Analysis of Learning Systems in Indonesia and Japan

Miftachul Amri(1), Melly Susanti(2), Satoshi Kusaka(3), Loso Judijanto(4), Fien Pongpalilu(5), Reza Yuridian Purwoko(6),

DOI: https://doi.org/10.46843/jiecr.v5i4.1977


(1) Universitas Negeri Surabaya, Indonesia
(2) Universitas Muhammadiyah Bengkulu, Indonesia
(3) Naruto University of Education, Japan
(4) Badan Penelitian IPOSS Jakarta, Indonesia
(5) Universitas Muslim Maros, Indonesia
(6) President University, Indonesia

Abstract

This study compares the education systems in Indonesia and Japan, focusing on teacher quality enhancement. Teacher quality significantly influences educational outcomes, necessitating targeted efforts to improve their competence and performance. The government has implemented several initiatives in Indonesia, including teacher certification programs and professional development efforts. However, challenges such as unequal distribution of teacher quality and limited access to advanced training persist. Meanwhile, Japan exemplifies a robust teacher preparation and monitoring system with rigorous recruitment processes, periodic evaluations, and structured professional development. This research utilized a qualitative descriptive method and a Systematic Literature Review (SLR), supplemented by surveys and interviews conducted with educators and students involved in a cultural exchange program. The findings highlight key differences in teacher training and evaluation frameworks between the two countries, with Japan's structured approach serving as a model for Indonesia. The study concludes that adopting comprehensive strategies, such as enhanced teacher preparation, continuous evaluation, and professional development, can elevate teacher quality in Indonesia. The research contributes to the discourse on education reform by emphasizing the critical role of teacher quality in shaping national educational success and recommending actionable strategies for policymakers.

Keywords

Learning System, Education, Teacher Quality, Teacher Certification; Student Exchange

Full Text:

PDF

References

Arsal, A., Wannn, M. R., Fadhil, R. Al, & Mukramin, S. (2023). Kreativitas Guru Dalam Meningkatkan Kualitas Pembelajaran. In Jurnal Pendidikan Dasar Islam, 1(3).

Astagini, R. A., Nadifah, N. I., & Luwihta, A. D. (2022). Penerapan Manajemen Sumber Daya Manusia dalam Meningkatkan Kompetensi Guru. AKSI: Jurnal Manajemen Pendidikan Islam, 1(1), 32–43.

Aswanrahman, A., Yunus, M., & Elpisah, E. (2022). Pengaruh Kompetensi Guru dan Kecerdasan Emosional Terhadap Kinerja Guru Sekolah Dasar. Jurnal Pendidikan Ekonomi, 10(3), 224–230.

Barkah, J., & Sarwandianto, A. (2023). Manajemen Pengembangan Kompetensi Guru sebagai Determinan Kinerja Guru. Journal on Education, 5(3), 6023–6031.

Creswell, J. W., & Creswell, J. D. (2018). Qualitative, quantitative and mixed methods research (Dörnyei). Introducing English Language.

Dwiati, I., & Pardimin, P. (2022). Kinerja guru sekolah menengah pertama ditinjau dari kontribusi kompetensi guru. Measurement In Educational Research (Meter), 2(1).

Fatih, M. K. (2023). Pemberdayaan Sumber Daya Manusia Di Bidang Keagamaan Melalui Pelatihan Peningkatan Kompetensi Menggunakan Metode Ummi Bagi Guru TPQ. PARTICIPATORY: Jurnal Pengabdian Masyarakat, 2(2), 101–115.

Fauzie, Y. Y. (2018). Bank Dunia: Kualitas Pendidikan Indonesia Masih Rendah. https://www.cnnindonesia.com/gaya-hidup/20180607113429-284-304214/bank-dunia-kualitas-pendidikan-indonesia-masih-rendah

Ferguson, L. E., Bråten, I., Skibsted Jensen, M., & Andreassen, U. R. (2023). A Longitudinal Mixed Methods Study of Norwegian Preservice Teachers’ Beliefs About Sources of Teaching Knowledge and Motivation to Learn From Theory and Practice. Journal of Teacher Education, 74(1), 55–68.

Guo, Y. (2024). Improving teacher performance: Evolution and enlightenment of primary and middle school teacher certification institution in China (1978–2023). European Journal of Education, 59(4).

Hutasuhut, R. (2022). Pengaruh Kompetensi Guru Terhadap Kinerja Guru di SMP Al-Washliyah 8 Medan. Jurnal Multidisiplin Madani, 2(5), 2405–2414).

