Comparative Study of Mathematics Education in Indonesia and Japan

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(1)Title. Comparative Study of Mathematics Education in Indonesia and Japan. Author(s). SISKA, Setianingsih; ISHII, Hiroshi. Citation. 北海道教育大学紀要. 教育科学編, 71(2): 119-130. Issue Date. 2021-02. URL. http://s-ir.sap.hokkyodai.ac.jp/dspace/handle/123456789/11710. Rights. Hokkaido University of Education.

(2) 北海道教育大学紀要（教育科学編）第71巻第2号 Journal of Hokkaido University of Education（Education）Vol. 71, No.2. 令和 3 年 2 月 February, 2021. Comparative Study of Mathematics Education in Indonesia and Japan SISKA Setianingsih and ISHII Hiroshi Department of Mathematics Education, Hakodate Campus, Hokkaido University of Education. インドネシアと日本の数学教育に関する比較研究シスカスティアニンシ・石井洋北海道教育大学函館校数学教育研究室. ABSTRACT Japan and Indonesia have engaged in educational exchanges for over half a century, and both have implemented collaborative learning, particularly in the mathematics field. Therefore, this comparative study was conducted to assess the similarities and differences in mathematics education to determine which areas require attention. Despite having similar school systems, fundamental differences were found between the Japanese and Indonesian national education systems. While the Program for International Student Assessment (PISA) surveys found that Japanese math students regularly ranked in the top 10 countries, Indonesia’s students were regularly ranked second or third to last. Therefore, both countries must continue monitoring student performance and evaluate the effectiveness of their mathematics education systems. In particular, Indonesia must better utilize its resources and achieve greater socioeconomic equity.. 1.Introduction 1．1．Background. f i na nci ng the i r s tudi e s f r o m Indo nesian government, regional, or private company scholarships, or covering their own expenses.. The 2018 Japanese Student Services Organization. Many Japanese students have also been. (JASSO) survey reported that there were. s t u d y i n g i n I n d o n e s i a . 10) T h e J a p a n e s e /. around 6,000 Indonesian international students. Indonesian student exchange program has. in Japan’s universities, colleges, and language. also been part Indonesian/Japanese education. institutes, 897 of whom had received Japanese. bilateral relations since April 22 - May 1, 200810). Government scholarships (Monbukagakusho. The first education collaboration was on April. scholarship programs), with the remainder. 21, 1962 when the Tokyo Republic of Indonesia. 119.

(3) SISKA Setianingsih and ISHII Hiroshi. School (SRIT) at Pondok OWIT (Tokyo Women’s. reveal the specific national characteristics.. Organization of Japan), Japan, was inaugurated by Mr. R. Bambang Sugeng, the Republic of Indonesia ambassador in Japan at that time, at a. 2．Methodology. Kartini Day commemoration.1). There were four main stages to this research:. This study evaluated the national mathematics. ・G athering and describing new data from. education systems in Japan and Indonesia to. primary sources or from existing data such. reveal the specific national characteristics. As. as the content of Japanese and Indonesian. long-time across sectors, innovations collaborators together as mathematics is amany powerful tool to it a nation’sfor future. By gaining insights fromtoboth isbuild beneficial Indonesia and Japan work 25). systems, it is hoped that this study can onmathematics mathematics education innovations together. mathematics textbooks (Grades 1-6), math-. 1st Topic: Comparison of School System between. lesson videos, Indonesiaand and other Japan literature (Fig. 1); ・B rainstorming during lecture and seminar. enhance mathematics education practices in both. as mathematics is a powerful tool to build a countries.. 25). nation’s future.. By gaining insights from both. sessions (Fig. 1) at Hokkaido University of. 2nd Topic: Comparison of Education Issues. Education in Hakodate, Japan from May between Indonesia and Japan. mathematics systems, it is hoped that this study 1.2 Research Questions. can enhance mathematics educationmathematics practices in • How do Japanese and Indonesian both countries. teaching and learning differ in terms of their: national education system, mathematics curriculum, and mathematics textbooks? 