[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-599081-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-599081-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","curriculum-reform-in-indonesia-moving-from-an-exclusive-to-inclusive-curriculum","Curriculum Reform in Indonesia - Moving from an Exclusive to Inclusive Curriculum","","The paper explores Indonesia’s need to shift from an exclusive curriculum to an inclusive one so all learners can achieve academic and social success. It frames education’s purpose as realizing every student’s intellectual, social, and personal potential through equitable, equal, high-quality provision. Using guiding questions, the study examines what “exclusive” and “inclusive” curricula mean, what components an inclusive curriculum includes, what reforms are required, and what leadership is necessary to manage the transition.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/curriculum-reform-in-indonesia-moving-from-an-exclusive-to-inclusive-curriculum/599081/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/curriculum-reform-in-indonesia-moving-from-an-exclusive-to-inclusive-curriculum/599081.png","ImageObject",300,407,{"name":42,"@type":43},"kopisore","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-05","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",10,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What problem does the paper identify with Indonesia’s current curriculum approach?","Question",{"text":63,"@type":64},"It argues that centrally standardized materials and testing reflect mainstream dominant groups, excluding values and perspectives of disadvantaged, rural, remote, and marginalized learners.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What are the study’s orienting questions?",{"text":68,"@type":64},"The paper asks what an exclusive vs inclusive curriculum means, what components constitute an inclusive curriculum, what must be reformed to create one, and what leadership is needed to guide the reform.",{"name":70,"@type":61,"acceptedAnswer":71},"Why does the paper emphasize student engagement at the classroom level?",{"text":72,"@type":64},"It states that student engagement is central, and that teachers should go beyond the prescribed curriculum by working with students and incorporating their voices and experiences.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},599081,1792191807,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,111,115,120,123,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":107,"doc_module":4,"doc_module_name":25,"category_name":108,"show_sort_weight":109,"slug":110},7,"Healthcare",40,"healthcare",{"id":112,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":113,"slug":114},8,30,"research-report",{"id":116,"doc_module":4,"doc_module_name":25,"category_name":117,"show_sort_weight":118,"slug":119},9,"Religion & Spirituality",20,"religion-spirituality",{"id":118,"doc_module":4,"doc_module_name":25,"category_name":121,"show_sort_weight":118,"slug":122},"World Cup","world-cup",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":55,"slug":125},"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":112,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":118,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":104},962090880963,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","doi:10.26529/cepsj.543  \nCurriculum Reform in Indonesia: Moving from an Exclusive to Inclusive Curriculum  \nAmirul Mukminin*1, Akhmad Habibi1, Lantip Diat Prasojo2, Abdullah Idi3 and Afreni Hamidah1  \n• The goal of education is to foster all students’ intellectual, social, and personal potential to their highest level by providing them with an equitable and equal education irrespective of their characteristics (e.g., ethnicity, social class, language use, religion, and other human differences). Different students and communities should not be excluded in terms of curriculum. At the micro-level classroom, student engagement is central. Teachers should go beyond the prescribed curriculum by working with their students and by including their voices. However, how can students be successful academically and socially if the school curriculum is anchored in the mainstream curriculum, primarily promoting the dominant groups? For example, given that the books, curriculum, and standardised testing are centralised in Indonesia, the content is, of course, generalised for all students. Teachers and schools throughout the country should use the same materials for all students. However, for the disadvantaged children coming from poor, rural, and remote areas, such policies lead them to trouble. They learn the books and materials that are similar to those that the affluent schools and students use in cities, but their values and perspectives are excluded. Also, how can students who are racially, culturally, and linguistically marginalised and low-income families succeed if the curriculum is organised exclusively to maintain the current social structure? The purpose of this paper is to explore the need to move from an exclusive to inclusive curriculum in Indonesia so that all students can succeed academically and socially. The orienting questions for this study are: (1) What do we mean by an exclusive and inclusive curriculum? (2) What are the components of an inclusive curriculum? (3) What should be reformed to create an inclusive curriculum? (4) What kind of leadership is required to guide the reform from an exclusive to an inclusive curriculum?  \nKeywords: curriculum reform, exclusive curriculum, inclusive curriculum, inclusive leadership  \n1 *Corresponding Author. Graduate School, Faculty of Education, Jambi University, Indonesia; [amirul.mukminin@unja.ac.id](amirul.mukminin@unja.ac.id).  \n2 Graduate School, Yogyakarta State University, Yogyakarta, Indonesia.  \n3 Graduate School, Universitas Islam Negeri Raden Fatah, Palembang, South Sumatra, Indonesia.  \n54 curriculum reform in indonesia: moving from an exclusive to inclusive curriculum  \nKurikularna prenova v Indoneziji: prehod odizključujočega k vključujočemu kurikulumu  \nAmirul Mukminin, Akhmad Habibi, Lantip Diat Prasojo, Abdullah Idi in Afreni Hamidah  \n• Cilj izobraževanja je spodbujanje najvišje ravni vseh intelektualnih, socialnih in osebnih potencialov učencev z zagotavljanjem pravičnegain enakopravnega izobraževanja za vse učence ne glede na njihove značilnosti (npr. etnična pripadnost, družbeni razred, jezikovna raba, religija in druge razlike) . Kurikulum naj ne bi izključeval različnihučencev in skupnosti. Na mikroravni, v učilnici, je vključenost učencevosrednjega pomena. Učitelji morajo presegati predpisani učni načrt zdelom z učenci in vključevanjem njihovih mnenj. Poraja se vprašanje, kako so lahko učenci akademsko in socialno uspešni, če je šolski kurikulum del glavnega kurikuluma, ki predvsem spodbuja prevladujočeskupine. V ponazoritev navajamo dejstvo, da so knjige, kurikulum in standardizirani testi v Indoneziji centralizirani, kar pomeni, da je vsebina posplošena za vse učence. Učitelji in šole so dolžni uporabljatienaka gradiva za vse učence v vsej državi. Tovrstna politika povzročatežave deprivilegiranim otrokom z revnih, s podeželskih in z oddaljenihobmočij. Ti si kupijo knjige in gradiva, podobna tistim, ki jih uporabljajo premožne šole in učenci v mestih, vendar","cbCaid1adqyw0KUD","https://ap.wps.com/l/cbCaid1adqyw0KUD","pdf",173829,"English","# Introduction\n## Education’s mission and inclusion\n## Exclusive vs inclusive curriculum: guiding questions","[{\"question\":\"What problem does the paper identify with Indonesia’s current curriculum approach?\",\"answer\":\"It argues that centrally standardized materials and testing reflect mainstream dominant groups, excluding values and perspectives of disadvantaged, rural, remote, and marginalized learners.\"},{\"question\":\"What are the study’s orienting questions?\",\"answer\":\"The paper asks what an exclusive vs inclusive curriculum means, what components constitute an inclusive curriculum, what must be reformed to create one, and what leadership is needed to guide the reform.\"},{\"question\":\"Why does the paper emphasize student engagement at the classroom level?\",\"answer\":\"It states that student engagement is central, and that teachers should go beyond the prescribed curriculum by working with students and incorporating their voices and experiences.\"}]","Curriculum Reform in Indonesia - Moving from an Exclusive to Inclusive Curriculum | PDF",1792088135]