Co-funded by the Erasmus+ Programme of the European Union

Disclaimer: This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein

 

 

 

 

 

 

 

 

 

Preface

In 2013, Indonesian Ministry for Education (MoE) launched a new national curriculum for elementary to secondary schools called Kurikulum 2013. The defining characteristics of the Kurikulum 2013 include the use of scientific approach in structuring the learning process, the use of discovery learning in the learning activity, and the use of higher-order outcomes in the assessment. The new curriculum aims to equip the students with the 21th century skills while also instill the nation mental revolution mandated by the new government.

 

The aforementioned attributes of the new national curriculum are fully in line with the aims and expected impacts of the European Commission funded INDOPED (“Modernizing Indonesian Higher Education with Tested European Pedagogical Practices”) project. The main planned impact of the INDOPED project is to increase the capacity of Indonesian lecturers to provide high quality learning possibilities for students. It can be achieved by changing the paradigm of learning at Indonesian universities from teacher-centered learning (TCL) to student-centered learning (SCL). We see that teachers’ role should be more like a mentor and facilitator of learning, not a teacher in the traditional meaning. In fact, variety of European proven and tested learning methods which were adopted, piloted and implemented at Binus University including Project Hatchery, Learning by Teaching, Innovation Camp and Assessment Rubrics, are all capturing the essence of SCL.

 

In addition, the scientific approach in learning, the discovery learning methods and the higher-order outcomes of the Kurikulum 2013 are also the underpinnings of these European pedagogical practices, making them suitable as a means to realize the promise and benefits of the Kurikulum 2013. For example, the new Digital Simulation subject compulsory in secondary vocational school (SMK) which focuses on idea generation and creativity, can be facilitated well by the Project Hatchery and Innovation Camp methods. Also, the discovery learning and high-order outcomes at secondary general school (SMU) can be delivered advantageously by implementing Learning by Teaching and Assessment Rubrics.