1．2．Research Questions • How are the respective Japanese and Indonesian. ・How do Japanese and Indonesian mathematics mathematics student outcomes reflected in educational. teaching and learning differ in terms of their: policy changes?. national education system, mathematics mathematics textbooks? 2curriculum, . Methodologand y. July 2020;. ・Comparing and evaluating all data through. 3rd Topic: Comparison of Mathematics Curriculum,. seminar sessions (Fig. 2) to reveal the. Lesson, and Textbook between Indonesia and Japan. Japanese and Indonesian educational system. Fig. 2design. Data Comparing through Seminar Session. ・Observing and analyzing mathematics lessons. • Observing and analyzing mathematics lessons. through“Lesson Study”(Fig. 3) held at the. through “Lesson Study” (Fig. 3) held at the public. Hakodate Elementary School affiliated to. Hakodate Elementary School affiliated to the. the University Hokkaido University from Hokkaido of Education from of JuneEducation – July. werethe fourrespective main stages Japanese to this research: ・HThere ow are and Indonesian. 2020; June Lesson-study been Japan’s Julyhas2020; Lessonwell-known study has been. • Gathering and student describing outcomes new data from primary in mathematics reflected. method to maintain the quality of its mathematics Japan’s well-known method to maintain. sources or from existing data such as the content of. education by providing the real situation during math. Japanese and Indonesian mathematics textbooks. lesson to be observed and analyzed by many teachers. (Grades 1–6), math-lesson videos, and other. even instructors and supervisors from universities. literature (Fig.1);. enabling collaborative work among educators.12) The. educational policy changes?. １．３．Objective of the Study. This study evaluated the national mathematics • Brainstorming during lecture and seminar sessions. education systems Japan and Indonesia (Fig.1) at HokkaidoinUniversity of Education in to Hakodate, Japan from May – July 2020;. the quality of its mathematics education by providing the real situation during math lesson to be observed and analyzed by many. even supervisors Lessonteachers study report coversinstructors the details forand teacherpupil interaction, learning condition, lesson learnt, and critics for the lesson conducted.. innovations together as mathematics is a powerful tool to 1st Topic: School System in Indonesia build a nation’s future.25) By gaining insights from both. 1st Topic: Comparison of School System between Indonesia and Japan. mathematics systems, it is hoped that this study can enhance education practices in both 2nd Topic: Issues inmathematics Indonesia National Education System countries.. teaching and learning differ in terms of their: national 4th Topic: Mathematics Lesson and Textbook in Indonesia education system, mathematics curriculum, and Fig.1 Data Gathering and Brainstorming Session mathematics textbooks? Fig. 1 Data Gathering and Brainstorming Session • How are the respective Japanese and Indonesian • Comparing and evaluating all data through seminar mathematics student outcomes reflected in educational (Fig.2) to reveal the Japanese and 120 sessions policy changes? Indonesian educational system design. 2. Methodology. Observer. • How do Japanese and Indonesian mathematics. between Indonesia and Japan Class Pupils. Teacher On-Duty. 3rd Topic: 1.Mathematics 2 Research QCurriculum uestions in Indonesia. 2nd Topic: Comparison of Education Issues. Interaction 3rd Topic: Comparison of Mathematics Curriculum, Lesson, and Textbook between Indonesia and Japan. Fig. 2 Data Comparing through Seminar Session Fig. 2 Data Comparing through Seminar Session Fig. 3 Lesson Observation through Lesson Study • Observing and analyzing mathematics lessons through “Lesson Study” (Fig. 3) held at the public Hakodate Elementary School affiliated to the Hokkaido University of Education from June – July.

