Jakarta \u2013 The Minister of Primary and Secondary Education\n(Mendikdasmen) Abdul Mu\u2019ti has outlined a series of initiatives to build\ngood and harmonious relations between schools, students, and parents as\nthe educational \u201ctricentre\u201d.<\/p>\n
The minister stated that the Ministry of Primary and Secondary\nEducation has issued several regulations to shape student character,\nincluding the issuance of Ministerial Regulation on Primary and\nSecondary Education (Permendikdasmen) Number 6 of 2026 on Safe and\nComfortable School Culture.<\/p>\n
\u201cWe are therefore using a humanistic, participatory, and\ncomprehensive approach. These are the three keywords in Ministerial\nRegulation number 6 of 2026,\u201d Mu\u2019ti said in Jakarta on Monday.<\/p>\n
In implementing Safe and Comfortable School Culture, he cited four\nmain aspects that are the focus: spiritual fulfilment, physical\nprotection, psychological welfare, and sociocultural and digital\nsecurity.<\/p>\n
Schools, according to Mu\u2019ti, need to strengthen governance, educate\nall school members, and reinforce the role of all school elements\nthrough classroom management.<\/p>\n
He emphasised that existing regulations clearly set boundaries for\nrule enforcement and address cases appropriately.<\/p>\n
According to Mu\u2019ti, cases of violence in educational institutions\noutside of criminal acts or sexual violence should preferably be\nresolved through deliberation within the educational institution.<\/p>\n
\u201cOur agreement with the Police Chief is already working with\nrestorative justice. Police cannot reject community reports, but can use\nrestorative justice and we want to strengthen that,\u201d he affirmed.<\/p>\n
The ministry is also enhancing human resources management at\nschools.<\/p>\n
It believes that the approach to student character development is not\nsolely the responsibility of guidance and counselling teachers, but\nshould be expanded to all teachers in the school.<\/p>\n
Mu\u2019ti explained that the duties of form tutors include academic\nguidance, competence development, skill training, and student character\nformation.<\/p>\n
Additionally, he said, form tutors serve as a communication bridge\nbetween students, parents, and school authorities, including\ncoordinating with guidance and counselling teachers and class\nteachers.<\/p>\n
This role, he noted, differs from class teachers who focus more on\ndaily administrative classroom duties and counselling teachers who focus\non counselling services.<\/p>\n
The ministry is also implementing hidden curriculum \u2013 unwritten\nlessons, values, attitudes, and norms that students learn at school\nthrough social interaction, policies, and school culture as an\ninseparable part of education.<\/p>\n
\u201cFor example, teaching them to queue orderly does not require a\nseparate subject, but can be instilled by having them queue to collect\nschool meals. If meals are delivered directly to student desks, in my\nview that does not shape character. To develop character, simply place\nthem at the front and have them queue to collect meals, eat, and then\nqueue to return them,\u201d Mu\u2019ti said.<\/p>", "url": "https:\/\/jawawa.id\/newsitem\/education-minister-outlines-efforts-to-build-strong-relations-at-schools-1773042813", "image": "" }, "sponsor": "Okusi Associates", "sponsor_url": "https:\/\/okusiassociates.com" }