Standar Proses 2026: What It Actually Requires From Your PAUD

What replaced the standar proses on 5 January 2026?

The rule that governs how your teachers plan, deliver and review learning was replaced outright rather than amended. Peraturan Menteri Pendidikan Dasar dan Menengah Nomor 1 Tahun 2026 tentang Standar Proses pada Pendidikan Anak Usia Dini, Jenjang Pendidikan Dasar, dan Jenjang Pendidikan Menengah was signed in Jakarta on 2 January 2026 by Minister Abdul Mu'ti and promulgated on 5 January 2026.

It is recorded as Berita Negara Republik Indonesia Tahun 2026 Nomor 1. Pasal 21 states that it takes effect on the date of promulgation, so there is no transition window and it has been operative since 5 January 2026.

Pasal 20 carries the demolition, and it names two regulations rather than the one most coverage mentions. It revokes Peraturan Menteri Pendidikan Nasional Nomor 3 Tahun 2008 on the Standar Proses for Pendidikan Kesetaraan Paket A, Paket B and Paket C, and Peraturan Menteri Pendidikan, Kebudayaan, Riset, dan Teknologi Nomor 16 Tahun 2022, Berita Negara Tahun 2022 Nomor 161.

That second one is the standard most PAUD training decks and consultant checklists still describe as current. The whole replacement runs to 21 articles across 9 pages of the official copy, and it carries no annex.

The regulation names PAUD, then stops naming it

PAUD sits in the title, and after that it nearly disappears. The phrase "pendidikan anak usia dini" appears 6 times in the whole document, and every one of them sits in the title, the recitals, the legal-basis clause, the Pasal 1 definition of Murid, or the Pasal 20 citation of the regulation being revoked.

Not one of those 6 occurrences sits inside an operative rule. A full-text search of the official copy returns 0 hits for "bermain" (play), 0 for "perlindungan" (protection) and 0 for "hak anak" (children's rights).

This matters because summaries in circulation describe the new standard as placing child protection and the right to develop through play at the centre of PAUD. Those words are not in the text, and a centre building a compliance plan around them is planning against a document that does not exist.

The revoked 16/2022 was not lavish with PAUD detail either, but it was at least explicit about who it addressed. Its Pasal 2 ayat (3) listed five learner categories beginning with early childhood education, and 1/2026 carries no equivalent enumeration anywhere.

Does it cover a Kelompok Bermain or a Taman Penitipan Anak?

Yes, and the scope is wider than in the regulation it replaced. Pasal 1 angka 2 defines Murid as a learner on the formal, nonformal and informal pathways, and Pasal 1 angka 4 defines Satuan Pendidikan across the same three pathways.

The revoked rule stopped at two. Permendikbudristek 16/2022 Pasal 1 angka 4 reached the formal and nonformal pathways, with no informal pathway named at all.

So a Kelompok Bermain, a Taman Penitipan Anak and a Satuan PAUD Sejenis all sit inside this regulation, alongside TK and RA. That is the opposite direction from the last change on our desk.

Permendikdasmen Nomor 6 Tahun 2026 on Budaya Sekolah Aman dan Nyaman defines Sekolah as an education unit on the formal pathway, which leaves a nonformal centre outside it, as we set out in the post on what replaced the TPPK. Two instruments from the same ministry drew the boundary in opposite places, so the pathway on your operating licence decides which of them reaches you.

What must the dokumen perencanaan pembelajaran contain?

Pasal 4 ayat (3) says the planning is set down in a dokumen perencanaan pembelajaran, and Pasal 5 sets the floor for what goes in it. It must carry at least learning objectives, learning steps, and a learning assessment.

That is the entire mandatory content list. No format is prescribed, no template is named, and no minimum length appears anywhere in the 21 articles.

Two requirements quietly left. The revoked 16/2022 Pasal 3 ayat (3) required the document to be flexible, clear and simple ("fleksibel, jelas dan sederhana"), with each of those words defined in ayat (4), ayat (5) and ayat (6), and 1/2026 carries no such qualifier.

Guidance still telling operators that the current rule demands a flexible, clear and simple document is quoting text revoked on 5 January 2026. The second loss is smaller and lands squarely on early years, because 16/2022 Pasal 4 huruf b asked for learning steps or activities ("langkah atau kegiatan pembelajaran") while 1/2026 Pasal 5 asks for learning steps alone, dropping the word "kegiatan" (activities) that PAUD planning leans on.

Learning objectives now point at the national standards

The anchor moved off your own curriculum and onto the national standards. Pasal 6 ayat (2) says learning objectives refer to the standar kompetensi lulusan (graduate competency standard) and the standar isi (content standard), weighing the characteristics of the Murid and the resources of the Satuan Pendidikan.

The revoked regulation worked the other way round. Permendikbudristek 16/2022 Pasal 5 ayat (1) tied learning outcomes to the curriculum of the Satuan Pendidikan, and Pasal 5 ayat (3) required that curriculum to be drawn up with learners and their parents or guardians involved.

That drafting duty is gone from 1/2026. Parents return in Pasal 12 ayat (3), inside the learning partnership, as a collaborative relationship rather than a signature on a curriculum document.