(4) ar sessions. Lesson study report covers the details for teacher-. ducation in. pupil interaction, learning condition, lesson learnt, and critics for the lesson conducted.. Comparative Study of Mathematics Education in Indonesia & Japan. million teachers, and three hundred thousand schools.3). Pupils. Class Interaction. Teacher On-Duty. esia. Observer. ation System. k in Indonesia. both provide guidance for the education system. Fundamental education in Japan is controlled through the“Basic Act on Education”, which stipulates that all people should have the opportunity to participate in education, and. Session. gh seminar. The constitutions in Japan and Indonesia. article 31, section (1) of the Constitution of Fig. 3 LessonObservation Observation through Lesson StudyStudy Fig. 3 Lesson through Lesson. Indonesia, states that each and every citizen has a fundamental right to education.5). anese and. from universities enabling collaborative 12). The Japanese education system (Fig. 4). The Lesson study. is under the supervision of the Ministry. report covers the details for teacher-pupil. of Education, Culture, Sports, Science and. interaction, learning condition, lesson learnt,. Technology (MEXT) 1), which means that. and critics for the lesson conducted.. they are responsible for controlling and. work among educators.. guaranteeing uniform education quality across the country and improving Japanese. 3．Result and Discussion. relations with the international community. The. 3．1．National Education Systems. MEXT comprises an Education Department,. As the world’s oldest continuous monarchy,. a Sports and Culture Department, a Science. Japan has always valued education as a platform. and Technology Department and as Japan. for socio-economic mobility and more recently,. vulnerable to natural disasters, a Department of. for gaining employment in the country’s high-. Facilities Planning and Disaster Prevention that. tech economy. It has been over a century. is in charge of maintaining school facilities to. since Western subjects and learning including. reduce the damage caused by disasters such as. mathematics education were primarily adopted. earthquakes.. to Japan during Meiji Restoration began in 1868. Three ministries are responsible for providing. as a part of goal to make Japan, a strong and. education (Fig. 5) to Indonesia’s enormous. modern nation.6, 7). population: The Ministry of Education and. While Indonesia was established as an. Culture, the Ministry of Religious Affairs, and. independent nation in 1945, it also has a. the Ministry of Research, Technology, and. th. century. Higher Education. The Ministry of Education. Islamic-states era, Islamic boarding schools. and Culture is responsible for education from. were established, and during the colonial. early education to senior secondary; the. era, the Dutch government introduced. Ministry of Religious Affairs is responsible for. formal elementary school education for local. the religious education at many Islamic schools;. long educational culture. In the 13. 5). However, Indonesia now. and the Ministry of Research, Technology and. has the fourth largest education system in the. Higher Education is responsible for research,. world, with more than 50 million students, three. science, and technology.2, 5). Indonesians in 1870.. 121.

(5) SISKA Setianingsih and ISHII Hiroshi. Fig. 4 School System in Japan. Fig. 5 School System in Indonesia. 122.

(6) Comparative Study of Mathematics Education in Indonesia & Japan. Japan and Indonesia have similar school. textbook or may be teaching material and. systems: six-year elementary schools; three-. lesson guides. The mathematics curriculum. year junior secondary schools; three-year senior. generally has systematic learning content. secondary schools; and two-or-three-year. and repetitive teaching known as a “spiral. 8). While the. curriculum”, which develops new knowledge. nine years in elementary and junior secondary. and new calculations based on previous learning,. schools are compulsory in Japan, the full 12. emphasizes mathematics activities, and focuses. years of elementary and high school education. on instruction that involves the development of. have been compulsory in Indonesia since 2015.5). thinking or judgment capabilities. These days,. Both countries also highly value early. the competency-based curricula ensure that. education even though it is not compulsory.. specific curriculum are learner-centered and. It has been recognized that children begin. adaptable to the changing needs of the students,. learning from birth, with the period from 0-5. teachers, and society, with the learning activities. years of age being “a golden period” when. and environments being chosen to ensure the. children begin to develop their cognition,. acquisition and application of the knowledge,. which means that high-quality education. skills, and attitudes encountered in everyday. is necessary. In Indonesia, pre-school early. life. Competency-based curricula are usually. learning education is the responsibility of the. designed around a set of key competences/. Directorate of Early Age Education (Ministry of. competencies that can be cross-curricular and/. Education and Culture), and in Japan, there are. or subject-bound, as shown in Fig 6.4). junior colleges, or four-year colleges.. two institutions involved in preschool education. The changes in Japan’s mathematics education. and care: kindergartens supervised by MEXT,. can be classified into several phases. First,. and day nurseries supervised by the Ministry of. curriculum and textbooks were adopted and. Health, Welfare, and Labor.. 1, 2). translated for domestic use. Then, there was a shift from“teaching mathematics to make. 3．2．Mathematics Curriculum. children easily understand”into“making children. The education policy curriculum is generally. create their own mathematics”. Following the. issued as a syllabus, which may be a specific. modernization of international mathematics,. Fig. 6 Competency Based Curriculum Flowchart. 123.

