The conventional teaching approach persists not because teachers and
schools do not understand the principles of pluralism, human rights and
democracy within the education system, but because teachers face numerous
obstacles to change. While teachers, especially those who have graduated
from teacher-training programmes, generally understand that learning is an
active process through which students construct their own understanding
of concepts, it is much easier for them to just continue the conventional way
of teaching.
The obstacles faced by teachers are threefold. First, the conventional way of
teaching has become a culture within schools, with teachers continuing to
practice this style of teaching from generation to generation. When a new
teacher at a school tries to change the way of teaching, he or she becomes
an outcast, not only because there is opposition from other teachers, but also
because the students are not ready to become active learners, as they are not
used to this kind of approach. Second, active learning strategies require that
teachers prepare a number of learning materials prior to teaching. This means
that the already over-burdened teachers must allocate a significant amount
of time for this. The third obstacle is that the school environment (including
facilities and resources) does not support changing the ways of teaching and
learning. Thus, in many cases, in addition to braving the disapproval of fellow-
teachers and of students, and finding the extra time needed, teachers must
also find relevant teaching-learning resources on their own. Therefore, despite
the fact that there have been various efforts since the 1980s to introduce new
ways of teaching, the conventional approaches remain prevalent in schools
in Indonesia (Soedijarto, 2010, p. 58).
Innovative pedagogical approaches
Despite the obstacles, some Indonesian educators are today leading a new
movement to transform pedagogical practices. These educators aim to
change the ways educators view and treat their students. This movement
has led to the implementation of several new pedagogical approaches in
Indonesian classrooms. Two such approaches (active learning methods)
currently implemented in Indonesia are: (i) Pembelajaran Aktif, Inovatif, Kreatif,
Efektif dan Menyenangkan (PAIKEM), Active, Innovative, Creative, Effective and
Fun Learning and (ii) Gampang, Asikdan Menyenangkan (GASING), Easy, Fun
and Enjoyable Learning.