The People Silenced by the People
Being one of the countries with the most organised netizens in the world does not mean they are equally organised in real life. This is precisely what is happening in Indonesia—a nation with a population approaching 290 million is a clear example of this statement. Despite using democracy as its system of government, Indonesia remains trapped in a condition where the people are always the disadvantaged party.
Looking more closely, this condition is not due to the people being unaware that they are being wronged, but rather a lack of courage to voice their opinions. This is driven by many factors, but one factor that has persisted through the ages is education.
Education, which should be a process of developing rational and civilised individuals, has not fully succeeded in Indonesia. Children are merely required to graduate with good grades, regardless of whether they have truly learned or simply memorised information only to forget it days later. This phenomenon is typically caused by two parties: the education system and the environment. The Indonesian education system has focused too heavily on theoretical memorisation—a student’s eligibility to progress is determined solely by their performance on exam questions. There is almost no difference between a child who truly learns and one who merely memorises the night before an exam under such an assessment model. On the other hand, the educational environment also contributes to this issue. Often, children who ask questions outside the curriculum are reprimanded and labelled as “too inquisitive” by their teachers. This is exacerbated by peers who join in the mockery. With these two factors occurring simultaneously, a child’s creative intellect and courage are gradually replaced by submissiveness and passivity.
However, all of this can be prevented if the two root causes are addressed. Regarding the education system, the government is expected to design a curriculum that emphasises character and deep understanding rather than mere rote learning. One approach that could be utilised is Hari Wahyono’s 3H theory, which prioritises Heart (character) above Head (understanding) and Hand (skills). As for the educational environment, two steps can be taken for improvement. First, teachers must be provided with more decent wages; we should not demand excessive performance from those who struggle to meet their basic needs. Second, children must be given the opportunity to speak—rather than reprimanding them when they join adult conversations, we should attempt to explain things to them in a language they can understand.
Ultimately, achieving this change cannot be the responsibility of educators alone; it requires the roles of both the government and parents. As educators and parents, we should provide more opportunities for children. As the government, you should use your authority to provide a better environment for them, ranging from facilities and ease of access to the curriculum itself. However, even if all parties miraculously participate in this change, the results will not be visible in the near future. Therefore, if it does not begin now, Indonesia’s condition will remain as it is for much longer—leaving those in power able to act arbitrarily against the people.