Upgrading should be upgraded annually in order to

Upgrading Quality Education in Indonesia from the Perspective of
Pancasila and Indonesian Citizenship

A recent study has been conducted by the Network for Education
Watch Indonesia (JPPI) in regards to education in Indonesia. The study shows
that education in Indonesia is even lower than Philippines and Ethiopia. This
study also relates to the rank of “Best Countries for Education” that has been
commissioned by US News which gave Indonesia at the 52nd position.
Many factors are revealed as the decayed indicators of unpleasant education
services in Indonesia, but amongst those factors, JPPI takes a deeper focus on
three issues, those are child-unfriendly environment in schools; bullying and
physical violence, incompetency due to the quality of teachers, and
discrimination against marginalized groups; disabled people, children in
prison, children of poor families, and refugees.

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According to those issues, education in Indonesia should be
concerned thoroughly. The main thing as of now is fixing those three issues,
which means making the child-friendly environment, increasing the quality of
teachers, and decreasing discrimination against marginalized groups. On the
other hand, the perspective of Pancasila and Indonesian Citizenship is necessary,
considering that each country has its own terms and condition. Hence,
discovering the best method which will be applied is also one of the issues.

By finding out ways to solve those problems, real needs would be
enclosed and it would advance quality education in Indonesia.

Literature View

Education is deliberated as a ‘sacred duty’ for countries to
provide and concern. It is also considered as an instrument in contributing to
peace and security for the world. Therefore, there must be full and equal
opportunities in education for all circles of people (UNESCO, 2017).

In Indonesia, education is the right for all its citizens (UUD 1945
clause 31 verse 1; clause 28 C verse 1). Education must have been protected by
the government as one of  Indonesia’s
intention that has been written on the Opening of the Constitution 1945
(Pembukaan UUD 1945): educate the life of the nation (“mencerdaskan kehidupan
bangsa”). Education can also increase the quality and wealth of people; hence
education is certainly imperative to be fulfilled by countries.

Education can relate to any fields; sciences, technology, humanity,
et cetera. Nevertheless, Indonesia requires an understanding of Pancasila and
Indonesian Citizenship or Civic Subject in order to improve students’ selves based
on Indonesia’s ideology which is Pancasila as an implementation of values of the
nation (Syarbaini, 2003). Studying of Civic is also one of the forms of
defending the country as citizens of Indonesia (UU No. 20 the year of 2003; UU
No. 3 the year of 2002).

Speaking of quality education, a learning process needs capable
teachers. Teachers should have fulfilled some requirements which are needed; qualification
of academic, competency of pedagogic, competency of personality, competency of
social, and competency of professional (UU No.14 the year of 2005). Considering
the dynamics of social needs, those competencies of teachers should be upgraded
annually in order to create a better education.


Education is the main thing that people need for wealth-being of
their life; forming the way of thoughts, keeping a strong principle of life, analyzing
some facts, et cetera. As 20 percent of the state budget (APBN) is approximately
allocated for education, Indonesia should maximize the learning process to
create the best outcomes.

Education for All People

None of the citizens is compared to their status in order to get their
right to education. As what has been written on the constitution, everybody is
obliged to get education and government should fulfill their right. If there
are marginalized groups who still cannot access education, the government must fix
the system and provide the best one. It could be building a school with special
needs, such as Extraordinary School (SLB) for disabled people. The other option
is keeping disabled students along with normal students, but there should be an
advanced technology to compensate the needs of them and an extra concern from
the teachers.

A stereotype that is living amongst people about the background of
others does surely matter. This stereotype leads a bad