There are several paths to get to know the culture of the tribe, nation or other countries. First, by means of commercial or economic life. Second, through conquest or warfare. Third, the existence of contacts between countries through bilateral mutual-cooperation, whether in the form of exchange and development experts in the field of knowledge. Contacts between countries in the form of cooperation of educational development are directly or indirectly will be very useful to broaden the horizon of national education and is expected to take the positive values of certain

countries to support efforts to improve the quality of national education. Accordingly, in this paper describes a small part of the Japanese educational system, both in general education and religious education, for then reviewed the similarities and differences with the system developed in Indonesia.

Keywords: Comparative education, education system, Japan, Indonesia.

Preliminary
How a nation can recognize another nation? There are several ways that lead to a tribe, nation, or country to recognize culture outside the tribe, nation, or country. The first, by means of commercial or economic life. Contact this trade is an inevitable condition in an effort to meet the needs of growing communities, each requiring the sale of goods and objects. This contact is the beginning of interaction among nations, especially after the rapid advancement of communication technologies and means of transformation tools. Throughout the region to be easily accessible and the exchange of goods to be smooth so that the market makers observe the mutual needs of local residents. Local customs, including educational practices implemented in the visited country or nation can be known without accidentally. From there then there was contact with other cultures outside of their nation. This observation is in the long run can be a strong factor of the renewal of education of a nation.
Second, through conquest or warfare. Generally, the winner will appear as a ruler, sometimes followed by fundamental changes in the prevailing system of education policy earlier in the conquered country, though sometimes the previous education system and policies there will be retained. When there is imperialism of Western nations against developing countries, the introduction of colonial education efforts conducted for the purpose of cultural associations, as has been implemented though the Dutch to Indonesia, France against Egypt, or England against India, Malaysia, and others.

Third, the existence of contacts between countries through bilateral mutual-cooperation, whether in the form of exchange and development experts in the field of knowledge. Including this point is the exchange of diplomatic, cultural, student, students, teachers, professors, or foreign cooperation in education (Rachman Abd. Assegaf, 2003: 24-25).

Contacts between countries in the form of cooperation of educational development are directly or indirectly will be very useful to broaden the horizon of national education and is expected to take the positive values of certain countries to support efforts to improve the quality of national education.
Based on the background of the above problems, the authors are interested to study the educational system developed in Japan by comparing them with an education system that was developed in Indonesia. This comparison is to look at similarities and differences in education systems developed in these countries.

Japanese Education System
Regulation of education in Japan can be divided into two periods, namely before and after World War II. Before the war, the prevailing education policy is the Empire Manuscript Copies of Education (Imperial Rescript on Education). It states that the ancestors had built the previous Emperor Empire based on a broad and lasting value, and implanting them in depth and robust. Integrated learning material in the form of loyalty and obedience from generation to generation that describe its beauty. That is the triumph of the character of the Emperor, and he also had to restrain him with educated sources. Education should be able to direct a person to his parents, husband and wife in harmony, as true friends, being yourself is simple and modest, devoted affection to all parties, as well as studying and fostering the arts. That's how education can develop the intellectual and moral strength is perfect, always respecting the constitution, and carry law. In an emergency situation though, is expected to bring courage for the sake of the country, protect and maintain the welfare of the Emperor's palace heavens and the earth's age. So it is not to be good and faithful alone, but able to continue the tradition of a very noble ancestors.

After the war, from 3 November 1946, Japan's new constitution established a policy of education on the basis of human rights, guarantee freedom of thought, and conscience, freedom of religion, academic freedom, and rights for all people to receive education in accordance with their capabilities. In March 1947, through the National Education Regulations (School Education Law) established the basic structure of education 6-3-3-4 overall on the basis of its specific goals at each level (Rachman Abd. Assegaf, 2003: 187-189).

