Anilisis Sistem Pendidikan di Negara China

Abstract

This study aims to comprehensively analyze the education system in China based on historical, philosophical, sociological, geographical, juridical, psychological aspects, as well as the education system structure, curriculum, and the roles of government and society. The research employs a qualitative approach with a descriptive-analytical design through library research. Data were collected from various scholarly sources, including academic books, journal articles, educational policy documents, and reports from international organizations relevant to China’s education system. The findings indicate that China’s education system has strong historical roots in Confucian traditions and the imperial examination system, which later underwent significant transformation in the modern era based on socialism. Philosophically, Chinese education integrates Confucian moral values with state ideology that emphasizes collective development. Sociologically, Chinese society highly values education, creating intense academic competition. Meanwhile, geographical factors reveal disparities in educational access between urban and rural areas, which are addressed through government policies aimed at educational equity. Furthermore, China’s education system consists of structured formal, non-formal, and informal education levels, supported by a nine-year compulsory education policy, professional teachers, and continuously improving educational facilities. The curriculum is designed to develop academic competence, character building, and 21st-century skills through various learning methods and competitive evaluation systems such as the Gaokao examination. The government plays a dominant role in policy-making and funding, while society contributes significantly through family involvement and social support in the educational process.