Can Equivalency Programs (EPs) Align Formal Education Standards? Evaluating Teacher Proficiency of Emancipated Curriculum Implementation in West Java Province

Abstract

Teacher performance is a critical factor in accreditation assessments for Equivalency Programs (EPs) in Indonesia. In 2023, 62.05% of EPs in West Java remained unaccredited due to failure to meet national education standards.. To address this issue, the Indonesian government introduced the Merdeka Belajar (Emancipated Curriculum) in 2022, aiming to standardize learning processes between formal schools and EPs. This study evaluates teachers’ proficiency in implementing the curriculum across 83 EPs in West Java, based on an online survey of 282 teachers selected by accreditation level. Quantitative analysis using generalized ordinal logistic regression (gologit2) revealed that teacher proficiency was categorized as "insufficient." The study found no significant differences in proficiency scores based on accreditation status, curriculum level options, or rural versus urban locations. However, teaching experience in formal schools, teaching license, and participation in EP-specific training programs were positively associated with higher proficiency levels. These findings highlight the need to enhance teacher training, recruitment, and development to improve EP quality and meet national standards.

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