In March 1947 also apply the Basic Law of Education (Fundamental Law of Education) which is essentially a statement of philosophy of democratic education which in many respects different from the Imperial Rescript on Education. For example, the relationship between citizens and state, the Imperial Rescript on Education stated that, Citizens have the duty to develop "Their intellectual and moral faculties, observethe laws, and offer themselves courageously to the State in order the Quard and maintain the prosperity of the Imperial throne (Imam Barnadib, 1986: 53), (every citizen has an obligation to develop their intellectual and moral resources, implement the law and offered his courage for the state to protect and maintain the welfare of the Emperor's palace). While in the Fundamental Law of Education states that, Citizen have the right to equal opportunity or receiving education According to Their abilities; freedom from discrimination on account of race, Cree sex, social status, economic position, or family origin; financial assistance, to the Able needy, academic freedom, and the responsibility to build a peaceful state and society (Imam Banrnadib, 1986: 53), (Every citizen has equal opportunity to receive education according to their ability, free from discrimination based on race, sex, social status , economic position, family origins, financial assistance for those who need, academic freedom, and responsibility for building a peaceful state and society). Another difference is the purpose of education. In the Imperial Rescript on Education states that the purpose of education is to increase the loyalty and obedience to the Emperor in order to obtain unity of society under the same parent, namely the Emperor. The purpose of education according to the Fundamental Law of Education is to enhance the full development of personality, respect individual values, and instill a free spirit.

The education system in Japan is built on four levels, namely: central, perfect (between provincial and district), municipal (between County and District), and the school. System administration is applying a combination of centralization, decentralization, School-Based Management (School Based Management), and community participation. In addition, there are associations, school principals, teachers, students, and parents who support school development. Within the system there are roles and relationships between central government, local government, schools, associations, and communities co-exist so as to create synergies that allow the system to be relatively efficient and effective. This is a major factor in Japan's quality of education attainment is relatively high (Rachman Abd. Assegaf, 2003: 175).

The public education system in Japan is set more than a century ago and the existence lasts longer than in most countries. Japanese education system is basically the Elementary School (SD) 6 (six) years, Junior High School (SMP: Sekolah Menengah Pertama) 3 years, High School (SMA: Sekolah Menengah Atas) 3 years, University of 4 years, and Institutions Higher Education 2 years. Compulsory education is from elementary school to junior high. To enter high school and university basically have to follow the entrance exam. In addition to these schools, there are vocational schools or special schools that accommodate elementary or junior high school graduates. This school teaches specific skills (http://www.clair.or.id.jp/tagengo/general/id/id09-01.html). In addition to several levels of education are, in Japan there are also preschool education program, either in the form of the Kindergarten (TK: Taman Kanak-kanak) and Play Group (PG).

If seen from school administrators, can be divided into three groups, namely Public Schools is a government-run schools, provincial schools are schools run by local governments, Private School is a school run by a legal entity. Meanwhile, when viewed from a year teaching, scholl begins in April and ends in March next year (http://www.clair.or.id.jp/tagengo/general/id/id09-01.html).

Preschool Education

Preschool education can be divided into two forms, namely Play Group (KB: kELOMPOK BERMAIN) or Play Group (PG) and Kindergarten (TK: TAMAN KANAK-KANAK).
Play Group (PG) is a facility provided for parents who work so unable to care for their children during the day. Registration of new students starting at the beginning of January. Petition to get into PG was carried out at local government offices because of the limited number of places to get into this play group. Care costs per capita incomes adjusted for parents in the previous year the government set the local city area (http://www.clair.or.id.jp/tagengo/general/id/id11-04.html). This institution is called Hoiku-jo (Day Care Center), and including social welfare institutions, in addition to functioning as a preschool education. Participants who entered Hoiku-jo is the infants to children aged 5 years. They are aged 3 years and over usually get like kindergarten education. Most child care centers like this are managed by local governments.
Abd. Assegaf Rahman (2003: 176-177) explained that the kindergartens in Japan to accept students aged 3 to 5 years for a study period of 1 to 3 years. Children aged 3 years of education received and followed for 3 years, while the 4-year-old children attend the program for 2 years and for registrants only 5 years old was educated preschool for 1 year. More than 50% of kindergartens in Japan are managed by the private sector, the remainder by the city government and only a small portion which is a kindergarten Affairs. However, all kindergartens are preschool education under the auspices of the Ministry of Education Science and Culture organized under the laws of education (http://www.clair.or.id.jp/tagengo/general/id/id09-02.html).

Kindergarten or so-called youchien aims to nurture children's early childhood and provide a decent environment for mental development of children. To achieve these objectives, there are several ways in which, among other things: (1) Designing education that develops the function of the body and soul in harmony through the habituation pattern of living a healthy, safe, and fun, (2) Fostering a spirit of independence, a group full of life excitement and cooperation, (3) Introduce social life and fostering social skills, (4) Directing with the correct use of language and the growing interest in communicating with others, (5) To direct interest in learning to be creative through music, games, drawing and others.

