Change, and confusion, going on in the classroom

Change, and confusion, going on in the classroom

Emiria Wijayanti, The Jakarta Post, Jakarta

After 365 days, you'd think that something would change. After
leaving Jakarta last year to pursue a university degree in
America, I arrived back home this summer looking forward to
spending time with my high school friends.

Reminiscing about the past year took us to an interesting and
unsurprising topic: high school. Only this time we were not
gossiping about classmates, comparing notes from biology class or
discussing after school plans.

We were deep in conversation on the state of education system
that -- thank the lord -- we graduated from a year ago.

The constant change applied to numerous graduating
requirements has not been a surprise. Its changes even seem to
have developed into a trend for the past few years, each year's
new introductions culminating in mass confusion and increasingly
aggravated citizens.

It has also shed light on the disjointed state of the
education system in the country, and also generated strong
reactions from the ones who have to survive the changes and still
find ways to prevail in every aspect necessary, and who stand the
most to lose: the students.

"In my opinion, the education system in Indonesia is
incompetent. Not only are its policies inconsistent, its
curriculum also requires students to learn so many subjects, and
there are too many things to learn within each subject," said
Astrid Kusumawardhani, who recently graduated from a private
Islamic high school in South Jakarta.

Vicky Nugraha, who also recently graduated from a public high
school in Bukit Duri, South Jakarta, echoes Astrid's opinion.

"The curriculum burdens students with so many subjects, we
have to study 13 subjects a year. Sometimes, it seems like
students just know a lot on the surface, but don't have a deep
understanding of the material -- students study because of a
test, but forget everything after that."

Astrid and Vicky are among lucky ones, because they graduated
this year. Bima Prasetya, in his second year of high school, has
to anticipate a curriculum change in his final year of high
school at a private Catholic high school in Menteng, Central
Jakarta.

"I think the number of subjects students learn is a bit
extreme. Why are we studying the theory of relativity in high
school? Not everyone aspires to be Einstein. If someone wants to
do that, why don't they do it in university," Bima said.

"Maybe it's meant to create an understanding among students,
but in practice, it stands in the way of learning the basics that
students should have a deeper understanding of."

Although private high schools are usually more progressive in
their teaching methods, they still stick to the curriculum set by
the Ministry of National Education and administer the much-
debated National Final Examination (UAN) as the standard for
graduation.

The UAN has brought to light the "ugly" side of standardized
testing, but those who have had to sit through it have mixed
responses about some underlying issues.

"Standardized testing is good, it forces students to compete
with each other, making education in all parts of Indonesia the
same and that's very important," said Astrid. "I don't think the
UAN should be abolished, but its use as the single determining
factor of graduation is bad. Not to mention the introduction of
the conversion table."

The conversion table introduces the concept of grade
allotment, which effectively means that higher scoring students
see their grades downgraded to cover for the lower scoring
students, who will see their grades upgraded.

Some consider it a "dumbing down" of the education system,
when Indonesia should in fact be striving to reward excellence in
an increasingly competitive time and when it consistently ranks
at the bottom for its quality of education (Indonesia ranked
seventh of 10 ASEAN countries in the 2003 UNDP Education Index).

Bima said many of his schoolmates were disappointed by the
conversion table, finding the government's policies "weird".

"On the one hand, we should try to raise the standard, I agree
with the 4.0 standard. What's surprising is the fact that, in
this day and age, people should realize that if the maximal point
is a 10, then the minimal should be a 5! A 4 is OK, but a 3?
What's the point of raising the standard, but introducing a
conversion table, that's useless."

"Don't play politics in education. If kids don't pass then
they don't pass -- welcome to the real world. In reality we need
the standard to move forward, so don't sacrifice the smart kids
to avoid shame on the system," he said.

On the other hand, he added, there should be the realization
that not everyone is capable of the same standard.

"I read of someone's proposal to introduce different standards
for different schools. They should be divided into groups and
each year the standard for each group should be raised. I think
that's a good solution," Bima said.

Whether or not it is due to the controversy caused by the UAN,
or if it was a plan prepared well in advance, the Ministry of
National Education is set to introduce a new system for the
2004/2005 academic year -- the competency-based curriculum (KBK)
-- that will find its way to a school near you.

The guidebook for the KBK states the more active role of
students within the learning environment, as well as introducing
a new grading method that will not be reliant on one test at the
end of the school year to determine graduation.

The KBK is designed to introduce outcome-based learning, so
students develop knowledge and skills, instead of relying on
straight recall of a subject.

Proponents say KBK allows students to study subjects not only
in the classroom, but also through hands-on experience.

The director general for elementary and high school education
at the Ministry of National Education, Indrajati Sidi, said at a
seminar in February last year that when studying health, for
example, teachers could introduce the aspect of environmental
awareness by taking students to garbage dumps to see how the
capital manages the tons of garbage it produces.

"And we would have to design such programs to be as attractive
as possible, so the students will not be bored," he was quoted as
saying in The Jakarta Post.

Inevitably, some students are also concerned by the changes in
the new curriculum.

"To start adapting to KBK, my school has tried a teaching
method where, on certain days, students take the place of
teachers to explain subjects to the class. It's very dull. I
don't think Indonesia is ready for the KBK," said Tizar Renata,
who will enter her third and final year this 2004/2005 school
year in a public school in Pondok Labu, South Jakarta.

"Students should have a more active role in deciding what
subjects they want to study within the curriculum, which in
itself should not be so rigid. Too many of the subjects we study
can't be practiced in real life. The government should think
practically."

Astrid highlighted another aspect of education that needs
attention: training for teachers.

"We have to remember that teachers play a very important role.
Maybe they should get extra training from the government," she
said.

"And teaching methods have to be improved and renewed,
especially with our curriculum that keeps constantly changing,"
said Vicky.

According to the KBK booklet, the introduction of the new
curriculum will allot time for students to explore
extracurricular activities.

"The first priority should be academics, but the ministry
should attempt to highlight other opportunities outside of class
that students have," Astrid agreed.

With its implementation set for the beginning of the 2004/2005
school year, students are nervously anticipating what lies ahead.

"I see my lower level classmates, and they seem to be more
stressed than me when I was in their position," said Fika Fawzia,
who graduated this year from a public school in Bulungan, South
Jakarta.

"At least I didn't have to search in the dark for something I
have no idea about. I'm glad I've graduated because I don't know
if KBK will actually be useful for students."

The constant changes in high school education are turning into
a trend, when the month of May signals a time of confusion and
nuisance for those directly or indirectly connected to the
subject of education.

Those who actually have to sit in a class for three years to
endure the feeling out period of the changes are fed up.

"If the government wants to make changes in education, why
don't they (officials) try becoming high school students? Go sit
in class and see what's right and wrong for us. We're not guinea
pigs," said Fika.

Plain and simple.

The writer, an undergraduate student at Wesleyan University in
the United States, is an intern at The Jakarta Post.