Syariah Bank Employees in Bengkulu City. Linguists: Journal of Linguistics and Language Teaching, 10(1), 46-55. http://dx.doi.org/10.29300/ling.v10i1.4503