TPPK Is Gone: What Replaced It, and Whether It Covers Your PAUD

What changed on 9 January 2026?

The rulebook behind your anti-violence team was replaced, not amended. Peraturan Menteri Pendidikan Dasar dan Menengah Nomor 6 Tahun 2026 tentang Budaya Sekolah Aman dan Nyaman was enacted in Jakarta on 8 January 2026 by Minister Abdul Mu'ti, promulgated the following day, and recorded as Berita Negara Republik Indonesia Tahun 2026 Nomor 11.

Pasal 46 says it takes effect on the date it is promulgated. There is no grace period built into the text, so it has been operative since 9 January 2026.

Pasal 45 does the demolition. On the date the new regulation takes effect, Peraturan Menteri Pendidikan, Kebudayaan, Riset, dan Teknologi Nomor 46 Tahun 2023 tentang Pencegahan dan Penanganan Kekerasan di Lingkungan Satuan Pendidikan, Berita Negara Tahun 2023 Nomor 595, is revoked and declared no longer in force.

That is the PPKSP regulation. It is the one almost every Indonesian article, training deck and consultant checklist still describes as current.

The team you were told to form no longer has a mandate

Permendikbudristek 46/2023 defined the Tim Pencegahan dan Penanganan Kekerasan at Pasal 1 angka 8 as a team formed by the education unit itself, and gave it a whole chapter at Chapter IV. Forming one was the single most concrete thing an operator was asked to do under that regulation.

Pasal 43 huruf a of the new regulation ends it. Every TPPK, and every Satuan Tugas at regional level, is declared to have reached the end of its term on the date the new rule takes effect. The ministry's own explanatory deck for the regulation puts it in plain language, stating that the TPPK no longer applies in schools and that the Satgas is likewise finished.

One thread is deliberately left hanging. Pasal 43 huruf b keeps a TPPK or Satgas alive for a single purpose: where a report of alleged violence is still being handled, that team continues handling it until a Pokja has been formed under the new regulation. So a disbanded team can still owe an unfinished case.

Who forms the Pokja is not you. Pasal 28 ayat (2) puts BSAN in the region on the regional government, and Pasal 29 assigns formation to the governor for provincial matters and to the regent or mayor for regency and city matters.

Pasal 44 gives them six months from entry into force to do it. Until yours exists, the referral route described later in this post has no destination.

Does this apply to a Kelompok Bermain or a Taman Penitipan Anak?

This is where the change is bigger than a renaming, and where nearly every summary being circulated is wrong by omission. Read the definition first.

Pasal 1 angka 2 of Permendikdasmen 6/2026 defines Sekolah as an education unit on the formal education path at the early childhood, basic education and secondary education levels. Every obligation in the regulation is written as a duty of a Sekolah, a Kepala Sekolah or a Warga Sekolah. Murid, at angka 3, is defined the same way.

Now read what it replaced. Pasal 4 ayat (2) of Permendikbudristek 46/2023 applied to PAUD units, basic education units and secondary education units, on the formal and nonformal paths. The words "and nonformal" are the ones that disappeared.

Undang-Undang Nomor 20 Tahun 2003 tentang Sistem Pendidikan Nasional settles which centre is which. Pasal 28 ayat (3) says PAUD on the formal path takes the form of Taman Kanak-kanak, Raudatul Athfal, or another equivalent form. Pasal 28 ayat (4) says PAUD on the nonformal path takes the form of Kelompok Bermain, Taman Penitipan Anak, or another equivalent form.

Put the three documents together and the answer is uncomfortable but clear. If you run a TK or an RA, BSAN is your regulation and you are behind on it. If you run a KB, a TPA or an SPS, you formed a TPPK in good faith under a regulation that has been revoked, that team's mandate has ended, and the regulation written to replace it does not describe you.

That is a statement about the scope of one ministerial regulation. It is not a statement that a nonformal centre owes children less. Obligations under child-protection statutes, your operating permit conditions, and your own contracts with parents are separate instruments, and none of them were touched by Pasal 45.

The same formal and nonformal line also decides which of the 2026 learning-process duties reach your centre. Our guide to what Standar Proses 2026 actually requires of your PAUD works through that boundary.

Four aspects, three territories

The old regulation started from a taxonomy of violence and worked outward. The new one starts from the environment and works inward, which changes what an inspector or a parent is likely to ask about.

