While this number may seem low, meeting this minimum requirement is actually quite difficult. While these kinds of policies can effect positive changes in schools, they require effective teacher preparation. Indonesia is part of the Malay Archipelago covering 5,150 km's (3,200 miles) east to west, between the Indian and Pacific Oceans. In addition, the guidelines provide clear instructions about layout, language, references, and the requirement to include detailed information about the people involved in the textbook production (the authors, editors, illustrators, reviewers, and publishers). We hope this paper will inspire more researchers from Indonesia to share their research in international channels and that more colleagues external to Indonesia may become interested to learn about this unique and dynamic education system. [9] A Chinese record in 200 AD, describes the K'un-lun Po (meaning "ship/perahu from K'un-lun" - Either Java or Sumatra) as being capable of carrying 600-700 people and 260-1000 tons of cargo. Out of 885 scientific publications published in the past 10 years about Indonesian conservation, 113 (12.7 percent) had an Indonesian as first author, with the remaining 86.8 percent led by non-Indonesian authors. Finally, while the government is working hard to provide professional development opportunities for in-service teachers, government and non-government groups providing professional development need to consider more carefully teachers’ needs when planning program content. It is the world's fourth most populous nation. The highest point in Indonesia is the peak of Puncak Jaya on the island of Papua sitting at 4,884 metres (16,024 ft) above sea level. Number of public and private universities (BPS, 2017. However, prospective teachers can gain entrance to a public university via either a national selection process or a local selection process. At the completion of the program, all graduates are eligible for employment in either a public or private school. Teachers eligible to participate in the PPG program are those who have more than 5 years of teaching experience and who have passed general intelligence, content, and English exams. Local systems of complex irrigation and water management have been developed in the archipelagos. Educ. Programs are typically offered in large or capital cities within each province so teachers from rural areas need to travel to a central point to receive instruction (Sari, 2012). In 2013, the government established universal secondary education that extended compulsory education requirements from 9 to 12 years. Most recently, in 2013, the KBK was revised once more to improve the quality of the national education system. Before colonialism, there was no systemic national education program; however, Hindu, Buddhist, and Islamic schools provided religious education for their followers. The PGRI and IGI have working groups at the national, provincial, and district levels. The country of Indonesia is ethnically diverse, with around 300 distinctive native ethnic groups and over 740 different languages and dialects spoken in the country. MOEC in Indonesia is called Kementerian Pendidikan dan Kebudayaan (https://www.kemdikbud.go.id/), MORA in Indonesia is called Kementerian Agama (https://kemenag.go.id/), MRTHE in Indonesia is called Kementerian Riset, Teknologi, dan Pendidikan Tinggi (https://ristekdikti.go.id/). However, similar to the Dutch colonial schools, education in these schools were designed to support the needs of Japan as an occupying power rather than promote the educational development of native Indonesians. Compared to any previous period, these data reflect the highest gross enrollment percentage rates ever (See Fig. Indonesian higher education: From public good to privatization. In an effort to attract more senior secondary school graduates to consider teaching as a post-secondary career pathway, the government enacted a new Teacher Law (UU No. [23], Indonesia has a long history in developing military and small commuter aircraft. But more is needed. However, there are many examples of notable scientific and technological developments and achievements contributed by Indonesians. Indonesia has seen improvements in all sectors of education, teacher preparation, professional development, and research. The technique allowed the structure to be more rigid, stable and more durable against uneven weight distribution or uneven land declining. The Indonesian education system has undergone a great deal of transformation starting from the pre-colonial and colonial era through the early years of independence until today. Even while the government financially supports many of these private educational institutions, these schools have the authority to employ teachers and to provide education to the public. In Indonesia, two different ministries oversee the policy and curriculum for all K-12 schools, the Ministry of Education and Culture (MOEC)Footnote 3 is responsible for secular schools, including both general and vocational schools, and Ministry of Religious Affairs (MORA)Footnote 4 is responsible for all religious schools (madrasah) and the State Islamic University system. Jakarta: Ministry of Research, Technology, and Higher Education. In 1999, the government implemented a more expanded decentralization policy that allowed local education authorities, schools, and teachers a greater autonomy and responsibility (Heyward, Cannon, & Sarjono, 2011). We conclude our introduction by highlighting the significant strides of the last three decades, during which time the Indonesian government has expanded access to education and increased school operational funding (Dana Bantuan Operasional Sekolah) such that the vast majority of students are now enrolled in school. https://doi.org/10.1080/00207599008247932. MOEC (Ministry of Education and Culture). Both private and public school teachers are eligible to apply for this professional teaching certificate. The new institute runs the operation that was previously covered by LEMRENAS and MIPI.[3]. Indonesian universities in transition: Catching up and opening up. For example, all biology textbooks, published by either government or private entities, must include instructional activities focused on observation, simple experiments/demonstrations, and inquiry-based investigations designed to help teachers and students achieve both Basic and Main Competencies in the curriculum. (2017). However, if there are no supporting laboratory tools and materials, they can modify or make a different type of activity targeting the outlined subject competencies. This journal is affiliated with science education faculty at the State University of Semarang (Universitas Negeri Semarang) in collaboration with the Indonesian Society for Science Educators (Perkumpulan Pendidik IPA Indonesia). In the sections that follow, we describe regulations and practices associated with science teacher education and we highlight practices intended to improve teachers’ content knowledge and instructional strategies in science. Science and Technology Indonesia is accredited by Ministry of Research, Technology, and Higher Education of Republic Indonesia, number 85/M/KPT/2020 for the third category (Sinta 3) start from Vol. To do so, science teachers need to pay attention to two main categories of competencies, referred to as the Main Competencies (Kompetensi Inti [KI]) and Basic Competencies (Kompetensi Dasar [KD]). [17], One of four pillars of Vision of Indonesia 2045 is the "human development and the mastery of science and technology". With growing interest in scientific research, the government of the Dutch East Indies established Natuurwetenschappelijke Raad voor Nederlandsch-Indië (Scientific Council of the Dutch East Indies) in 1928. Jakarta: Ministry of Education and Culture. https://doi.org/10.1080/00074918.2011.619053. Some public schools employ contract teachers to meet shortages in teaching staff. Accessed 10 Oct 2018. Asia-Pacific Science Education, 1:3, 1-18.  https://doi.org/10.1186/s41029-015-0006-9. 90 of 2017 about new student admissions of undergraduate programs at state universities]. Sonya N Martin is an Associate Professor in the Department of Earth Science Education at Seoul National University in Seoul, Republic of Korea. At the tertiary education level, there are significantly more private universities than state-sponsored universities (See Fig.