Indonesia's ambition to achieve Indonesia Emas 2045 requires strategic transformation of its educational organizations, particularly through reforms in access and instructional time. However, efforts such as the expansion of Sekolah Rakyat and proposals for a five-day school week have yet to deliver measurable organizational impact. This study aims to examine how these policies influence institutional transformation and what lessons can be drawn from benchmark countries—Singapore and Australia—that have implemented similar reforms more effectively. Using a comparative case study with an embedded multi-site design, the research analyzed six public secondary schools and interviewed policymakers and school leaders across the three countries. Data were collected through document analysis, semi-structured interviews, and cross-case synthesis techniques. The findings indicate that while Indonesia focuses on equity and inclusion, a lack of structural integration and leadership autonomy undermines reform effectiveness. In contrast, Singapore and Australia exhibit strong institutional coherence, strategic leadership, and flexible instructional frameworks that support reform goals. Instructional time reform in Indonesia, without pedagogical and structural innovation, risks diminishing learning quality. The study concludes that transformative change requires not just new policies, but a reconfiguration of leadership, organizational culture, and stakeholder alignment.
Savandha et al. (Tue,) studied this question.
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