Indonesia Introduces New Approach to Enhance Students’ Higher-Order Thinking

In response to concerning findings from Indonesia’s 2022 PISA (Programme for International Student Assessment) results, the government has introduced Pembelajaran Mendalam, a new educational approach aimed at fostering higher-order thinking skills (HOTS) among students. The initiative was discussed in detail by Dr. Gogot Suharwoto, Director General of Early Childhood Education, Primary Education, and Secondary Education at the Ministry of Education, during a semester preparation workshop at the UIII Faculty of Education on February 19, 2025.

According to the 2022 PISA report, less than 1% of Indonesian students demonstrated the ability to answer HOTS questions, highlighting the need for a transformative shift in the education system. Addressing this issue, Dr. Suharwoto emphasized that Pembelajaran Mendalam is not merely a curriculum but an educational framework designed to create a mindful, meaningful, and joyful learning experience.

Dr. Suharwoto clarified that while the term Pembelajaran Mendalam translates directly to “deep learning,” the two should not be used interchangeably, as it carries official pedagogical significance. Unlike the broader concept of deep learning, Pembelajaran Mendalam is a structured methodology specifically tailored for Indonesia’s educational landscape, integrating ethics (olah hati), literacy (olah pikir), aesthetics (olah karsa), and kinesthetics (olah raga). 

The framework of Pembelajaran Mendalam is built on four key pillars, including eight core characteristics aimed at shaping student competencies; learning principles emphasizing mindfulness, meaningful engagement, and enjoyment; structured learning experiences that guide students through stages of understanding, application, and reflection; and a pedagogical framework incorporating innovative teaching methods, digital tools, and collaborative learning environments.

Beyond curriculum reform, Pembelajaran Mendalam also redefines the role of educators. The current top-down approach in policy implementation will be shifted to a teacher-centered model, allowing educators to play an active role in shaping and adapting policies based on classroom realities. Under this model, teachers will function not only as instructors but also as activators, collaborators, and cultivators of learning culture.

Dr. Suharwoto highlighted that Pembelajaran Mendalam is designed to be adaptable across all levels of education, from early childhood to vocational and special needs education. For young learners, the methodology will emphasize hands-on, play-based learning, gradually incorporating interdisciplinary connections as students’ progress. 

The workshop at UIII’s Faculty of Education underscored the institution’s commitment to fostering innovative teaching strategies and inclusive learning environments. The discussion also resonated with themes from a previous seminar featuring Dr. Berry Juliandi of the Ministry of Higher Education, Science, and Technology, reinforcing the urgency for transformative educational policies in Indonesia.

With the country preparing for its 2045 demographic shift, the government hopes that Pembelajaran Mendalam will equip Indonesian students with the critical thinking skills necessary to thrive in an increasingly complex world. As implementation progresses, educators, policymakers, and stakeholders will play a crucial role in ensuring that this ambitious initiative translates into tangible improvements in the nation’s education system. 

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