National Curriculum Instability: A Critical Analysis of Curriculum Change Patterns in Indonesia

Abstract

This study critically examines the dynamics of national curriculum changes in Indonesia, with particular attention to their relationship with changes in political leadership, the absence of a long-term institutional reform framework, and their implications for key educational stakeholders. Employing a qualitative library research approach, the study analyzes curriculum policy documents, findings from previous studies, and field reports produced by various educational institutions and civil society organizations. The findings indicate that curriculum policies in Indonesia have frequently undergone rapid and poorly coordinated changes, particularly following changes in ministerial leadership. This pattern suggests that the curriculum has often functioned as a political instrument rather than as a sustainable pedagogical framework. Frequent curriculum changes have generated disorientation among teachers and students and have placed considerable pressure on schools, while also exacerbating regional disparities in implementation due to unequal access to professional training and educational infrastructure. The study further identifies the absence of an independent institutional body responsible for curriculum governance as a significant structural weakness that undermines policy continuity and long-term, evidence-based evaluation. The findings underscore the urgency of establishing an autonomous institutional framework and a participatory, evidence-based curriculum evaluation system to ensure a more inclusive and sustainable transformation of Indonesian education. This study contributes to the broader discourse on educational policy reform by offering a conceptual foundation for developing a more stable, equitable, and contextually responsive national curriculum.