Ministerial Regulation
2025
In Force
10
Kementerian Pendidikan Dasar dan Menengah Republik Indonesia
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.
Standar Nasional Pendidikan
Government Regulation
2022
In Force
4
Republik Indonesia
Government Regulation Number 4 of 2022 is an amendment to Government Regulation Number 57 of 2021 concerning National Education Standards. This regulation affirms that the National Education Standards are based on Pancasila, the 1945 Constitution of the Republic of Indonesia, the Unitary State of the Republic of Indonesia, and Bhinneka Tunggal Ika (Unity in Diversity). This regulation also strengthens the position of Pancasila in the curriculum and adjusts the regulations for higher education and the systems of standardization, quality assurance, quality control, and educational accreditation.
For early childhood education (PAUD), this Government Regulation is of great importance as it affirms that the graduate competency standards for PAUD represent the standards for the level of early childhood developmental achievement. The developmental aspects of focus include religious and moral values, Pancasila values, physical-motor skills, cognitive, language, and social-emotional skills.
This regulation also regulates the basic framework and structure of the PAUD curriculum, primary education, and secondary education, as well as updates accreditation regulations. Accreditation by the Central Government covers PAUD units, primary and secondary education, equivalent education, and higher education. The regulation came into effect on the date of its promulgation, which is January 12, 2022.
Tata Kelola PAUD
Standar Nasional Pendidikan
Government Regulation
2021
Partially In Force
57
Pemerintah Republik Indonesia
Government Regulation Number 57 of 2021 concerning National Education Standards serves as the main foundation for regulating National Education Standards in Indonesia. This regulation was established to adapt national education standards to the dynamics and developments of science, technology, and community life in order to improve the quality of education.
National Education Standards in this regulation are minimal criteria regarding the education system throughout the legal jurisdiction of the Unitary State of the Republic of Indonesia. These standards are used as a reference for curriculum development and the implementation of education to realize the goals of national education and are improved in a planned, directed, and sustainable manner in accordance with changes in local, national, and global life.
This Government Regulation has a direct and very strong relevance to Early Childhood Education (PAUD). The scope of National Education Standards explicitly includes formal PAUD and non-formal PAUD. Thus, the national standard framework applies not only to kindergartens (TK), Raudhatul Athfal (RA), or other forms of formal PAUD, but also covers PAUD services in the non-formal track in accordance with statutory provisions.
This Government Regulation establishes eight National Education Standards, namely graduate competency standards, content standards, process standards, educational assessment standards, education personnel standards, facilities and infrastructure standards, management standards, and financing standards. These eight standards form the national framework that becomes the basis for establishing technical regulations regarding the quality of education implementation, including PAUD.
Specifically for PAUD, graduate competency standards are stated as the standard level of early childhood development achievement. In the text of Government Regulation Number 57 of 2021, the level of child development achievement is focused on aspects of religious and moral values, physical-motor, cognitive, language, and socio-emotional. Provisions regarding the use of graduate competency standards as guidelines for determining graduation are specifically exempted for PAUD.
This regulation emphasizes the character of PAUD as an educational stage oriented towards child development rather than graduation mechanisms as applicable to primary and secondary education levels. The assessment of child development must therefore be placed as part of the process of understanding and supporting the growth and development as well as learning of children.
In process standards, this regulation stipulates that the learning process includes learning planning, learning implementation, and learning process assessment. The implementation of learning must take place in an interactive, inspiring, fun, challenging atmosphere, motivating students to participate actively, and providing space for initiative, creativity, and independence in accordance with the talents, interests, and physical and psychological development of students.
This principle is very relevant to PAUD practices because it places the characteristics of development, interests, creativity, active participation, and psychological conditions of children as important considerations in the learning process. Educators play a role in providing role models, assistance, and facilitation in the implementation of learning.
In educational assessment standards, the assessment of learning outcomes must be carried out according to the purpose of the assessment in a fair, objective, and educational manner. Assessment is carried out by educators through mechanisms that include formulating objectives, selecting or developing instruments, implementing assessment, processing results, and reporting assessment results.
This regulation also regulates educator standards. In the text of Government Regulation Number 57 of 2021, educators must have pedagogical, personality, social, and professional competencies. For educators in the formal track PAUD, the minimum academic qualification specified is a bachelor's degree level in accordance with applicable regulations.
In management standards, the planning, implementation, and supervision of educational activities in PAUD as well as primary and secondary education apply unit-based education management demonstrated through independence, partnership, participation, openness, and accountability. This principle is an important basis for professional and responsible PAUD unit governance.
This Government Regulation also regulates the development, monitoring, and reporting of National Education Standards; curriculum; student learning outcome evaluation; education system evaluation; accreditation; and certification. All these components form a national education quality assurance system.
Government Regulation Number 57 of 2021 simultaneously replaces the previous National Education Standards regime. At the time this regulation comes into effect, Government Regulation Number 19 of 2005 concerning National Education Standards along with its amendments is revoked and declared invalid. Implementing regulations from the previous regime remain valid as long as they do not conflict with Government Regulation Number 57 of 2021.
For IKADPAUDI, Government Regulation Number 57 of 2021 is one of the core and mandatory regulations in the PAUD Regulation Bank. This regulation serves as a basic reference for the study of PAUD quality standards, curriculum and learning development, child competence and development, assessment, educators and education personnel, facilities and infrastructure, management, financing, quality evaluation, and the development of PAUD policies at the national and regional levels.
This regulation is also important for understanding changes in the PAUD regulatory system after the end of the approach that placed all PAUD standards in a single special regulation. In the currently applicable system, technical provisions regarding each National Education Standard are elaborated further through ministerial regulations that can be updated from time to time. Therefore, the use of Government Regulation Number 57 of 2021 in PAUD studies and practices needs to always be paired with the latest technical regulations for each standard.
Legal status note: Government Regulation Number 57 of 2021 is still in effect, but has been amended by Government Regulation Number 4 of 2022 concerning Amendments to Government Regulation Number 57 of 2021 concerning National Education Standards. Because the attached file is the text of Government Regulation Number 57 of 2021 prior to those amendments, for the IKADPAUDI database, the status of this document should be marked as Partially valid and users should be given a note to read it alongside Government Regulation Number 4 of 2022. The BPK Regulation Database notes that Government Regulation Number 57 of 2021 has the status of being in effect and "amended by" Government Regulation Number 4 of 2022.
Standar Nasional Pendidikan
