Curriculum Dysfunction and The Crisis of School Legitimacy in Indonesia
DOI:
https://doi.org/10.37304/jpips.v18i1.27196Keywords:
Critical pedagogy, Curriculum dysfunction, Educational equity, Knowledge commodification, Shadow educationAbstract
This study looks closely at how curriculum problems, more shadow education, and less trust in formal education are related in Indonesia. The study looks at academic books, peer-reviewed journal articles, policy documents, and pertinent empirical studies on curriculum implementation, shadow education, and educational transformation using a qualitative literature review approach. Systematic review, comparative analysis, and critical interpretation based on critical pedagogical viewpoints helped to examine data. The results show that the quick development of tutoring businesses and educational technology platforms points to a systemic breakdown of official institutions' ability to offer significant, pertinent, and fair learning opportunities. Curriculum dysfunction defined by too much content loads, administrative pressures, and little interactive learning has helped to damage public trust in institutions and motivate kids to look for other learning environments. Moreover, the growth of shadow education has worsened educational disparities by favoring pupils with more financial means and strengthened the commodification of knowledge. By offering a critical awareness of how issues connected to the curriculum affect current learning techniques, compromise the societal purpose of schools, and raise more general questions about educational equity, legitimacy, and social transformation in the Indonesian setting, this paper helps to advance the field of education.
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