SYLLABUS

IGCSE
Indonesia Studies

Secondary 2

Assessment at a glance

For the IGCSE in Indonesia studies, candidates take three compulsory components: Part 1 Environment
and History of Indonesia; Part 2 Themes of Modern Indonesia; Part 3 Engaging with Indonesia. All answers
must be written in English.

Part 1 Environment, Culture and History of Indonesia

Candidates must answer Question 1 and two from a choice of four other questions.
Each answer has a maximum of 25 marks.
Question 1 25 marks
A compulsory three-part question on the environment, history and culture of Indonesia (Topic 1)
.
Part (a) five multiple-choice questions (1 mark for each = 5 marks)
Part (b) describe and comment on the role of one of the major historical figures specified in the
syllabus (8 marks)
Part (c) make a judgement on the importance of different historical figures or different aspects of
the environment and history of Indonesia (12 marks)
Questions 2 to 4 50 marks
A choice of two out of four questions on the environment and history of Indonesia (from three of
the four Topics 2 to 5) (25 marks each).
Each three-part question will have a stimulus source which can be either text or picture based
Part (a) provide additional information about the source topic (5 marks)
Part (b) explain source details (10 marks)
Part (c) show an understanding of different points of view about the source topic (10 marks)
Weighting: 50% of total marks

Part 2 Themes of Modern Indonesia

Candidates must complete a Research Report of 750 words on one of the Themes of Modern
Indonesia from one of the questions research questions provided.
Many of the questions will cover more than one theme.
Each answer has a maximum of 25 marks.
Each question may be based on one or more of the topics in the syllabus
Answers may involve the interpretation of appropriate student selected source materials.
Weighting: 30% of total marks
Part 3 Engaging with Indonesia

Candidates must complete a Reflection about a completed, outcome-based project

The project should arise directly from an aspect of Parts 1 or 2 of the course.
The project must not cover the same area as candidates have used for their Research Report.
The project can be individual or in groups.
Every candidate must submit an individual reflection piece on their outcome.
Weighting: 20% of total marks

Syllabus aims and assessment objectives

Syllabus aims
The Indonesian Studies Draft IGCSE syllabus is divided into three main parts:
Part 1: Environment and History of Indonesia
This part of the syllabus aims to provide candidates with an understanding of their history and heritage and
an appreciation of the internal and external influences that have shaped Indonesia today. Candidates are
encouraged to acquire knowledge of the main events in the history of Indonesia and use this in
demonstrating an understanding of historical concepts and skills, and to show critical awareness of
differing interpretations of events. Candidates are introduced to the key environmental and historical
forces shaping modern Indonesia. All candidates will complete a multiple-choice test, source analysis and
structured written answer.
Whilst introducing candidates to the environment and history of the country, the syllabus aims to:
stimulate interest and enthusiasm for the study of the past of Indonesia
give candidates a knowledge and understanding of the physical environment of Indonesia
promote a broad understanding of the historical development of Indonesia from ancient times to
1998
promote an understanding of historical concepts such as cause and consequence, continuity and
change, and similarity and difference
encourage the development of skills in the selection, organisation, analysis, inference, and synthesis
of historical information
develop an understanding of the ways in which the study of history and culture is concerned with
opinion and argument, as well as acknowledged fact
promote a knowledge of the key historical figures and an appreciation of the different influences on
the history of modern Indonesia through study of primary source material.
Part 2: Themes of Modern Indonesia
There are four themes and all must be studied. All themes will be tested through investigative case studies
and questions may be cross-thematic. Learning and teaching should focus on understanding, analysing
and evaluating issues involved. Candidates will be expected to support their explanations and analysis and
justify their arguments and judgements by reference to relevant specific examples. However, specific
examples are suggested rather than prescribed, and teachers (and students) are free to develop their own.
The aim is for candidates to develop an awareness of some of the challenges and opportunities that are
facing modern Indonesia and complete a solution-focused Research Report based on these.
Part 3: Engaging with Indonesia
This section requires students to undertake and reflect on a project with a clear outcome which
demonstrates engagement with any issue arising from Parts 1 or 2. While the outcome can be undertaken
in groups or individually all reflections must be unique to each student. Candidates may not repeat work
undertaken for Part 2.