Pasal 3 ayat (2) defines Budaya Sekolah Aman dan Nyaman as covering four things: meeting spiritual needs, physical protection, psychological wellbeing and sociocultural safety, and digital civility and safety. Physical safety is one quarter of the definition rather than the whole of it.

Pasal 9 sets the territory, and it is wider than your building. It covers the environment inside the school, the locations of learning activity outside it, and digital or online spaces connected to educational activity or to the social interaction of Warga Sekolah. A field trip and a parent group chat are both inside the fence.

Pasal 8 limits who the regulation is aimed at, to Murid, Kepala Sekolah, Guru and Tenaga Kependidikan selain Pendidik. The revoked regulation had reached further, naming a category of Warga Satuan Pendidikan Lainnya, meaning people who merely work in or move through the premises. Contractors, drivers and kitchen staff are no longer named as targets of the framework, which makes your own contracts and house rules the place that covers them.

What does a formal TK actually have to put in place?

Pasal 10 lists six components of implementation: strengthening governance, educating Warga Sekolah, strengthening the role of Warga Sekolah, response to and handling of violations, the responsibilities of the ministry and regional governments, and the role of stakeholders. Only the first four are work you do.

Pasal 11 narrows the governance half to two deliverables. One is early detection. The other is a written tata tertib, kode etik and standard operating procedure.

Pasal 12 ayat (2) is where early detection stops being a slogan. It must be done routinely through five actions: recognising the developmental characteristics and needs of each Murid, monitoring behaviour changes that indicate a psychosocial problem, identifying people who could disturb safety, identifying the physical danger spots on the premises, and providing a channel for complaints and feedback.

The channel carries three conditions of its own, being easy to access for Warga Sekolah including those with disabilities, guaranteeing the confidentiality of the person reporting, and connected directly to the Kepala Sekolah or a teacher they designate. Pasal 12 ayat (3) then requires the results to be used by the Kepala Sekolah as the basis for continuous improvement, so the detection has to leave a trace that can be read later.

Pasal 13 has the tata tertib, kode etik and SOP drafted with Warga Sekolah involved, with the SOP setting the standard procedure for particular activities. Arrival, handover, toileting, nap supervision and off-site movement are where a small centre's practice is real but unwritten.

Pasal 4 and Pasal 5 then point outward, to the facilities and infrastructure standard for worship space and for land, buildings and rooms. Kepmendikdasmen 17/2026 names Permendikbudristek Nomor 22 Tahun 2023 as that standard, so the physical half of BSAN is measured against a document living outside BSAN.

The head of school now carries what a committee used to

The clearest structural consequence of losing the TPPK is that the duties did not vanish with it. They moved onto one named person.

Pasal 18 ayat (2) gives the Kepala Sekolah six roles: setting the tata tertib, kode etik and SOP; planning school activity and budget for implementation; supervising and developing teachers and non-teaching staff; educating Warga Sekolah; early detection, response and handling when a violation occurs; and partnership with parents or guardians and stakeholders. A committee could distribute that. A head of a small centre cannot.

Who may hold those named roles at all is a separate question from what the roles require. Our guide to PAUD teacher qualification rules covers that side.

Pasal 18 ayat (3) huruf a speaks directly to formal early childhood education and primary school, and it is the most operationally specific line in the regulation. The class teacher is the person primarily responsible for the condition of the class, covering the welcoming and routine monitoring of the physical and emotional condition of each Murid, early detection, and the response to violations between children. Kepmendikdasmen 17/2026, enacted on 6 February 2026, repeats that role for PAUD and SD in its Table 3.5.

Read that against Pasal 12 ayat (3) and a duty appears that most centres have never written down. Somebody greets each child, notices their physical and emotional state, and the pattern of what was noticed becomes the head of school's evidence base. Pasal 17 frames the same idea more broadly, delivering the strengthening of the role of Warga Sekolah through role division, classroom management, the example set by adults, and a positive culture.

How is a violation handled without a TPPK?

Pasal 22 splits violations in two, and the split decides who deals with it. One class is a breach of the tata tertib or kode etik. The other is a breach of statutory provisions.