Compulsory Education
Compulsory school applies to children ages 6 to 15 years, but most children attend school longer than is required. Each child attending primary school at age 6 years to 12 years, and junior high school until the age of 15. This compulsory education is free of charge to all children, especially school fees and books. For learning tools, activities outside school, picnics and lunch at school need to pay for itself. but for the children of families who are unable to receive special assistance from central and local governments. In addition there is also support for learning needs, health care, and others. A child who has completed primary school are required to continue their education to junior high school level. Thus, schools must be taken for 9 years, 6 years in elementary school and 3 years in junior high (http://www.clair.or.id.jp/tagengo/general/id/id09-03.html).

Almost all Japanese students study English from first year junior high school, and most studied for at least 6 years. Compulsory subject in secondary school, the Japanese language, social sciences, mathematics, science, music, art, physical education, family welfare and education. Various subjects were given at different times every day for a week so there is rarely the same timetable on different days (Rachman Abd. Assegaf, 2003: 177-178).
Secondary Education

There are three types of SMA, namely: full-time, part-time (especially at night), and writing. Full-time secondary school which lasts for 3 years, while others produce both types of school diploma equivalent. The biggest part of upper secondary education students receive in high school full time. Programs in high school can be categorized into several types based on patterns of curriculum, which is majoring in general (academic), agriculture, engineering, commerce, fisheries, home economic, and maintenance. To get into one of these schools, students must take an entrance exam and bring a reference letter from junior high school where he graduated earlier.
Almost all high school and private university to determine admission of students through entrance examinations, and each school held its own entrance exam. Students who wish to enter the school must take the test. Because the entrance exam is very difficult, students often take additional lessons (tutoring) in juku or yobiko on weekends or in the afternoon / evening weekdays, other than school lessons (Abd Rachman Assegaf, 2003: 178-179).

High Education
There are three types of higher education institutions are: universities, junior colleges (colleges), and technical colleges (technical colleges). In universities there are undergraduate education (S-) and graduate (S-2 and S-3). Education S-1 lasted for 4 years, producing scholars hold a Bachelor's degree, except in the faculty of medicine and dentistry that lasts for 6 years. Graduate education is divided into two categories, namely a Master's degree (S-2) taken for 2 years after graduating S-1 and Doctor's degree (S-3) taken over 5 years.
Junior colleges provide education for two or three years for graduates from high school. Credits required in the junior college can be counted as part of the credit for obtaining his Bachelor's degree (S-1). Graduated high school (high school) can get into the technical colleges (technical colleges).

Education in this institution lasted for 5 years (full time) to print the technician. Universities and junior colleges select students based on entrance exam results and the results of learning achievement of high school. For public schools and public areas, since 1979 imposed "a combination of proficiency test" a uniform, as the first stage of entrance examination system. The second phase of the university entrance exam as the final selection.

Higher education in Japan is under the management of the three institutions, namely the central government, local governments, and private parties. There are five types of higher education that can be selected foreign students in Japan this country, namely: undergraduate, graduate, diploma (non-degree), colleges and vocational schools. Program graduates receive three kinds of students, namely: the regular students, the student audience, and student loan collectors. Regular students are those studying for 4 years, except for medical school must take 6 years. Student audiences are students permitted to take certain subjects with the terms and amount of credit is different at each university but was not recognized credit. The student loan collectors similar to the student audience, but his credit acknowledged.

While the graduate program consists of the Master, Doctoral, Student Researcher, Student Listeners, and collector of Credit. Student researchers are students who are allowed to do research in a particular field for 1 semester or 1 year without the purpose of obtaining a degree. The third program is a diploma, who graduated 2 years old. Sixty percent of this program is for female students and teaching areas such as family welfare, literature, language, education, health, and welfare. Academy or special training academy is an institution of higher education who teaches special fields, such as the skills needed in work or daily life with a study period between 1 to 3 years. The vocational school is a special program for junior high school graduates with a study period of 5 years and aims to foster engineers who are able to follow the development of science and technology (Rachman Abd. Assegaf, 2003: 179-180).

