Regulation of the Minister of Primary and Secondary Education Number 10 of 2025 concerning Graduate Competency Standards in Early Childhood Education, Primary Education Level, and Secondary Education Level

Summary

The Regulation of the Minister of Primary and Secondary Education Number 10 of 2025 governs Graduate Competency Standards in Early Childhood Education (PAUD), primary education levels, and secondary education levels. This regulation serves as one of the implementing regulations of Government Regulation Number 57 of 2021 concerning National Education Standards as amended by Government Regulation Number 4 of 2022. This regulation is issued to ensure students achieve competence in attitude, knowledge, and skill aspects required according to their developmental stage and to continue education to the next level. This regulation simultaneously replaces the Regulation of the Minister of Education, Culture, Research, and Technology Number 5 of 2022 as it is deemed no longer aligned with legal developments. Graduate Competency Standards are defined as minimal criteria regarding the unity of attitudes, skills, and knowledge showing student capability achievements from their learning outcomes at the end of an education level. This regulation uses the term Students for learners in formal, nonformal, and informal education pathways in PAUD, primary education, and secondary education. Graduate Competency Standards are formulated based on national education goals, student development stages, the Indonesian Qualifications Framework, as well as education pathways, levels, and types. Graduate Competency Standards are then used as a reference in the development of content standards, process standards, educational assessment standards, educational personnel standards, facilities and infrastructure standards, management standards, and financing standards. In the context of PAUD, there is a very important provision, namely that Graduate Competency Standards are not used as guidelines to determine PAUD student graduation. Thus, PAUD is not placed in a passed or failed paradigm as in subsequent education levels. The PAUD approach is oriented toward child achievement and development according to their developmental stage. This regulation establishes eight graduate profile dimensions, namely: faith and devotion to God Almighty; citizenship; critical reasoning; creativity; collaboration; independence; health; and communication. These eight dimensions form a competency framework developed continuously from PAUD through secondary education. The dimension of faith and devotion to God Almighty is directed toward forming individuals who have beliefs, practice the teachings of their religion or belief, possess noble morals, and maintain relationships with God Almighty, fellow humans, and the environment. The citizenship dimension leads to the ability to recognize and appreciate identity and culture, appreciate diversity, maintain national unity, obey the rules of community and state life, as well as maintain environmental sustainability and the harmony of life. The critical reasoning dimension emphasizes curiosity, logical and analytical thinking skills, analyzing and solving problems, as well as the use of literacy and numeracy. The creativity dimension emphasizes the ability to produce ideas, actions, innovations, and solutions to problems around the child. The collaboration dimension fosters care, sharing, and the ability to work together with others. The independence dimension develops responsibility, initiative, adaptability, and self-development. The health dimension emphasizes clean and healthy living habits, fitness, physical and mental health, as well as concern for environmental health. The communication dimension encompasses the ability to listen, read, speak, and write according to context, ethics, and various communication modes. Specifically for PAUD, Graduate Competency Standards are the Early Childhood Development Achievement Level Standards (STPPA). STPPA contains the student profile as a unity of attitudes, skills, and knowledge that serves as a description of child development achievements based on their participation at the end of PAUD. This regulation establishes six aspects of early childhood development, namely: religious values and noble morals; Pancasila values; physical motor; cognitive; language; and social emotional. These six developmental aspects are not treated as separate parts, but are formulated integrally in the description of child development achievements. This approach affirms that early childhood development must be understood holistically and interdependently. In the religious and moral dimension, children are guided to recognize the religious teachings they adhere to, practice worship according to their religion or belief, show affection, honesty, justice, and responsibility, as well as recognize relationships with God Almighty, fellow humans, and the environment with adult guidance. In the citizenship and Pancasila values dimension, children are expected to recognize their personal identity, habits in the family and education unit, simple rules of daily life, the importance of protecting the environment, and understand themselves as part of Indonesian citizens. In cognitive development, children are directed to have curiosity, recognize similarities and differences, solve simple problems, and use pre-literacy and pre-numeracy related to themselves and their immediate environment. In the creativity dimension, children are given space to show imagination and flexible thinking through actions or simple works according to cognitive, affective development, as well as fine and gross motor skills. In the social aspect, children are directed to recognize care, sharing, and working together with peers through play activities and interactions within the education unit environment and family. In the independence aspect, children show responsibility in learning and self-development activities and strive to achieve developmental stages with guidance. In the health aspect, children are directed to recognize and familiarize themselves with clean and healthy living, maintain fitness, physical and mental health, and recognize the importance of environmental health. In the communication aspect, children develop listening, speaking, pre-reading, and pre-writing skills, both through verbal and nonverbal communication. Provisions regarding pre-reading, pre-writing, pre-literacy, and pre-numeracy are important for PAUD practice because they place literacy and numeracy readiness as part of the child's developmental process, not merely formal academic demands. PAUD units need to develop learning experiences that are age-appropriate and developmentally appropriate, contextual, fun, and meaningful. For IKADPAUDI, Ministerial Regulation of Primary and Secondary Education Number 10 of 2025 is one of the core PAUD regulations because it serves as the latest basis regarding child development achievements and student profiles at the end of PAUD. This regulation is highly relevant for curriculum development, learning, child development assessment, teacher education and training, PAUD study program development, research, accreditation, quality assurance, evaluation instrument preparation, and PAUD policy advocacy. This regulation is also important for IKADPAUDI to affirm that PAUD quality is not measured through exams or academic graduation, but through support for holistic child development encompassing religious values and morals, Pancasila values, physical-motor, cognitive, language, social-emotional, health, creativity, independence, collaboration, and communication. Legal status note: The Regulation of the Minister of Primary and Secondary Education Number 10 of 2025 is in effect. This regulation revokes and declares invalid the Regulation of the Minister of Education, Culture, Research, and Technology Number 5 of 2022 concerning Graduate Competency Standards in Early Childhood Education, Primary Education Level, and Secondary Education Level. The BPK RI Regulation Database as of August 2026 also records the Regulation of the Minister of Primary and Secondary Education Number 10 of 2025 as the applicable regulation revoking the Regulation of the Minister of Education, Culture, Research, and Technology Number 5 of 2022.