THE GAP BETWEEN THEORY AND PRACTICE IN CURRICULUM DEVELOPMENT IN INDONESIA: A CONCEPTUAL STUDY

Abstract

Curriculum development in Indonesia formally relies on a range of philosophical, psychological, social, and theoretical foundations, and adopts various models such as rational approaches, grassroots initiatives, and competency-based frameworks. However, alignment between these theoretical constructs and the actual practices of national curriculum development remains inconsistent. This conceptual article examines the gap between curriculum development theory and its practical implementation within Indonesia’s curriculum policy landscape. Through a critical analysis of foundational concepts, established curriculum models, and ideal development stages, the study contrasts theoretical expectations with national practices that tend to be top-down, administrative, and limited in stakeholder participation at the school level. The conceptual findings indicate that this misalignment undermines the curriculum’s relevance to learners’ needs, restricts school autonomy in curriculum adaptation, and constrains innovation at the classroom level. The article argues that strengthening curriculum development requires a closer integration of theoretical principles with implementation mechanisms through adaptive, participatory, and context-responsive approaches. In conclusion, synchronizing theory and practice is essential for ensuring the effectiveness and long-term sustainability of Indonesia’s national curriculum development.