The Influence of Politics on the Formation of the Curriculum in Indonesia

This year, on 14 February 2024, Indonesia held its democratic celebration by choosing the national leader who will lead Indonesia for the next five years. As we know, candidate pair number 2 officially became the winner of the 2024 presidential election. So, can a change in the political landscape affect the education policies that already exist? Going back to the campaign period, the candidates competed to voice their visions, missions and programmes to advance the existing education system. Some candidates even made promises openly in front of the public. Furthermore, if we look at history, the curriculum in Indonesia has undergone various changes. Every national leader has had their own policy in determining the curriculum in Indonesia.

Under Soekarno's government there were three curriculum changes: in 1947 the (Curriculum) Lesson Plan, in 1964 the curriculum changed to the (Curriculum) Primary School Education Plan, and in 1968 the curriculum was changed again into the 1968 primary school curriculum. Then, under President Soeharto's rule, there were six curriculum changes: the curriculum in 1973 (Pioneer Development School Project (PPSP)), 1975 (Primary School Curriculum), 1975, 1984, 1994, and the 1997 curriculum. In the reform era, after President Soeharto was replaced by B.J. Habibie, there were 3 curriculum changes, namely the Pilot Competency-Based Curriculum (KBK) in 2004, the School-Level Curriculum (KTSP) in 2006, and the 2013 Curriculum (Hastuti, 2019). And now, in the era of Jokowi Widodo's government, it has become the Merdeka curriculum.

As the history of these curriculum changes shows, they turn out to be related to changes in Indonesia's political conditions, especially when national leaders and the composition of the government change. According to Maryanto (2017), in his research, politics influences curriculum revitalisation. Developing a curriculum involves various parties, such as experts from several disciplines, psychologists, teachers, and other related institutions. It cannot be denied that politics also takes part in developing the curriculum. In fact, the influence of politics on the curriculum does not only occur in Indonesia. In other countries such as Japan and America, the curriculum is also influenced by politics (Hastuti, 2019).

To improve their image with the public, a political party tries to give its best to society. They work hard and sincerely to win the public's sympathy in order to gain added value, so that hopefully they will be re-elected in the next period. One way is by contributing to the world of education, especially in the formation of the curriculum. Based on research by Nir and Kafle (2013), political stability plays a greater role in education than the state of the country's economy, as proven by GDP per capita. The curriculum has caught the eye of politicians because it is an important sector in education. However, if politicians want to contribute to forming the curriculum, they must have expertise in the world of education.

According to the National Education System Law Number 20 of 2003, Article 1 paragraph (1), education is a conscious and planned effort to create a learning atmosphere and learning process so that learners actively develop their potential to have spiritual and religious strength, self-control, personality, intelligence, noble character, and the skills needed by themselves, society, the nation and the state (Muhammedi, 2016). This law is one of the references in implementing the curriculum. Education and the curriculum are a single unity that cannot be separated. The curriculum is part of the body of education that plays a role in building interactive and innovative learning. Therefore, changing the curriculum must refer to the original regulations in the national education system, with truly careful consideration.

Changes to and the development of the curriculum are influenced by several factors, such as the rapid development of science and technology, the process of social renewal in both behaviour and habits that are beginning to follow trends, and the need for more sophisticated learning styles among students (Andriani, 2020). As with the current Merdeka curriculum, teachers often have to adapt learning models to learners. Therefore, developing a curriculum is not based only on the wishes of leaders or political parties but also takes into account the needs of society. This is because education is intended to advance a nation. Indonesia continually strives to emphasise a quality education system in order to produce superior, high-integrity, dedicated human resources with high competitiveness in facing global problems.

There are two kinds of curriculum change: partial change and total change.  Partial change occurs only in certain elements (Muhammedi, 2016). Examples include changes in learning methods, changes in the assessment system, and adding a field of study to a curriculum without changing the whole curriculum. Total or comprehensive change is where the entire system of the curriculum, including its objectives, content, organisation and implementation strategy, undergoes change. Furthermore, curriculum change certainly has its own impact, especially on teachers or instructors. Teachers must make new lesson plans (RPP), new teaching models, and assessment systems adjusted to the new curriculum. This adjustment also takes time.

Therefore, in creating and developing the curriculum, political parties can make their contribution. Developing a curriculum must consider several existing aspects and factors. Curriculum changes must be adjusted to the needs of society. Politics can play a role in the curriculum, but not only to improve its own image or added value; it must genuinely be directed at advancing the existing education. The involvement of politics in forming the curriculum must be carried out cleanly and entrusted to people whose expertise fits (the field of education). This is because developing and adjusting a new curriculum takes a lot of time.