Investigating freedom to learn program as a form of education decentralization in Indonesia
Abstract
Education is one of Indonesia's goals as stated in the fourth paragraph of the 1945 Constitution. However, the decentralization problem of education through transformational schools found various obstacles. This study aims to explore the problems of decentralization of education of the Freedom to Learn program through transformational schools spread throughout Indonesia. This study used the literature study method obtained from literature and books and with VOSViewer software which analysed 2.339 social articles discussing decentralization. The results of the research showed that decentralization implementation of education through transformational schools met obstacles such as inadequate facilities and many teachers are struggling to use technology, so the decentralization process is not maximal. The researchers suggest that the government should provide space for policy targets from lower levels spread throughout Indonesia so that the education decentralization process can run.
References
Batubara, U. N., & Aman. (2019). Perkembangan Pembelajaran Sejarah Pasca. Jurnal Pendidikan Sejarah, 8(1), 14–34.
Hardiyanto. (2004). Mencari Sosok Desentralisasi Manajemen Pendidikan di. Indonesia. PT.Rineka Cipta.
Jannah, F., Irtifa’Fathuddin, T., & Zahra, P. (2022). Problems of Implementing the Free Learning Curriculum 2022. Al Yazidiy: Journal of Social Humanities and Education, 4(2), 55–65.
Kurniawan, R. E., Makrifatullah, N. A., Rosar, N., Triana, Y., & Kunci, K. (2022). Humantech Jurnal Ilmiah Multi Disiplin Indonesia. Jurnal Ilmiah Multi Disiplin Indonesia, 2(1), 163–173.
Maulida, M., & Aryani, I. (2022). Permasalahan Yang Di Alami Guru Dalam Proses Pembelajaran Selama Masa Pandemi Covid 19 Di Kawasan Aceh Besar. Jurnal Dedikasi Pendidikan, 6(1), 85–92. https://doi.org/10.30601/dedikasi.v6i1.2282
Nurcahyono, N., & Putra, J. (2022). Obstacles to Mathematics Teachers in Implementing the Independent Curriculum in Elementary Schools. Academic Discourse: Educational Scientific Magazine, 6(3), 377–384.
Oktavia, F., & Qudsiyah, K. (2023). Problems with implementing the independent learning curriculum in mathematics learning at Pacitan 2 State Vocational School. Edumatic Journal: Journal of Mathematics Education, 4(1), 11–21.
Priantini, D. A. M. M. O. (2022). Implementasi Kurikulum 2013 Dengan Model Project Based Learning Untuk Meningkatkan Motivasi Belajar Siswa Sekolah Dasar Di Masa Pandemi Covid-19. Widya Accarya, 13(1), 74–81. https://doi.org/https://doi.org/10.46650/wa.13.1.1238.74-81
Rahayu, R., Rosita, R., Rahayuningsih, Y., Hernawan, A., & Prihantini, P. (2022). Implementation of Independent Learning Curriculum in Mobilization Schools. Basicedu Journal, 6(4), 6313–6319.
Rahim, A. (2022). Implementation of Decentralization of National Education and Its Implications for the Development of Islamic Education. FIKRUNA, 4(2), 1–22.
Sugiyono, S. (2021). The evaluation of facilities and infrastructure standards achievement of vocational high school in the Special Region of Yogyakarta. Jurnal Penelitian Dan Evaluasi Pendidikan, 25(2), 207–217. https://doi.org/10.21831/pep.v25i2.46002
Sumpena, S., Nurhamidah, S., & Hilman, C. (2022). Kebijakan desentralisasi pendidikan dan implementasinya dalam pendidikan di Indonesia. Jurnal Inovasi, Evaluasi Dan Pengembangan Pembelajaran (JIEPP), 2(2), 41–51. https://doi.org/10.54371/jiepp.v2i2.222
Zulaiha, D., & Triana, Y. (2023). Students’ Perception toward the Use of Open Educational Resources to Improve Writing Skills. Studies in English Language and Education, 10(1), 176–196. https://doi.org/10.24815/siele.v10i1.25797