Assessment Objectives

The ability to utilise effectively a variety of traditional and technological media is an integral part of all
assessment objectives and not assessed separately.
Part 1. History and Culture of Indonesia: The objectives of Part 1 are to test the candidates proficiency in
the following skills:
Assessment
Objective

Description

Approx
Value

AO1: knowledge with

understanding

recall factual information

50%
use factual knowledge
demonstrate an understanding of concepts, such as cause
and consequence, continuity and change, similarity and
difference

AO2: application and

analysis

analyse and evaluate differing historical interpretations

infer logical conclusions from historical evidence

25%

AO3: synthesis and

evaluation

comprehend and interpret historical documents to reach

measured conclusions
evaluate and use a range of sources as evidence

25%

Part 2. Themes of Modern Indonesia: The objectives of Part 2 are to test the candidates proficiency in the
following skills:
Assessment
Objective

Description

Approx
Value

AO1: knowledge with

understanding

recall specific facts relating to the syllabus themes

identify and explain the relative importance of issues
arising from the syllabus themes

50%

AO2: application and

analysis

interpret and explore issues arising from the syllabus

themes
analyse, compare and contrast material relating to the
syllabus themes

30%

AO3: synthesis and

evaluation

evaluate different points of view relating to the main

syllabus themes
argue and defend measured conclusions relating to the
main syllabus themes

20%

Part 3: Engaging with Indonesia: The objectives of Part 3 are to test the candidates proficiency in the
following skills:

Assessment
Objective

Description

Approx
Value

AO1: knowledge with

understanding

recall specific facts relating to the topics in the syllabus

content
rank/process these facts to show understanding of their
effect and relative significance

20%

AO2: application and

analysis

apply knowledge and skills to conceive and plan an outcome

based project
construct an outcome based project

30%

AO3: synthesis and

evaluation

evaluate the success of the project

reflect on personal contribution and learning from the project

50%

Syllabus content

Part 1
Environment and History of Indonesia
1.1 The big history of the Indonesian archipelago (compulsory for all)
Focus questions and issues for study and examination:
How did the archipelago form?
What are the physical characteristics of the archipelago?
Why did the flora and fauna of the archipelago develop unique characteristics?
Who were the first settlers of the archipelago?
Specified content
Formation of the Indonesian archipelago
The Ring of Fire
The Wallace Line
Flora and fauna of the archipelago
Arrival of the first settlers/first Indonesians?
Evidence of early cave art: The Karst Caves of Sulawesi
Population dispersal throughout the archipelago
Evidence of other hominid groups in Indonesia
1.2 Early Indonesian civilisations to the arrival of the Europeans
Focus questions and issues for study and examination:
What were the first civilisations in the archipelago?
Why are they considered historically significant?
How did Islam arrive and spread in Indonesia?
What happened after the Europeans arrived?
Specified content
The creation of Borobudur and the early kingdoms of Indonesia
The Majapahit Empire: Rise and Fall

 Arrival and spread of Islam

Arrival of the Europeans: Portuguese and Dutch
Early impact of Europeans
1.3 The modern colonial state and its discontents
Focus questions for study and examination:
Why were the Dutch on their way out of Indonesia by 1800?
What was the impact of the French Revolution on Java?
To what extent did Daendels and Raffles create the modern colonial state?
What were the causes and consequences of the Java War?
What was the impact of Van Der Boschs cultivation system on Indonesia?
Specified content
Bankruptcy of the Dutch East India company
Daendels the Thundering Marshall and attacks on the Javanese courts
Raffles and the British occupation: Attack on Yogyakarta
Diponegoro and the outbreak of the Java War
Course and conduct of the Java War
Consequences of the Java War: Van Den Boschs Cultivation System
Dutch attempts to gain wider control and resistance: Bali, Aceh, Manado
1.4 Impact of World Wars: The birth of the Indonesian communist party and the Japanese occupation to
Independence
Focus questions for study and examination:
What was the impact of the Russian revolution on Indonesia?
What was the impact of the Great Depression on Indonesia?
What was the East Asian Co-Prosperity sphere and why did the Japanese set their sights on the
Dutch East Indies?
To what extent did the Japanese occupation create the conditions necessary for Indonesian
independence?
Why is the Battle of Surabaya seen as historically significant?
What role did other countries play in supporting the Indonesian revolution?
Specified content
Birth of the Indonesian ISDV
Buildup to war in the Pacific
Pearl Harbor and the Japanese assault on the Asia Pacific region
The fall of the Dutch East Indies
Nature of the Japanese occupation: Limited support for Indonesian nationalism
Nationalist collaboration vs confrontation
Treatment of groups: Romusha; Internees
Japanese surrender and Sukarnos declaration of Independence
Allied arrival: Death of Mallaby; Battle of Surabaya
Dutch attempts to assert control: Police Actions; Raymond Westerlings operations
Diplomatic attempts to resolve the crisis
Transfer of sovereignty
1.5 From Guided Democracy to the rise and fall of the New Order
Focus questions for study and examination:
What was the transition to Guided Democracy?

