Konvergensi dan Divergensi Kebijakan Pendidikan: Studi Komparatif Kurikulum Holistik di India dan Indonesia

Septi Nugrohoningsih; Sri Marmoah; Fadhil Purnama Adi

doi:10.23917/jkk.v5i2.1006

Authors

Septi Nugrohoningsih Fakultas Keguruan dan Ilmu Pendidikan, Universitas Sebelas Maret
Indonesia
Sri Marmoah Fakultas Keguruan dan Ilmu Pendidikan, Universitas Sebelas Maret
Indonesia
Fadhil Purnama Adi Fakultas Keguruan dan Ilmu Pendidikan, Universitas Sebelas Maret
Indonesia

DOI:

https://doi.org/10.23917/jkk.v5i2.1006

Keywords:

analisis komparatif; india; indonesia; kebijakan pendidikan; kurikulum holistik

Abstract

Transformasi pendidikan abad ke-21 menuntut sistem pendidikan mengadopsi pendekatan yang holistik, adaptif, dan berpusat pada peserta didik untuk merespons perkembangan teknologi dan dinamika global. Penelitian ini bertujuan menganalisis kebijakan kurikulum holistik dan pembelajaran abad ke-21 di India dan Indonesia, serta mengidentifikasi konvergensi paradigma, divergensi strategi implementasi, dan tantangan sistemik yang dihadapi. Penelitian menggunakan pendekatan Systematic Literature Review (SLR) dengan pedoman PRISMA 2020. Sebanyak 50 artikel diidentifikasi dan diseleksi menjadi 36 artikel yang memenuhi kriteria inklusi. Analisis dilakukan menggunakan thematic analysis dan pendekatan komparatif. Hasil penelitian menunjukkan bahwa kedua negara memiliki konvergensi dalam paradigma pendidikan yang menekankan pengembangan kompetensi abad ke-21, seperti berpikir kritis, kreativitas, kolaborasi, komunikasi, serta integrasi pendidikan karakter dalam kurikulum holistik. Namun, terdapat divergensi dalam implementasi kebijakan, di mana India melalui National Education Policy (NEP) 2020 lebih menonjolkan pendekatan struktural dan sistemik, sementara Indonesia melalui Kurikulum 2013 dan Kurikulum Merdeka lebih mengedepankan pendekatan kontekstual dan desentralistik. Selain itu, kedua negara menghadapi tantangan serupa berupa kesenjangan infrastruktur digital, variasi kualitas guru, serta kesenjangan antara kebijakan dan implementasi. Faktor kunci keberhasilan meliputi kepemimpinan transformasional, penguatan kompetensi guru, integrasi teknologi yang inklusif, dan kolaborasi antar pemangku kepentingan.Penelitian ini berkontribusi secara teoretis dalam kajian pendidikan komparatif dan secara praktis memberikan rekomendasi kebijakan yang adaptif dan kontekstual untuk mendukung transformasi pendidikan berkelanjutan.

Downloads

Download data is not yet available.

References

Adhantoro, M. S., Haq, F. A., Hartanto, D., & Sudaryanto, A. P. (2026). IndoBERT-Based Sentiment Analysis of Electric Motorcycle Policy in Indonesia Using Instagram Data. Jurnal Penelitian Sains Teknologi, 2(2), 165–181. https://doi.org/10.23917/saintek.v2i2.17021

Anggraini, G. F., Sunendar, D., Damayanti, V. S., & Musthafa, B. (2025). Enhancing Students’ Critical Reading Skills through the Integration of Critical Literacy Pedagogy and Teacher-Parent Collaboration Program. Indonesian Journal on Learning and Advanced Education (IJOLAE), 8(1), 116–130. https://doi.org/10.23917/ijolae.v8i1.13366

Arun, D. P., Malik, J. S., & Shelar, R. (2022). Perceived challenges of National Education Policy, 2020 by the students. Indian Journal of Extension Education, 58(2), 73–76.

Chan, C. K. Y., & Luk, L. Y. Y. (2022). Academics’ beliefs towards holistic competency development and assessment: A case study in engineering education. Studies in Educational Evaluation, 72, 101102.

Etukakpan, A., Uzman, N., Ozer, O., Tofade, T., Leite, S. N., Joda, A., Choonara, Y., Mwila, C., Azzopardi, L. M., & Mantel-Teeuwisse, A. K. (2023). Transforming pharmaceutical education: a needs-based global analysis for policy development. Exploratory Research in Clinical and Social Pharmacy, 9, 100234.

Fauzi, I. M., Negara, S. P. P. S., Banna, M. H. A., & Susila, I. (2025). Pendampingan Pengemasan dan Pemasaran Digital Wonton Sik AE di Kota Madiun. Jurnal Ilmiah Kampus Mengajar, 5(2), 179–191. https://doi.org/10.56972/jikm.v5i2.234

Guo-Brennan, L. (2022). Making virtual global learning transformative and inclusive: A critical reflective study on high-impact practices in higher education. Journal of Teaching and Learning, 16(2), 28–49.

