UNAIR NEWS The government檚 decision to reinstate academic study pathways in Indonesian high schools擭atural Sciences (IPA), Social Sciences (IPS), and Language Studies攈as prompted concern from educators and scholars. Among the critics is Professor Dr. Tuti Budirahayu, an expert in the Sociology of Education from the Faculty of Social and Political Sciences (UNAIR), who describes the policy as a revival of an outdated system rooted in colonial era.
淩einstating rigid academic tracks like IPA, IPS, and Language deserves serious reconsideration, Prof. Budirahayu said. 淭he government should instead implement forward-thinking education policies that reflect current global trends and account for the availability of infrastructure, educational resources, and qualified teachers.
She argued that an ideal high school learning environment should be flexible and responsive to student needs. Education, she said, must support the development of individual interests, talents, and both academic and extracurricular potential攑articularly as students prepare to choose university majors.
Prof. Budirahayu stressed the importance of developing a long-term national education policy攁 guiding framework that remains consistent across political transitions. 淧olicy should not change with every new administration or minister. Education must follow a clear, coherent direction that aligns with cultural values and national goals, ideally planned out for the next 25 to 50 years, she explained.
Looking abroad: Lessons from developed countries
In an interview with UNAIR NEWS, Prof. Budirahayu drew comparisons between Indonesia檚 education system and those of more developed nations. She noted that many of these countries have moved away from rigid academic streams.
In Singapore, for example, high school students are allowed to select courses across disciplines, fostering a more customized learning experience. Japan and Germany offer broader options, including both academic and vocational tracks, with dual-system models that combine school-based education with workplace training. In the United States, there is no formal academic pathway system; students can choose subjects that reflect their interests and future career plans.
淭hese flexible systems help ensure that students high school experiences align more closely with their intended fields of study in college, she noted.
Reconsidering testing and supporting holistic growth
On the proposed implementation of the Academic Aptitude Test (TKA) as a means of validating report card scores in the National Achievement-Based Selection (SNBP), Prof. Budirahayu said she supports the idea, provided the test reliably measures students academic potential. Her greater concern lies in the traditional pathway system, which she says often hinders well-rounded student development.
淭oo often, students are pushed into the science pathway because it檚 seen as superior, even if their strengths and interests lie elsewhere, she said. 淏y the time they enter college, many can檛 pursue fields that truly match their passions or abilities.
In a closing statement, Prof. Budirahayu reiterated the need for comprehensive and long-term educational reform. She criticized short-sighted populist policies that are launched without adequate evaluation, such as the 淧eople檚 School program, which she believes could undermine schools with limited resources.
淓ducation policies must be rooted in solid research and data攏ot rushed or overlapping initiatives, she said. 淚t檚 time for the government to take bold, innovative steps.
Author: Nur Khovivatul Mukorrobah
Editor: Khefti Al Mawalia
