Study of montessori education in a developing country : a case study of an elementary montessori school in West Java, Indonesia

Abstract

The Montessori Method, with evolving pedagogical paradigms and a growing need for personalized learning, offers an alternative perspective in education by promoting inquisitiveness, self-reliance, and participation in the learning process. However, using the Montessori name does not ensure a Montessori system is implemented correctly due to extensive adoption of Montessori educational methods that raises a significant question about whether these institutions genuinely follow the method proposed by the founder of the Montessori Method. This study conducted as a comprehensive case study research project at one of the elementary school in West Java, Indonesia, that claims to apply the Montessori Method in their teaching approach for children aged 6-12. The primary objective and aim of this study is to gain a deeper understanding of to what extent this particular school follows the principles of Montessori. There are three research questions in this study; (1) to what extent does the elementary school in West Java adhere to the key principles of the Montessori Method? (2) What challenges or obstacles are typically faced in implementing the Montessori Method at this elementary school in West Java? (3) What is the overall opinion of teachers and parents regarding the implementation of the Montessori Method at this particular elementary school in West Java? This research investigates the degree to which one of Montessori school in West Java adhere to Montessori principles, offering instructors helpful recommendations for enhancing the method's use. The method of this study is using qualitative research with data collection from interview, observation and documentation. In order to potentially contribute to theoretical discussions on educational philosophy and pedagogy, the study also examines how, principal, parents and teachers view implementation of the Montessori Method. I came to the findings that the Montessori Method is implemented in the school, but its adherence to core principles is hindered by standardized education and curriculum, unique classrooms, and time limitations. The most significant obstacle is the limited number of Montessori teaching aids and lack of experienced teachers. Legal Montessori teacher certification is also available due to high costs. Although teachers and parents appreciate the Montessori Method, parents often lack understanding and teachers have limited practicality knowledge, suggesting partial implementation. Therefore, it is challenging to implement Montessori in original form, particularly in elementary school levels. The effects of integrating national curricula in this case Merdeka Curriculum with Montessori education on student outcomes and Montessori principles should be further investigated by future scholars.