Fadlullah, S. Y., Hidayah, A. N., Saputra, Y. E., Uslan, & Negara, S. P. P. S. (2026). SisCek: A Deep Learning-Based Face Recognition System for Real-Time Exam Impersonation Detection. Jurnal Penelitian Sains Teknologi, 2(2), 149–164. https://doi.org/10.23917/saintek.v2i2.16998

Hamami, T., & Nuryana, Z. (2022). A holistic–integrative approach of the Muhammadiyah education system in Indonesia. HTS Teologiese Studies/Theological Studies, 78(4), 7607.

Hasanah, E., Suyatno, S., Maryani, I., Badar, M. I. Al, Fitria, Y., & Patmasari, L. (2022). Conceptual model of differentiated-instruction (DI) based on teachers’ experiences in Indonesia. Education Sciences, 12(10), 650.

Kulal, A., N, A., Dinesh, S., Bhat, D. C., & Girish, A. (2024). Evaluating the promise and pitfalls of India’s National Education Policy 2020: Insights from the perspectives of students, teachers, and experts. Sage Open, 14(4), 21582440241279370.

Kultsum, U., Parinduri, M. A., & Karim, A. (2022). Comparative Studies between Public and Private Islamic Schools in the Era of Globalization. International Journal of Evaluation and Research in Education, 11(1), 421–430.

Kumar, S. (2025). Education 4.0: Transforming learning for the fourth industrial revolution. Higher Education for the Future, 12(2), 144–162.

Marlina, R., Yuenyong, C., Hamdani, H., & Zubir, A. (2025). Science with character: Teachers’ reflections on the Pancasila student profile initiative. Indonesian Journal on Learning and Advanced Education (IJOLAE), 8(1), 153–173. https://doi.org/10.23917/ijolae.v8i1.12762

Martha, A. S. D., Junus, K., Santoso, H. B., & Suhartanto, H. (2021). Assessing undergraduate students’e-learning competencies: A case study of higher education context in Indonesia. Education Sciences, 11(4), 189.

Miseliunaite, B., Kliziene, I., & Cibulskas, G. (2022). Can holistic education solve the world’s problems: A systematic literature review. Sustainability, 14(15), 9737.

Mohamed Hashim, M. A., Tlemsani, I., & Matthews, R. (2022). Higher education strategy in digital transformation. Education and Information Technologies, 27(3), 3171–3195.

Pangestu, D. Y., Fatdaja, L. N., Siswanto, H., & Mahardika, D. A. (2026). An AI-Driven Policy Intelligence Framework for Transforming National Data into Evidence-Based Public Policy. Jurnal Penelitian Sains Teknologi, 2(2), 128–148. https://doi.org/10.23917/saintek.v2i2.16988

Pavel, S., & Isak, F. (2022). ‘Utility’of education and the role of transformative agency: Policy challenges and agendas. Policy Futures in Education, 20(2), 201–214.

Phadnis, A., Aggarwal, S., & Naveen, K. (2025). Evolution of public policy education in the global South: The case of India. Journal of Public Affairs Education, 31(1), 18–40.

Rianawaty, I., Dwiningrum, S. I. A., & Yanto, B. E. (2021). Model of Holistic Education-Based Boarding School: A Case Study at Senior High School. European Journal of Educational Research, 10(2), 567–580.

Rohman, A., Meraj, G., Isna, A., Taruna, M. M., Rachmadhani, A., Atmanto, N. E., & Nasikhin, N. (2024). Challenges in Islamic education curriculum development: A comparative study of Indonesia, Pakistan, and India. International Journal of Learning, Teaching and Educational Research, 23(6), 504–523.

Sharma, G., Mittal, R., & Zayan. (2023). Teacher education in India’s National Education Policy 2020: Knowledge traditions, global discourses and national regulations. Contemporary Education Dialogue, 20(2), 256–282.

Strielkowski, W., Grebennikova, V., Lisovskiy, A., Rakhimova, G., & Vasileva, T. (2025). AI‐driven adaptive learning for sustainable educational transformation. Sustainable Development, 33(2), 1921–1947.

Yetti, E. (2024). Pedagogical innovation and curricular adaptation in enhancing digital literacy: A local wisdom approach for sustainable development in Indonesia context. Journal of Open Innovation: Technology, Market, and Complexity, 10(1), 100233.

Zulela, M. S., Neolaka, A., Iasha, V., & Setiawan, B. (2022). How is the education character implemented? The case study in Indonesian elementary school. Journal of Educational and Social Research, 12(1), 371.