Bintyelyes, Hamiya and Sani, Miss Fatonah and Marhamah, Marhamah (2026) A Comparative Analysis of Curriculum Strategies in Five Countries: Indonesia, Finland, Singapore, Japan, and the United States. Sintaksis: Publikasi Para ahli Bahasa dan Sastra Inggris, 4 (1). pp. 133-155. ISSN 3025-5953

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Abstract

This study compares curriculum strategies in Indonesia, Finland, Singapore, Japan, and the United States to identify common goals and distinctive approaches in facing global educational challenges. Using a qualitative descriptive method through library research, data were collected from academic journals, policy documents, and official reports. The findings show that all five countries view the curriculum as a strategic tool for developing human resources with 21st-century skills, such as critical thinking, creativity, collaboration, and communication, while also emphasizing character education. Indonesia's curriculum has evolved into the flexible and student-centered Merdeka Curriculum, though challenges remain in teacher readiness and regional disparities. Finland applies a trust-based and holistic approach centered on equality and teacher autonomy. Singapore implements a systematic and adaptive curriculum guided by the vision of "Thinking Schools, Learning Nation." Japan emphasizes stability, discipline, and moral education, while the United States adopts a decentralized and innovative system focused on inclusivity and competency-based learning.

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