Comparison of Science Education Curricula in Indonesia and Singapore based on the PISA 2022 Framework: Contexts, Knowledge, Competencies, and Attitudes
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Abstract
Significant differences in PISA and TIMSS evaluation results between Indonesia and Singapore underscore the importance of comparing curricula in both countries. This study aims to compare the Indonesian and Singapore curricula through the PISA 2022 framework in terms of context, competencies, knowledge, and attitudes. The method used in this study is a literature review, which involves collecting documents related to both curricula. The data analysis techniques employed were those outlined by Creswell (2014), which involved collecting documents and coding them to identify relationships and comparisons between elements. The results of the study indicate that both the Indonesian and Singapore science curricula have accommodated most of the dimensions covered in the PISA 2022 framework, particularly in terms of scientific competencies, content knowledge, and attitudes toward science. However, a deeper analysis reveals that the Singapore curriculum is generally more systematic, explicit, and structured in covering all PISA indicators, ranging from real-life contexts to procedural and epistemic knowledge, as well as STEM implementation. Indonesia provides more freedom for teachers to innovate in designing learning, although this can lead to inconsistencies in its implementation. These results emphasize the importance of aligning the national curriculum with international standards, while also considering local context and learning flexibility, to enhance the overall quality of science education. This research has implications for the development of a more focused science curriculum and education policy that is aligned with the PISA 2022 framework. These findings can enrich the comparison of the two countries’ science curricula, with the need for further research that directly observes curriculum implementation in the classroom.
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