A Comparative Analysis of Primary Mathematics Curricula in Indonesia and Singapore: Framework, Content Progression, and Pedagogical Approach

Abstract

Mathematics achievement differs markedly between Indonesia and Singapore, and the primary school curriculum is often discussed as one of the factors behind this gap. This study compares the primary mathematics curricula of Indonesia (Kurikulum Merdeka) and Singapore (the 2021 Primary Mathematics Syllabus) to identify similarities, differences, and lessons that may inform curriculum development in Indonesia. A qualitative descriptive-comparative document analysis was conducted on official curriculum documents, national regulations, international assessment reports, and peer-reviewed studies. The curricula were compared across six dimensions: governance, aims and framework, content organisation and progression, pedagogical approach, assessment and support, and international performance. The findings show that both curricula cover number, algebra, measurement, geometry, and data, and both treat problem solving as a key process. The main differences lie in the explicitness of the framework (a single five-component framework centred on problem solving in Singapore versus content and process elements within learning outcomes in Indonesia), the grain size of progression (level by level versus two-year phases), the specification of pedagogical tools such as the Concrete–Pictorial–Abstract approach and the model method, and differentiated pathways in the upper primary levels. Indonesia's curriculum gives schools and teachers wide flexibility, which places a heavy demand on teacher capacity. The article concludes with implications for clearer progression guidance, explicit heuristics and representations, broader attention to metacognition and attitudes, and systematic teacher support. The findings are limited to the intended curriculum and should be complemented by classroom-based research.