Reviewing the Implementation of Higher Education Curriculum in Indonesia

Burhanudin Syaifulloh and Kyle Hemming | 1st August 2024

Background

Ten years ago, the Indonesian government introduced the Higher Education Curriculum (HEC) with the aim to equip school and tertiary graduates with the skills to meet national and global demands. 

Despite its intentions, the HEC is proving to be a challenge for lecturers to implement, as it can neglect the classroom-level realities of teaching. 

University of Canberra PhD candidate Burhanudin Syaifulloh sought to explore lecturers’ experiences with HEC implementation in Indonesia, examining their perceptions, and how this varied across different demographics (e.g. experience, region, age). 

Through this research, Burhanudin aimed to provide insights to support policymakers, stakeholders, and curriculum designers develop appropriate professional development programs and mechanisms to enhance the onground efforts and implementation of HEC and similar initiatives across Indonesia, and potentially even other countries.

Methodology

Burhanudin conducted a nationwide online survey with 368 English lecturers from 6 regions in Indonesia using a best-practice questionnaire, as well as online semi-structured interviews with 20 participants to delve deeper into their experiences and factors affecting the HEC implementation.

Challenges and Solutions

The COVID-19 outbreak brought unprecedented challenges in data collection and analysis. A significant challenge was selecting the right statistical tests to analyse the questionnaire data. A collaboration with Intersect’s Digital Research Analyst, Dr Kyle Hemming, was instrumental in resolving these issues. Discussions between Kyle and Burhanudin led to the selection of statistical tests like the independent-samples T-test and one-way MANOVA, enhancing the analysis of the questionnaire, to support the qualitative findings of the interviews.

Findings

Despite a decade of work, Burhanudin found lecturers have a limited understanding and low involvement in the HEC implementation. Further, Burhanudin found that, while lecturers are motivated to improve the implementation of HEC, they require further support in the form of professional development programs, facilities, funding, and clear guidelines. Providing such support can enhance their understanding and active involvement in implementing the HEC, thereby improving its effectiveness.

Conclusion

Burhanudin has recently submitted his PhD for examination, and this part of his doctoral thesis highlights the need for continuous support and efforts to ensure successful implementation of the HEC in Indonesia, and education curriculum initiatives in general. By recognising and addressing the challenges faced by lecturers, policymakers and stakeholders can enhance the HEC’s impact and better prepare graduates for the demands of the 21st century.