The first stays with you. Pasal 23 has the Sekolah handle it through Penanganan Pelanggaran Kolaboratif in three stages, identifying and classifying the report, handling the alleged violation, then drafting conclusions and recommendations. Its stated priorities are protective rather than punitive, securing the victim from harm, threat or violence, educating the person who broke the rule about the error and their responsibility, and restoring the safety and comfort of the school.

The second leaves you. Pasal 24 routes a statutory breach out through a referral mechanism handled by the Pokja, leaving the Kepala Sekolah three tasks, identify and classify the report, report it to the Pokja, and coordinate with the parents or guardians where a child is involved. Pasal 25 covers the case nobody wants to plan for, where the alleged wrongdoer is the head of school, and sends Warga Sekolah straight to the Pokja.

Pasal 26 sets two limits. Handling a case involving a child must not cut off that child's right to education, and where an allegation is found not proven the person concerned is entitled to restoration of their good name, restoration of rights, and access to psychological recovery support.

Then notice what is absent. The revoked regulation carried a graded administrative sanction regime inside its Chapter V, distinguishing light, moderate and severe administrative sanctions and setting out how each was imposed on the person reported.

Permendikdasmen 6/2026 has no equivalent. Its only use of the word sanksi (sanction) is at Pasal 38, on what a voluntary agreement with the surrounding community may contain. The chosen mechanism is documentation and referral, not a school-level penalty ladder, which changes what your paperwork is for.

What should a nonformal centre do while it sits outside the framework?

No ministerial template is written for you right now. BSAN is nonetheless the current statement of what the ministry considers adequate practice, so adopting its building blocks voluntarily beats waiting for an instrument that names you.

Four of them cost nothing but attention:

1. A written tata tertib and kode etik that staff sign.

2. An SOP for the moments where practice is real but unwritten.

3. A complaints channel a parent can actually reach, that keeps the reporter confidential and lands on one named person.

4. A routine arrival check on each child's physical and emotional state, recorded rather than remembered.

Be precise about where software sits in this. Happy Kamper does not form a TPPK, does not produce an SK, does not file anything with a Pokja or a Dinas Pendidikan, and does not export records in official government formats. No product produces compliance with a regulation, and a vendor claiming otherwise is selling you a document you will still have to write.

What a system holds is the trace. Attendance records establish who was present and when, the first question asked about any incident.

Daily updates and parent communication hold the photos, activity logs and meal logs that turn a routine observation into a dated record, and give parents a channel that is not a group chat. Staff records establish which named adult was scheduled with which group, and child profiles keep medical notes and emergency contacts findable under pressure. Because those records accumulate, a pattern across weeks becomes visible on a dashboard instead of staying anecdotal.

None of it substitutes for the four documents. It is the difference between saying you monitored a child and being able to show it.

For the wider picture see our early education and daycare overview and our guide to documenting incidents at your daycare. Because Pasal 9 reaches into learning activity away from the premises, our guide to what to check on safety at activity centres is the companion piece.

Key Takeaways

Permendikbudristek 46/2023 is gone. Permendikdasmen 6/2026, promulgated on 9 January 2026 and effective that day under Pasal 46, revoked it at Pasal 45, and Pasal 43 huruf a ended the term of every TPPK and Satgas already formed. Any checklist or training that tells you to form a TPPK is describing revoked law.

Two transitional details matter. Pasal 43 huruf b keeps a team responsible for a report it is still handling until the Pokja exists, and Pasal 44 gives the province, regency or city six months from entry into force to form that Pokja.

The scope contracted. Pasal 1 angka 2 defines Sekolah as formal-path only, where Pasal 4 ayat (2) of the revoked regulation covered formal and nonformal. Under UU 20/2003 Pasal 28 a TK or RA is formal and a KB, TPA or SPS is nonformal, so a large share of Indonesian childcare has moved outside the ministerial framework it was told to comply with.

Duties consolidated onto people rather than committees, with six named roles for the Kepala Sekolah at Pasal 18 ayat (2) and the class teacher made responsible for the condition of a PAUD or SD class at Pasal 18 ayat (3) huruf a. Handling became referral rather than punishment, Pasal 23 keeping rule breaches inside the school and Pasal 24 sending statutory breaches to the Pokja, with no successor to the sanctions of Chapter V.

Whichever category your centre falls in, the four things worth having in writing are the same. A code of conduct, an SOP for the risky moments, a reachable complaints channel, and a recorded daily check on each child.