Rewriting the Rules of Learning: Anindito Aditomo’s Education Reform Journey

When Indonesia moved away from its long-standing national examination system, it marked more than a policy shift. It signalled a transformation in how the country understands learning, equity and accountability. At the centre of this change is Anindito Aditomo, an education reformer whose work has helped redefine what it means to build a system that serves every learner.

He has played a pivotal role in reshaping Indonesia’s education system towards a more student-centred approach through the Merdeka Belajar policy, introduced in 2019. Anindito was the key architect of Indonesia's Kurikulum Merdeka, which is now implemented in more than 400 thousand schools, and its new national assessment, which is used as the country's main indicator of human development for 2025-2045.

His path into education was far from linear. After completing high school, Anindito initially pursued studies in science, technology, engineering and mathematics (STEM) before eventually graduating with a Bachelor’s degree in psychology from Universitas Gadjah Mada (UGM).

This shift was not incidental. While studying chemical engineering, Anindito became actively involved in a student press organisation, engaging deeply with social, political and cultural issues. That exposure sharpened his critical thinking and led him to question how the education system, shape human potential.

‘It was during my psychology studies at UGM that my passion in education began to take shape. I realised that many concepts in psychology could be applied to significantly improve the education system,’ Anindito recalled.

The intellectual pivot reflects an early willingness to embrace uncertainty and rethink established pathways, an approach that would later define his works in education reform.

His motivation was also grounded in lived experience. As a student, he observed that Indonesia’s education system often left little room for individual exploration and creativity. This realisation became a driving force behind his efforts to create more inclusive and adaptive learning environments.

A Multidisciplinary Approach to Education

After completing his undergraduate degree, Anindito began his academic career as a lecturer in psychology at Universitas Surabaya. Alongside teaching, he pursued research in educational psychology, gradually developing a more systemic understanding of how learning environments can be improved.

A turning point came when he encountered the work of Professor Peter Reimann, whose research in cognitive and educational psychology reshaped his academic direction. This influence led Anindito to pursue a Masters of Philosophy, Learning Sciences and Technology at The University of Sydney in 2006 under the Australian Development Scholarship (ADS).

Studying in Australia proved formative. Under the supervision of Professor Peter Reimann, an expert in networked learning, Anindito was exposed to diverse perspectives on how people learn and how people’s environments shape behaviour and cognition.

‘Professor Peter Goodyear’s perspective helped me understand that the physical environment also plays a crucial role in shaping human thinking and behaviour,’ Anindito said.

Encouraged by strong academic mentorship and a collaborative research culture, Anindito progressed directly into a PhD at The University of Sydney in 2009. His decision reflected both intellectual momentum and an openness to long-term investments in expertise, hallmarks of a strategic and forward-looking mindset.

‘Studying in Australia was a highly formative experience for me. It gave me a deeper understanding of education as a complex field that must be approached through multidisciplinary perspectives, and how different areas of knowledge can be applied to improve education systems,’ he added.

Building Systems and Networks

Upon completing his PhD in 2013, Anindito returned to Indonesia and resumed his role at Universitas Surabaya, where he was appointed Director of Teaching and Learning. There, he designed and implemented a training program for new lecturers that went beyond conventional instruction.

Rather than focusing solely on theory, the programme encouraged reflective practice, peer learning and continuous improvement. Lecturers were guided to think not only as educators, but also as researchers, evaluating their own teaching methods and adapting them based on evidence.

In 2018, Anindito expanded his research experience internationally by undertaking a postdoctoral position at the Leibniz Institute for Research and Information in Education in Germany. There, he worked closely with Professor Eckhard Klieme, further strengthening his global academic network.

‘One of the key benefits of studying at a globally recognised institution is the opportunity to build an international network,’ he added.

Driving Policy Reform in Indonesia

Even during his postdoctoral research, Anindito remained actively engaged with Indonesia’s education reform agenda. His analytical work and policy insights led to discussions with the Ministry of Education, Culture, Research and Technology, including early proposals to reform,and ultimately abolish,the national examination system.

In 2021, he was appointed Head of the Agency for Standards, Curriculum and Assessment at the Ministry of Education, Culture, Research and Technology, where he led the development of the National Assessment and the education scorecard platform. These are the two key pillars of the Merdeka Belajar policy.

Unlike traditional exams, the National Assessment evaluates a broader set of indicators, including literacy, numeracy, critical thinking and the extent to which schools provide safe and supportive environments. 

‘Such assessment systems have long been implemented in developed countries, including Australia, where the core principle is to hold governments accountable for improving education quality,’ Anindito emphasised.

Under this framework, accountability extends beyond students to include schools and government institutions, ensuring that responsibility for improvement is shared.

The Merdeka Curriculum also drew on lessons from initiatives such as INOVASI, a partnership between the Australian and Indonesian governments in basic education. One key innovation was the scaling of differentiated learning approaches, tailored to students’ individual needs.

‘INOVASI had already established proof of concept in several regions. When I joined the government, we saw that these proven approaches had strong potential to help Indonesia address its gaps in literacy and numeracy,’ he added.

As of 2026, these reforms continue to evolve, with increasing emphasis on deep learning, prioritising conceptual understanding over memorisation. National Assessment data is now integrated into Indonesia’s long-term development planning, underscoring the role of education in broader socio-economic transformation. 

Protecting Children in the Digital Age

Beyond formal education systems, Anindito has also contributed to policy development in the digital space. In 2024, he was involved in drafting Government Regulation No. 17 of 2025, widely known as the PP TUNAS (Governance of Electronic Systems for Child Protection). It aimed at protecting children from risks in digital environments.

Working with the Centre for Education Study and Policy (PSPK) and government stakeholders, he helped define risk frameworks related to harmful content, data exploitation and online safety.

‘Together with other experts, we worked to define the risks faced by children, how to measure and categorise those risks, and at what point a risk is considered high enough that children should not be present on a platform,’ Anindito explained.

The regulation, which came into effect in March 2026, reflects a proactive approach to safeguarding children’s well-being in an increasingly digital world.

‘The most challenging aspect now is how the government enforces the regulation,’ he added.

A Continuing Commitment to Education

After more than two decades working as an educator, researcher and policymaker, Anindito remains committed to advancing education in Indonesia.

‘On a more personal level, I find fulfilment in mentoring young people and encouraging them to contribute to their respective fields,’ he concluded.

His journey reflects the broader value of international education experiences in shaping individuals who can translate global knowledge into locally grounded solutions, driving meaningful impact in their communities.

Photos courtesy: The Agency for Standards, Curriculum, and Educational Assessment (BSKAP), Ministry of Education, Culture, Research, and Technology of Indonesia.