Integration of Values-Based Curriculum in Migrant Children's Education: A Comparative Analysis between Indonesia and Malaysia

Nurhafid Ishari; Berly Wijayanti; Alvin Dian Pramuja

Authors

Nurhafid Ishari Universitas Islam Syarifuddin Lumajang, Indonesia
Berly Wijayanti Universitas Islam Syarifuddin Lumajang, Indonesia
Alvin Dian Pramuja Universitas Islam Syarifuddin Lumajang, Indonesia

Keywords:

Integration, values-based curriculum, migrant children's education, comparative analysis

Abstract

This study discusses the integration of value-based curriculum in migrant children's education through a comparative analysis between Indonesia and Malaysia. The focus of the study is on how the curriculum is not only oriented toward academic achievement but also internalizes moral, spiritual, and social values in shaping the character of migrant children. The research method uses a qualitative approach with a comparative study design, involving PKBM in Indonesia and Sekolah Binaan (SB) and Pusat Kegiatan Belajar Masyarakat Pendidikan Non Formal (PKBM PNF) in Malaysia as research locations. Data was collected through in-depth interviews, participatory observation, and documentary studies, then analyzed using the Miles and Huberman model. The research findings indicate that the curriculum in Indonesia is more conceptually advanced through the implementation of the Merdeka Curriculum, which emphasizes 21st-century competencies and the systematic integration of values. However, the implementation of character education still faces challenges in daily practice. Conversely, in Malaysia, the curriculum used is relatively simple, but migrant children demonstrate stronger internalization of moral values and religiosity, influenced by consistent parenting and community practices that instill discipline and solidarity. These findings confirm that the success of values-based education is determined not only by curriculum design, but also by family support and the social ecosystem that shapes children's moral experiences. This study is expected to contribute academically and practically to the formulation of fair and inclusive educational strategies for migrant children, while enriching the literature on cross-national comparative education.

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