Irwansyah, I. (2022). Peningkatan Kompetensi dan Pengembangan Karir Sumber Daya Manusia Pada Lembaga Pendidikan Islam (Strategi Keterlibatan Kepala Madrasah, Pengawas dan Organisasi Guru). Ta’dib, 11(2), 68–79.

Kartika, R. D., & Saputrayasa, K. D. (2023). Pengaruh Lingkungan Kerja Dan Kompetensi Guru Terhadap Kinerja Guru Di Gugus Vi Kecamatan Seririt. In Jurnal Daya Saing, 9(3), 712–718.

Kemendikbud. (2023). Penganggaran Program Prioritas Kemendikbudristek di Tahun 2023. Dirjen Guru Dan Tenaga Kependidikan.

Lindawati, L., Caska, C., & Mahdum, M. (2022). Pengaruh Kompetensi Pedagogik Dan Kreativitas Guru Terhadap Kinerja Guru Prakarya Dan Kewirausahaan Sma Negeri Dan Swasta Sekota Pekanbaru. Jurnal Manajemen Pendidikan, 10(1).

Loughran, J., & Hamilton, M. L. (2016). International Handbook of Teacher Education. Spinger Nature.

Mammadova, S. (2019). Teacher quality vs. Teaching quality. Azerbaijan Journal of Educational Studies, 1(June), 1–2.

Muntasir, M., & Yusuf, M. (2022). Pengaruh Budaya Organisasi Sekolah, Kompetensi Guru dan Motivasi Guru Terhadap Kinerja Guru di SMA Negeri Kecamatan Samalanga Kabupaten Bireuen. IndOmera, 2(3).

Murtonen, M., Aldahdouh, T. Z., Vilppu, H., Trang, N. T. T., Riekkinen, J., & Vermunt, J. D. (2024). Importance of regulation and the quality of teacher learning in student-centred teaching. Teacher Development, 28(4), 534–552.

Park, J. (2019). Elementary science teacher education in Korea : past, present, and future. Asia-Pacific Science Education, 5(20).

Pribudhiana, R., Don, yahya bin, & Ysof, M. R. bin. (2021). Determining the Influence of Teacher Quality toward Teacher Readiness in Implementing Indonesian Education Policy. Eurasian Journal of Educational, 93, 373–390.

Sadya, S. (2023). Jumlah Guru di Indonesia Meningkat pada 2022/2023. DataIndonesia.id. https://dataindonesia.id/pendidikan/detail/jumlah-guru-di-indonesia-meningkat-pada-20222023

Safitri, I. W., & Nugroho, S. H. (2023). The Influence of Leadership Style Organizational Culture and Rewards for Motivation Work and Teacher Performance in Formal Education Units. Jurnal Pamator: Jurnal Ilmiah Universitas Trunojoyo, 16(2), 312–327.

Saring. (2023). Peningkatan Motivasi Belajar Siswa Melalui Kreativitas dan Kompetensi Pedagogik Guru. In Edusifa: Jurnal Pendidikan Islam, 9(2), 168–173.

Septiwi, E., Hikmah, N., Zahara, F., & Yantoro, Y. (2022). Peran Kepala Sekolah Sebagai Motivator Dalam Peningkatan Kinerja Guru Dan Kompetensi Guru Disekolah Dasar. Jurnal Pendidikan Glasser, 6(2).

Shuma, J. R., Anangisye, W. A. L., & Kinyota, M. (2024). Opportunities in promoting teacher ethics in Tanzania’s public primary schools through quality school-based professional development programmes. Quality Assurance in Education, 32(3), 478–492.

Sinambela, L. P. (2017). Profesionalisme Dosen dan Kualitas Pendidikan Tinggi. Jurnal Populis, 2(4), 579–596.

Susiani, I. R., & Abadiah, N. D. (2021). Kualitas Guru Dalam Meningkatkan Mutu Pendidikan Di Indonesia. Modeling, 8(2).

Utami, S. (2019). Meningkatkan Mutu Pendidikan Indonesia Melalui Peningkatan. Prosiding Seminar Nasional Pendidikan FKIP, 2(1).

Yudanti, A. P. & Putri, R. D. (2023). Bagaimana Kondisi Pendidikan Indonesia Saat Ini? Kompas.Com. https://www.kompas.com/tren/read/2023/10/16/170000265/bagaimana-kondisi-pendidikan-indonesia-saat-ini-?page=all

Yunus, M. (2016). Profesionalisme guru dalam peningkatan mutu pendidikan. Lentera Pendidikan, 19(1), 112–128.

Refbacks

  • There are currently no refbacks.


View My Stats