(7) SISKA Setianingsih and ISHII Hiroshi. Fig. 7 Japanese and Indonesian Mathematics Textbooks. Japan then revised its mathematics education to. textbooks for students with disabilities.1) Text. be more structured and systematic by introducing. books in Indonesia are either non-commercial or. modern concepts, and then eventually developed. commercial, with the non-commercial textbooks. an atmosphere of “mathematical thinking”. being published by the Ministry of Education. to meet the needs of primary and secondary. and Culture and being free or having a small. 12). students.. charge for use at public schools, and with the. Similarly, mathematics curricula in Indonesia. commercial textbooks certified by the Ministry. also evolved around current trends moving. and widely-used in private schools. Textbooks. from a curriculum in which there was no. for each subject also come with a teacher’s. relationship from one topic to another to one. guide.. that was more systematic and related. There have also been efforts to shift from being teacher-centered to student-centered and to. 3．2．1.Mathematics Teaching and Learning in Japan. reform the mathematics curriculum goals to. Japan maintains teacher quality by ensuring. accommodate student needs and allow more. that all teachers graduate from Ministry-. space for the students to build their own ideas. approved teacher education universities. about mathematical concepts.. 21). and then obtaining teaching certificates. Textbooks are vital to meeting educational. for their particular school level (primary,. requirements, ensuring equal education. lower secondary, or upper secondary) and. opportunities, and improving the quality of the. subject. However, the teaching certificate for. 18). . In Japan, all textbooks. primary school is not divided into subjects as. from private publishers are first authorized. elementary school teachers are required to. by the National Curriculum Standards and. teach all subjects. During the teacher education. Textbook Authorization Standards, after which. programs, teacher education students must. the Boards of Education and similar education. earn a required number of course credits. organizations decide which textbooks to adopt,. and conduct micro-teaching school-based. Japan offers free textbooks in line with its free. internships for several week supervised by a. compulsory education, and also provides special. school teachers.22). learning outcomes. 124.

(8) education universities and then obtaining teaching. patterns”, which are designed to encourage the students. certificates for their particular school level (primary,. to use the procedures they have recently developed in. Mathematics Education in Indonesia & Japan lower secondary, or upper Comparative secondary)Study and ofsubject. class. 22). However, the teaching certificate for primary school is not divided into subjects as elementary school teachers are required to teach all subjects. During the teacher education programs, teacher education students must earn a required number of course credits and conduct micro-teaching school-based internships for several week supervised by a school teachers.22) Schools in Japan had six-cycle school days before it changed to five-cycle days. Elementary schools generally have one 45-minute mathematics lesson every. How tall is the building according to the outline?. Fig. 8 Systematical Learning of in day and for junior secondary andMathematics senior secondary Japan. schools. have. one. 50-minute. lesson.. A. single. mathematics teaching unit topic is around 10 hours.16) Schools in Japan hadinsix-cycle school The mathematics taught Japan’s primary anddays junior. before it changed to five-cycle Elementary secondary schools shown in Fig.5days. highlight the spiral smethod. c h o o l sAsgthere e n eisr aa llink l y between h a v e oeach n e of4 5the -m i n u tthe e topics, mathematics lesson every day and for junior. secondary and senior secondary schools have one 50-minute lesson. A single mathematics teaching unit topic is around 10 hours.16) The mathematics taught in Japan’s primary and junior secondary schools shown in Fig. 5 highlight the spiral method. As there is a link between each of the topics, the lessons must be done in order to optimize the learning process. For example, the precursor to studying volume. 