<![CDATA[This study analyzes similarities and differences between the educational curricula of Japan and Indonesia by examining curriculum policies, educational objectives, curriculum structures, learning implementation, and cultural values. The study is motivated by the need to understand how the two countries design and implement curricula in response to social changes, developments in science and technology, and human resource needs. This study employs a qualitative descriptive method with a comparative approach. Data were collected through a literature review of educational policy documents, curriculum guidelines, official publications, and scholarly literature. Data analysis involved data reduction, categorization based on comparative aspects, and interpretation of the characteristics of both countries. The findings indicate that Japan and Indonesia share a similar educational orientation, namely developing students holistically through a balance of knowledge, competencies, and character formation. However, differences exist in curriculum policy and management. Japan tends to implement stable and centralized policies through the Gakushū Shidō Yōryō, whereas Indonesia develops a more adaptive and flexible curriculum in response to changing societal needs. In implementation, character education in Japan is integrated through school culture and daily routines, such as sōji, kyūshoku, group work, and other school activities. Indonesia integrates character education through classroom learning, co-curricular and extracurricular activities, and the Project for Strengthening the Pancasila Student Profile. These differences indicate that curricula reflect educational policies, cultural values, and social contexts. The findings suggest that Japan’s educational experience can inspire curriculum development in Indonesia, but its practices should be adapted to Indonesia’s characteristics, needs, and diverse social context.]]>
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