What does the evidence suggest happened in 1965?

What philosophies/social structures/culture was the New Order regime based on?
Why and with what immediate consequences did the Suharto regime fall in 1998?
Specified content
Guided Democracy
Konfrontasi with Malaysia
Rise of the Indonesian Communist Party/Rise of the Third Force
The Bandung Conference and Indonesias role in the Non-aligned Movement
65 and the fall of Sukarno
Foundations of the New Order Regime
98 and the fall of Suharto

Part 2
Themes of Modern Indonesia
2.1 Strengthening Indonesian Democracy
Key issues for study and examination:
What are the legal and structural foundations of Indonesian democracy?
How has party politics affected democratic politics and Indonesias governability?
To what extent/Are nationalism and religion in conflict in Indonesia?
To what extent does terrorism and corruption threaten Indonesia as a nation?
To what extent do ethnic, communal, and regional tensions (tribal minorities, religious minorities
and majorities) weaken contemporary Indonesia and are they being addressed?
How healthy is Indonesias democracy and how can it be strengthened?
Specified content
The fall of Suharto in 1998
The Constitution and major amendments
Pancasila
Quality of governance and areas for development
Corruption, transparency and accountability
The Presidency
The House of Representatives and major political parties
2.2 Development
Key issues for study and examination:
What is economic liberalisation, and what has been/is being liberalised in Indonesia?
How is the policy of economic liberalisation in Indonesia best understood, and the reasons for its
adoption best explained?
How far is economic liberalisation changing Indonesia (social as well as economic impacts)?
Which factors inhibit economic development?
How uneven have the human benefits of liberalisation been?
Are there alternative developmental measures of national achievement?
To what extent does economic development clash with the idea of sustainable development?
How even is economic development across the nation?
To what extent is Indonesia threatened by global warming?
Specified content
Globalisation including advantages and disadvantages
Infrastructure
Consumerism
Global warming and implications for Indonesias coastal settlements and islands

2.3 Social, cultural, and artistic development

Key issues for study and examination:
To what extent is gender inequality a problem in contemporary Indonesia?
To what extent are regional identities, languages and culture under threat from Java?
What is the role of the Indonesian language in maintaining a national identity?
To what extent does art, cinema, and television reflect the reality of modern Indonesia?
To what extent does the evolution of food culture in modern Indonesia reflect the diversity of
Indonesian life?
Specified content
Literature: Life and work of Pramoedya Ananta Toer
Art: Life and work of Raden Saleh
Art: Life and work of Affandi
Batik: Development and trends
Bahasa Indonesia: Origin and purpose
Modern Indonesian cinema
2.4 Indonesias engagement with the world
Key issues for study and examination:
What is Indonesias role within and relationship to Asean and the member states?
Why does Indonesia have ongoing political and diplomatic disagreements with Australia and with
what consequences?
What are the potential dangers and opportunities for Indonesia as China plays an increasingly
greater role in regional politics?
What is Indonesias role globally and within the United Nations?
Specified content
Relationships with Malaysia and Singapore
Relationship with Australia
Asean: Membership and development of role
Indonesias position within the United Nations
Indonesia: A 21st Century superpower?

Part 3
Engaging with Indonesia
3.1 Outcome based project (compulsory for all)
Key issues for exploration and outcome based projects:
Working either in groups or individually, candidates plan and create a research based
outcome on one aspect of Indonesia,
The topic must be different from the topics chosen for Component 2.
Possible outcomes are extremely broad in potential scope
Outcomes should reflect the candidates deep personal engagement with an aspect of
Indonesia as much as possible.
Outcomes are not assessed directly but candidates must refer to them explicitly in their
reflection and provide evidence of completion
Possible outcomes could include:
A service related project (see Teacher Support Material for some actual student projects)

 An educational resource
An original artistic work responding to some aspect of Indonesia
Organising and participating in a Model United Nations or simulated Asean conference
based on some issues confronting Indonesia today
Creating a short film covering some aspect of modern Indonesia
Creating and preparing menus and dishes reflecting Indonesian cuisine

3.2 Reflection on the outcome (compulsory for all)

Key issues for reflection on outcome based projects:
All candidates must submit an individual reflection piece which takes into account the
process they went through to achieve their outcome.
All reflection pieces must be fully annotated and a bibliography provided.
Candidates must show evidence of deep engagement with a facet of Indonesia.
All reflection pieces must be completed individually under supervised conditions
Bibliographies are allowed to be prepared ahead of time
Candidates are allowed to have their bibliographies with them when writing the reflection