1st problem (left)  There are 23 cakes that will be distributed to boxes which each box takes 4 cakes. How many boxes will be needed? 2nd problem (right)  We are going to make a car toy with 4 tires. If there are 30 tires, how many toys can be made then?. Example of class Fig.Fig.9 9 Example of aa problem problemduring duringa Math a Math class In Japan, problem solving is considered a powerful use problem solvingmathematical not only for lessons that approach to developing concepts and skills. focus on developing problem-solving skills and Therefore, Japanese teachers use problem solving not. or shape is understanding two-dimensional Fig.8 Systematical Learning of Mathematics in Japan perimeters and areas.. strategies, but also throughout the curriculum. Rather than just emphasizing math-concepts,. procedures.21) After a brief introduction with. mathematics classes in Japan are focused on. either a short ice-breaker or a review of a previous. challenging the students with procedurally. lesson, teachers lead the class into the main. and conceptually demanding critical math-. lesson. During the main learning activities,. problems. Japanese teaching has a reputation as. teachers show the math problem of the day on. being focused on“structured problem solving”. the board or screen and then take a less active. supported by“the teachers’ good questioning. role to allow the students to solve the problem. patterns” , which are designed to encourage. individually and in groups using their own. the students to use the procedures they have. procedures, after which they communicate these. recently developed in class.22). ideas to the rest of the class. At the end of the. In Japan, problem solving is considered a. to develop mathematics concepts, skills, and. class, they sum up the lesson.. powerful approach to developing mathematical concepts and skills. Therefore, Japanese teachers. 125.

(9) individually and in groups using their own procedures,. education in Indonesia: enable students to face a. after which they communicate these ideas to the rest of. changing world through practical work based on a. critical, cautious, and honest attitude and logical, the class. At the end of the class, they sum upSISKA the lesson. Setianingsih andrational, ISHII Hiroshi efficient and effective reasoning; and to prepare students education in Indonesia: enable students to face a to use mathematics and mathematical logic in their life changing world through practical work based on and study.21) a rational, critical, cautious, and honest attitude Students have up to six 30 – 35-minute mathematics and logical, efficient and effective reasoning; and lessons a week at elementary school12) and four or five to prepare students to use mathematics and 45-minute lessons a week at junior and senior secondary mathematical logic in their life and study.21) school. The main scope of the elementary school Students have up to six 30 - 35-minute mathematics is numbers, geometry, measurements, data mathematics lessons a week at elementary processing, and statistics, 2) and in junior high school is school12) and four or five 45-minute lessons a as follows: week at junior and senior secondary school. The a. Numbers main scope of the elementary school mathematics • Utilizing the properties of numeric operations in is numbers, geometry, measurements, data problem solving processing, and statistics,2) and in junior high • Estimating the results of arithmetic operations school is as follows: b. Measurement and geometry. Fig.10 Characteristic Class Discussion during a Fig. 10 Characteristic Class Discussion during a Mathematics Lesson in Japan Mathematics Lesson in Japan. 3.2.2 Mathematics Teaching and Learning in 3．2．