The Professionalism of Mathematics Teachers in the SDGs Era: A Comparative Study of Indonesia and Singapore

Abstract

Background of study: The differences in education quality between Indonesia and Singapore, particularly in numeracy skills and the effectiveness of mathematics learning, highlight a gap in teacher professionalism and the implementation of SDG-based learning. Although both countries have improved access to education, significant differences remain in the quality of the learning process and achievement of mathematics competencies.

Aims and scope of paper: This study aims to analyze the understanding and implementation of mathematics teachers' professional competencies in SDG-based learning, identify strategies for improving these competencies, and compare teacher professional development practices in Indonesia and Singapore. The scope of the study includes education policies, curriculum, teacher training, and mathematics teaching practices in both countries.

Methods: The research employed a qualitative approach through literature and comparative studies, using data from policy documents, curricula, PISA and SDGs reports, and related research. Analysis was conducted descriptively through data reduction, presentation of findings, and drawing conclusions.

Result: Indonesia has sought to improve teacher professionalism through the Merdeka Curriculum, PPG, and PKB, but implementation has been uneven and teachers' understanding of SDG integration remains limited. In contrast, Singapore has a more structured professional development system through the Teacher Growth Model, NIE, and PLCs, making it more effective in integrating SDGs into mathematics learning. This difference is reflected in the PISA results, where Singapore outperforms Indonesia by a wide margin.

Conclusion: Teacher professionalism is a key factor in improving the quality of SDG-based mathematics learning. Indonesia needs to strengthen contextual training, infrastructure support, and learning communities. Relevant and sustainability-oriented mathematics learning supports increased numeracy literacy and the achievement of SDG 4.