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The Comparison of Hungarian and Indonesian Curriculum: A Case Study of ISCED 2 Mathematics and Sciences Curriculum

Jurnal Pendidikan IPA Indonesia · Vol. 12 No. 1 (2023) · pp. 112–122

DOI
10.15294/jpii.v12i1.41976
ISSN
2089-4392, 2339-1286
Published
2023-03-30
Publisher
Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA)
Language
eng

Abstract

In the twenty-first century, there has been significant and rapid advancement in mathematics and science education. Comparing the educational systems of different countries according to international standards can provide valuable insights for improving educational quality. This study aims to investigate and compare the science and mathematics education systems of two countries, Indonesia and Hungary, specifically at the ISCED 2 level. The Indonesian curriculum used in this study is the most recent version of Curriculum 2013, updated in 2016, while the Hungarian curriculum used is the National Core Curriculum 2020 (NCC). This research is categorized as library research and applies the qualitative descriptive-analytical method. We searched several legal documents of curriculums from both countries in libraries, legal websites, formal institutions, and the archives of the ministries of education. After finding the relevant documents, the authors from each country translated, analyzed, and reviewed them thoroughly. According to the findings, several differences between the two educational systems might generate drawbacks. In Hungary, both science and mathematics curricula are empirical-based and involve activities, whereas in Indonesia, they start from new activities and are content-based. There are also several disjoint topics in mathematics between both countries, such as absolute value and quadratic equations. In Indonesia, science education is focused on biology topics as the main proportion of knowledge and is theoretical-oriented, while in Hungary, it is more varied in topics and is realistic and empirical-oriented. The Hungarian science curriculum is also emphasized on inquiry and experimental activities. To further investigate and compare the education systems, more studies are needed at every level of education.

Keywords

Collaboration network of the authors

5 authors · 10 co-authorship links · 6 across different organisations

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  • University of Szeged
  • Universitas Islam Negeri Raden Intan Lampung
  • Different organisations
  • Same organisation
  • Affiliation unknown
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Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/nju/index.php/jpii/oai, first harvested 29 Okt 2026, last seen 29 Okt 2026.
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	<dc:title xml:lang="en-US">The Comparison of Hungarian and Indonesian Curriculum: A Case Study of ISCED 2 Mathematics and Sciences Curriculum</dc:title>
	<dc:creator>Amalina, I. K.</dc:creator>
	<dc:creator>Suherman, S.</dc:creator>
	<dc:creator>Vidákovich, T.</dc:creator>
	<dc:creator>Puspita, L.</dc:creator>
	<dc:creator>Supriadi, N.</dc:creator>
	<dc:subject xml:lang="en-US">Curriculum; Hungary; Indonesia; Mathematics; Science</dc:subject>
	<dc:description xml:lang="en-US">In the twenty-first century, there has been significant and rapid advancement in mathematics and science education. Comparing the educational systems of different countries according to international standards can provide valuable insights for improving educational quality. This study aims to investigate and compare the science and mathematics education systems of two countries, Indonesia and Hungary, specifically at the ISCED 2 level. The Indonesian curriculum used in this study is the most recent version of Curriculum 2013, updated in 2016, while the Hungarian curriculum used is the National Core Curriculum 2020 (NCC). This research is categorized as library research and applies the qualitative descriptive-analytical method. We searched several legal documents of curriculums from both countries in libraries, legal websites, formal institutions, and the archives of the ministries of education. After finding the relevant documents, the authors from each country translated, analyzed, and reviewed them thoroughly. According to the findings, several differences between the two educational systems might generate drawbacks. In Hungary, both science and mathematics curricula are empirical-based and involve activities, whereas in Indonesia, they start from new activities and are content-based. There are also several disjoint topics in mathematics between both countries, such as absolute value and quadratic equations. In Indonesia, science education is focused on biology topics as the main proportion of knowledge and is theoretical-oriented, while in Hungary, it is more varied in topics and is realistic and empirical-oriented. The Hungarian science curriculum is also emphasized on inquiry and experimental activities. To further investigate and compare the education systems, more studies are needed at every level of education.</dc:description>
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	<dc:source xml:lang="en-US">Jurnal Pendidikan IPA Indonesia; Vol 12, No 1 (2023): March 2023; 112-122</dc:source>
	<dc:source>2089-4392</dc:source>
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