2.Mathematics Teaching and Learning Indonesia in Indonesia In Indonesia, all teachers must have at least a 4-yearIn Indonesia, all teachers must have at least a university degree specializing in teacher education, 4-year-university degree specializing in teacher obtain a teacher certificate, and demonstrate professional, education,personal, obtain and a teacher certificate, Most and pedagogical, social competencies. demonstrate pedagogical, personal, elementary schoolprofessional, teachers in public schools in Indonesia. andhave social competencies. Most elementary must a designated degree and be well-trained to school teachers in public schools in Indonesia. • Identifying flat and spatial shapes according to a. Numbers their properties, elements, or similarities ・ U t i l i z i n g t harithmetic e p r o p e roperations t i e s o f ninvolving umeric • Performing operations problem solvingand units of perimeter, in area, volume, ・Emeasurement stimating the results of arithmetic. • operations Identifying the properties of lines and angles in b. Measurement and geometry solving problems. Identifying and spatial shapes according c. ・ Probability andflat Statistics their properties, elements, or similarities • toCollecting, presenting, and interpreting data. ・ erforming arithmetic operations involving • PDetermining and interpreting the probability of perimeter, area, volume, and units of an event measurement. ・I dentifying the properties of lines and angles in solving problems. must have a designated degree and be well-. c. Probability and Statistics. trained to handle all subjects. Secondary school. ・Collecting, presenting, and interpreting data. teachers (Grade 7 and higher) are required to. ・D e t e r m i n i n g a n d i n t e r p r e t i n g t h e. complete a university degree in their chosen. probability of an event. subject and go through a pedagogical training. d. Algebra. program or an education focused university. ・T o perform arithmetic operations on. degree, which usually take four to five years to. equations, inequalities, and functions,. complete. Prospective math teachers spend at. including: linear, quadratic, sequence and. least 60 percent of their course time studying. series forms, in problem solving.. mathematics or science, and the rest of their 23). time is devoted to pedagogy.. There are two important aims of mathematics. 126. In lower grades (grades 1-3), mathematics is taught in conjunction with other subjects such as natural science, national language, social.

(10) specific is in line with a child's mental development, d. Algebra (from general to small parts). Each year there are eight integrative thematic learning provides an appropriate • lower To perform operations themes for the grades arithmetic and nine themes for on the equations, Fig.12 Integrated Mathematics Lessons from an base for building more difficult mathematics skills.9) upper grades. inequalities, and functions, including: linear, Comparative Study of Mathematics Education in Indonesia & Japan Indonesian Thematic-Textbook quadratic, sequence and series forms, in problem solving.. The current scientific approach to teaching and. In lower grades (grades 1–3), mathematics is taught learning in curriculum engages students more with the conjunction with other subjects such as natural science, mathematics-science world. 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Fig.11 Example of 4th Grade Indonesian select concepts from variousThematicdisciplines, elementary Fig. 11 Example of 4th Grade Indonesian Thematic- Under the aegis of the Organization for Economic Textbooks school students also tend to have deductive thinking Textbooks Cooperation and Development (OECD), the “Program (from general to small parts). Each year there are eight for International Student Assessment” (PISA) survey, The unification these familiar themes allowsthemes the for the themes forofthe lower grades and nine Fig.12 Integrated Mathematics Lessons from an every three years and assesses reading, studies, as part of the integrative thematic- which is held childrenetc., to understand specific mathematics concepts: upper grades. 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The PISA survey results in 2012, 2015,. and learning curriculum engages students. and 2018 indicated that there were distinct. more with the mathematics-science world. The. mathematics literacy performance differences. scientific learning stages in the 2013 curriculum. between Japanese and Indonesian students.. 127.