The standar isi that Pasal 6 points at is Permendikdasmen Nomor 12 Tahun 2025, and PAUD does get its own treatment there. Its Pasal 6 huruf a assigns the scope of learning material for PAUD to Lampiran I, and its Pasal 2 ayat (3) builds that scope on the standar tingkat pencapaian perkembangan anak (child development achievement standard), which is the PAUD-specific handling the standar proses no longer offers.

How does the regulation describe delivery?

Pasal 3 ayat (1) sets the frame, and it is unusually explicit for a technical standard. Learning is carried out with mutual respect, through the exercise of mind, heart, feeling and body, holistically and in an integrated way, resting on 3 learning principles, which are mindful, meaningful and joyful.

Pasal 9 ayat (1) then describes the atmosphere. It must be interactive, inspiring, enjoyable and challenging, motivate active participation, and leave room for initiative, creativity and independence in line with the child's talents, interests and physical and psychological development.

Pasal 9 ayat (2) adds that this atmosphere is created through a learning environment that is safe, comfortable and inclusive. Pasal 9 ayat (3) reduces the educator's duties in delivery to 3 named functions, which are role-modelling, mentoring and facilitation.

Pasal 10 ayat (1) requires every delivery to produce 3 learning experiences, understanding, applying and reflecting, and Pasal 11 ties them back to the Pasal 3 principles. Pasal 12 ayat (1) adds a learning framework of 4 parts, which are pedagogical practice, learning partnership, learning environment and use of technology.

None of that carries a PAUD variant. Pasal 13 hands extra delivery duties to vocational secondary education through field work placements and to special education at secondary level through apprenticeships, and to nobody else.

The lesson-hour rule changed its trigger

One line moved in a way that matters to a nonformal centre. Pasal 14 ayat (1) states that in delivery at an education unit on the formal pathway, the learning load is arranged in lesson hours.

The revoked version was written as a list of levels instead. Permendikbudristek 16/2022 Pasal 18 ayat (1) applied the lesson-hour arrangement to early childhood, primary, secondary and special education by name.

The trigger is now the pathway rather than the level. A TK or RA sits on the formal pathway and stays inside the rule, while a Kelompok Bermain or Taman Penitipan Anak sits on the nonformal pathway and is no longer named by it, even though Pasal 1 keeps it inside the regulation's scope.

Pasal 14 ayat (2) keeps competency credit units for equivalency education, and the text names no unit for a nonformal PAUD. Check the pathway recorded on your own operating licence before deciding which of these two lines reaches you.

What does the once-a-semester assessment actually require?

The learning-process assessment looks at the planning and the delivery, not the child. Pasal 15 ayat (1) and ayat (2) place it on the educator concerned, and ayat (3) requires it at least once per semester after delivery.

Pasal 15 ayat (4) makes self-reflection the mechanism. Ayat (5) allows that reflection to draw on the educator's own analysis of the Murid's learning assessment, or on a national-scale assessment.

Pasal 16 adds three further possible assessors using the word "dapat" (may), which makes them available rather than compulsory. They are a fellow Pendidik under Pasal 17, the head of the Satuan Pendidikan under Pasal 18, and the Murid under Pasal 19.

The last of those does not fit a PAUD. Pasal 19 ayat (3) sets the learner-led assessment at least once per semester for each subject, where the revoked 16/2022 Pasal 23 ayat (3) carried the same frequency with no subject qualifier attached.

A PAUD does not teach by subject, so that clause has nothing to attach to, and because Pasal 16 is permissive nothing is breached by leaving it unused. The two worth running are Pasal 17, where a peer educator discusses the plan and observes a session, and Pasal 18, where the head of the Satuan Pendidikan works through academic supervision and feedback.

When the once-a-semester reflection falls due, Happy Kamper holds the dated record an educator can work from, through observation and milestone records, activity and photo logs, and parent communications that leave the learning partnership of Pasal 12 ayat (3) documented rather than remembered. It does not write a dokumen perencanaan pembelajaran, map anything to the standar kompetensi lulusan or standar isi, or export in official government formats.

Key Takeaways

The standar proses your centre works under is Permendikdasmen Nomor 1 Tahun 2026, operative since 5 January 2026, and it revoked Permendikbudristek 16/2022 along with Permendiknas 3 Tahun 2008. Any checklist still built on 16/2022 is describing a rule that no longer exists, and the "fleksibel, jelas dan sederhana" (flexible, clear and simple) planning-document formula is the clearest tell that you are reading one.

The regulation covers PAUD on the formal, nonformal and informal pathways under Pasal 1, so a Kelompok Bermain or Taman Penitipan Anak is inside it. It carries no PAUD-specific operative rule, no mention of play, and no annex, so the practical obligations are the general ones.

Those obligations are short. A planning document holding learning objectives, learning steps and assessment under Pasal 5, objectives pointed at the standar kompetensi lulusan and standar isi under Pasal 6, delivery framed by the Pasal 3 principles and the Pasal 12 framework, and one self-reflection per semester under Pasal 15.

Two lines deserve a second look before the term starts. Pasal 14 ayat (1) now triggers the lesson-hour rule on the formal pathway rather than on a list of levels, and Pasal 19 ayat (3) ties learner-led assessment to subjects, which a PAUD does not teach by. Operators working through what this means alongside the rest of their compliance load can start from our early education solutions overview.