CURRICULUM STANDARDIZATION PRACTICES IN EARLY CHILDHOOD EDUCATION IN INDONESIA AND MALAYSIA

Abstract

This research is based on the importance of early childhood education as the primary basis for child development and the role of curriculum in improving the quality of education. This study aims to examine and describe how early childhood education (ECE) curricula in Indonesia and Malaysia are standardized. This research concentrates on the Merdeka Curriculum in Indonesia and Malaysia’s National Preschool Curriculum Standard (NPCS). This research uses a qualitative method with comparative analysis. Data were collected from two ECE institutions through documentation studies, interviews, observations, and document analysis at TK Negeri Pembina Tingkat Nasional Indonesia and Tadika Kaffah Kids Malaysia. The findings show that both countries prioritize ECE, although in different ways. The Merdeka Curriculum in Indonesia emphasizes flexibility and adaptability to local needs and the uniqueness of Indonesian children, allowing teachers to choose the most appropriate materials and learning approaches. Meanwhile, Malaysia’s National Preschool Curriculum Standards are more organized and consistent, focusing on achieving consistent essential academic competencies. In conclusion, both countries can benefit from each other’s best practices to improve early childhood education standards despite differences in approach and implementation.