(11) SISKA Setianingsih and ISHII Hiroshi. Table 1 Japan and Indonesia PISA Survey Mathematics Literacy Results PISA Mathematics Result. OECD Countries Average Score. 2012. Japan. Indonesia. Rank. Score. Rank. Score. 494. 7th. 536. 64th. 375. 2015. 490. 5th. 532. 63rd. 386. 2018. 489. 6th. 527. 71st. 379. Japan has regularly been one of the ten best. continual improvements in the student. performers of the 80 participant countries,. motivation to learn mathematics since 2003,. whereas Indonesia is still struggling to improve. some students were reported to have less. its students’ mathematics performances. The. intrinsic motivation and self-efficacy toward. PISA survey results in 2012 ranked Indonesia. mathematics14). Another challenge is that some. 64th out of the 65 countries studied14) with an. students also reported having serious anxiety. average score of 375. The PISA results in 2015. toward math problems, which also needs. and 2018 were similar: Indonesian students were. some special attention. There have also been. ranked 63rd and 71. st. scores of 386 and 379.. with average respective. 14, 15). Some of the findings in the 2012, 2015,. criticisms of the burden of standardized tests, the strong academic pressure, and bullying problems in Japan’s education system.6). and 2018 PISA survey results found that as. The Indonesian students scored lower than. there was no relationships found between. the OECD average in mathematics, reading,. the students’ socio-economic status and. and science, which ultimately became a. their math performances, it was concluded. national issue. The PISA survey in Indonesia. that the Japanese school system provided. found inequality in many sectors of school. education equity, which has been stable since. performance. Indonesia ranked ninth on this. 2006. Most students in OECD countries, and. measure of inequality,16) which indicated that. particularly those in Japan, enjoy orderly. the students’ abilities in mastering mathematics. classrooms. Japanese students were reported. were not evenly distributed across Indonesia. have a disciplinary climate in their mathematics. and across socio-economic statuses.. classes. For example, 91% of Japanese students. The 2015 PISA Reports only showed a slight. were found to listen to the teacher and 93%. improvement, with most students found to have. reported that their teacher never or rarely had. an anxiety toward mathematics despite the. to wait a long time before the students settled. long hours spent learning mathematics and the. down 13). The Japanese students’ outstanding. additional lessons. Another report also found. mathematics performances might be because. that Indonesian students tended to skip classes. of the supportive and conducive mathematics. and were happy when their math teachers were. education environments and the well-. not able to come to class,21) which implied that. constructed mathematics program.. there was low quality mathematics education. However, even though there has been. 128. and poor student achievement..

(12) Comparative Study of Mathematics Education in Indonesia & Japan. While there were several schools that had. References. won gold medals in international mathematics Olympiads and had mathematics achievements. 1) Ministry of Education, Culture, Sports, Science and. comparable to other countries, many other. Technology, Japan. Website (https://www.mext.go.jp/).. schools lacked infrastructure and highly. 2) Ministry of Education and Culture, Republic of Indonesia. Website (https://www.kemdikbud.go.id).. dedicated teachers, which did not seem to. 3) ASEAN State of Education Report 2013. (2013).. correspond with the resources being invested. Association of Southeast Asian Nations (ASEAN). in education by the government. The solutions. 2013. February 2014, Retrieved 5 August 2020.. to the problems highlighted in the PISA report 2015 are not more resources; rather, the solution is to use the existing resources more efficiently to promote a more efficient mathematics education system.18). 4) Competency-based curriculum. (2016). Retrieved 6 August, from https://www.ibe.unesco.org/en/ glossary-curriculum-terminology/c/competencybased-curriculum. 5) Education in Indonesia. (2004). Retrieved 5 August, 2020, from https://en.wikipedia.org/wiki/Education_ in_Indonesia. 6) Education in Japan. (2003). Retrieved 5 August,. 4．Conclusion This comparative review of Japan and Indonesian elementary and higher school. 