Studi Literatur Komparatif Sistem Pendidikan PAUD Di Indonesia dan Finlandia

Abstract

This study aims to analyze the Early Childhood Education (ECE) systems in Indonesia and Finland through a literature review approach. The ECE systems in both countries exhibit distinct characteristics and policies, although they share a common goal of building a strong foundation for quality early education. In Indonesia, ECE is shaped by government policies that prioritize educational equity, focusing on the development of children's basic skills through a curriculum adapted to local conditions. In contrast, Finland's ECE system emphasizes a holistic approach that prioritizes children's well-being, with a strong focus on learning autonomy, creativity, and parental involvement in the educational process. The findings of this literature review indicate that despite the differences in policy and implementation, both countries emphasize the importance of qualified educators, educational accessibility, and the early development of children's character. This study reviewed 35 scientific articles published between 2017 and 2025, consisting of both national and international journals, accessed through platforms such as Google Scholar and other reputable academic databases. The study also identifies the potential to adapt several principles from the Finnish system to enhance the quality of ECE in Indonesia, in pursuit of more equitable and inclusive educational outcomes. Among the applicable principles are interest- and play-based learning, continuous teacher training, and the enhancement of active parental involvement in early childhood education