2020, from https://en.wikipedia.org/wiki/Education_ in_Japan. 7) Japan. (2001). Retrieved 4 August, 2020, from https://en.wikipedia.org/wiki/Japan. 8) Japanese educational system. (n.d.). Japan. mathematics education systems found that the. Educational Travel. Retrieved 3 August, 2020, from. goals to optimize the math learning process and. https://education.jnto.go.jp/en/school-exchanges/. create meaningful learning experiences were similar. Both countries had also developed their. japanese-education-system/. 9) Karli, H. (2016). Penerapan Pembelajaran Tematik SD Di Indonesia. EduHumaniora Jurnal Pendidikan. own methods for monitoring student learning. Dasar Kampus Cibiru, 2⑴. doi:10.17509/eh. v2i1.2752.. performances through effective teaching,. 10) Kompasiana.com. (2018). Hubungan bilateral. and promoted problem-solving skills through integrated learning. Mathematics education in Japan works well by corresponding the students’ needs with real life by emphasizing the problem solving and critical thinking skills heralded by. Indonesia - Jepang dalam Pendidikan Dan Kebudayaan. KOMPASIANA. Retrieved 5 August, 2020, from https://www.kompasiana.com/dindadam/5 a90ddc65e13732c30646be2/hubungan-bilateralindonesia-jepang-dalam-pendidikan-dan-kebudayaan. 11) Mengenal 7 mata Pelajaran SD Di Kurikulum 2013. (2019). APA Saja? Kelas Pintar. Retrieved 3 August, 2020, from https://www.kelaspintar.id/blog/. education stakeholders and effective policies. inspirasi/7-mata-pelajaran-sd-di-kurikulum-2013-605/.. and regulations. However, compared to Japan,. 12) Nagasaki, E. (2007). How has mathematics education. Indonesia needs to re-evaluate its education system to ensure the development of a fruitful. changed in Japan? Japanese Lesson Study in Mathematics, 22-25. 13) OECD. (2014). PISA 2012 Results: What students. mathematics education system by improving the. know and can do - student performance in. use of resources, ensuring equity and quality,. mathematics, reading and science Volume I, Revised. and developing better and more effective education policies.. Edn. PISA, OECD Publishing, 537-554. 14) OEDC. (2016). PISA 2015. Results in Focus. PISA, OECD Publishing, 4-14. 15) OEDC. (2019). PISA 2018. Results: Insights and Interpretations. PISA, OECD Publishing, 7-9.. 129.

(13) SISKA Setianingsih and ISHII Hiroshi. 16) Okazaki M., Okamoto K., & Morozumi T. (2019). Hiroshima journal of mathematics education. Characterizing The Quality of Mathematics Lessons in Japan From The Narrative Structure Of The Classroom: “Mathematics Lessons Incorporating Students’ ‘Questions’as a Main Axis”as s Leading Case, 12, 51-52. 17) Otonomi penyediaan buku pelajaran. (2010). B. P. Sitepu’s Blog. Retrieved 5 August, 2020, from https:// bintangsitepu.wordpress.com/2010/09/09/otonomipenyediaan-buku-pelajaran/. 18) Pellini, A. (2016). Indonesia’s PISA results show need to use education resources more efficiently. The Conversation. Retrieved 5 August, 2020. from https:// theconversation.com/indonesias-pisa-results-showneed-to-use-education-resources-more-efficiently-68176. 19) Stigler, J., & Hielbert, J. (1997). Understanding and improving mathematics instruction: An overview of the TIMSS video study. Phi Delta Kappan, 79⑴, 14-21. 20) Suyanto, S. (2018). The implementation of the scientific approach through 5Ms of the revised curriculum 2013 in Indonesia. Cakrawala Pendidikan, 37⑴, 22-29. 21) Tanujaya B., Prahmana R., & Mumu J. (2017). World transactions on engineering and technology education. Mathematics instruction, problems, challenges and opportunities: a case study in Manokwari Regency, Indonesia, 15, 287-288. 22) Takahashi, A. (2006). Characteristics of Japanese mathematics lessons. Tsukuba journal of educational study in mathematics, 25⑴, 37-44. 23) Teachers, teacher education, and professional development - TIMSS 2015 encyclopedia. (n.d.). Retrieved 11 August, 2020, from https://timssandpirls. bc.edu/timss2015/encyclopedia/countries/indonesia/ teachers-teacher-education-and-professionaldevelopment/. 24) Teachers, teacher education, and professional development - TIMSS 2015 encyclopedia. (n.d.). Retrieved 11 August, 2020, from https://timssandpirls. bc.edu/timss2015/encyclopedia/countries/japan/ teachers-teacher-education-and-professionaldevelopment/. 25) Ukpata, S. I. & Nancy, A. (2012). Mathematics as a Tool in Human Capital Formation and Development in Nigeria. J Economics, 3⑵: 95-107.. （シスカスティアニンシ教員研修留学生）（石井洋函館校准教授） . 130.

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