Indonesian Education System
India and Malaysia are examples for the presence of the influence of British colonial education system for the continuation of the education system prevailing in both countries. some educational practices are implemented England was forwarded, it could be because it is still relevant, both by India and Malaysia. The same experience can be used to explain the roots of the prevailing education system in Indonesia. The difference, though the influence of Dutch colonialism in Indonesia has been going on for three and a half centuries, it was an education system that is widely used is the Japanese population. Call it the level of the education system in Indonesia after independence. When the end of Japanese occupation, the pattern of prevailing rate system is 6-3-3-4, so Indonesia's independence was level system is transmitted by applying the 6 years of elementary school, 3 years for junior high school, 3 years of high school, and 4 years to 6 years for college. Of course citing these colonial totality rather than show because too many differences, developed by the relevant country after independence. Post-independence, the education system in Indonesia experienced a series of transformations from the school system (Rachman Abd. Assegaf, 2003: 267-268). This can be seen with the change in the law on education, namely Law No. 4 of 1950 on the basics of education and teaching in schools for all of Indonesia and Law No. 2 of 1989 on National

Education System. Through this law, the national education already have the basic legality. However as a national education system is not a standard thing. A system is an ongoing process to find and refine its shape (HAR Tilaar, 1999: 1). However, education in Indonesia so far has not been able to produce graduates who can be relied upon in creating jobs, even graduates are also still disanksikan quality.
Reform movement in 1998, demanding the holding of educational reform. Forum Rector, born 7 November 1998 in Bandung, also declared the need for cultural reform, through education reform. Demands for reform were met by the House of Representatives together with the government, with legislation passed sisitem National Education (National Education) June 11, 2003 (Anwar Arifin, 2003: 1).

In the National Education Act of 2003 stated that, national education serves to develop skills and character forming as well as a dignified nation civilization in order to achieve the life of the nation, aimed at developing students' potentials to become a man of faith and pious to God the Almighty, morals , healthy, knowledgeable, skilled, creative, independent, and become citizens of a democratic and accountable.
Preschool Education

Called preschool for children between the ages of 3 years to 5 years that is intended to be participant education directed to the preparation and adaptation for subsequent education in elementary school. Methods and materials patterned lesson learning by doing, by extending the game to increase the creativity of children. That's why it's called the Kindergarten (TK). Generally kindergarten consists of two levels, namely: Small kindergarten and kindergarten age of 4 years of age 5. But not all parents follow these provisions strictly. Among them was his son who enter directly into the Great kindergarten for a year, then to primary school children aged 6 years ahead. Even in the particular case of a child admitted into the school without passing this pre-school education.

Learning activities in kindergarten are generally modest, ranging from the introduction of the lesson material colors, objects, letters and numbers, the rest given game and the skills for creativity of children, such as cutting, folding, or coloring (Rachman Abd. Assegaf, 2003: 268-269). However, more or less began in the 1990s in Indonesia has also developed or Play Group Play Group.

Primary education
Primary education is the education of 9 years consisting of 6-year education program held at the elementary school and 3 years in junior high. Basic education curriculum introduced a system that divides the semester one academic year of study time in half the time, each of which is called odd semester and even semester. Basic education curriculum structured to achieve the goal of basic education. Basic education curriculum structured to achieve the goal of basic education. Basic education curriculum is a set of plans and arrangements regarding the content and teaching materials and methods used as guidelines for the facilitation of learning and teaching in elementary or Government Elementary School (MI) and junior high school or Madrasah Tsanawiyah (MTS).

SD is the equivalent of MI, while the SMP is MTS. The difference is, elementary and junior high schools under the Ministry of National Education (MONE), while MI and MTS under the Ministry of Religious Affairs (MORA). In addition, the composition of the religion curriculum more in MI and MTS with 70% ratio of public: 30% of religion, while in elementary and junior high schools provide religious instruction only two hours of lessons in one week. Hours of study in elementary school is longer than in kindergarten. Normally students enter the class at 7:00 and went home at 12.00 O'clock. However, some primary schools, especially those that take shelter under Islamic organizations like Muhammadiyah and Nahdatul Ulama' (NU), adding hours of learning, both for extra-curricular activities and lessons to be characteristic of these Islamic organizations so that students can leave school at 13.30. Several primary schools sometimes extend the hours leading up to study the late afternoon or commonly known by the full school days. Here the students get started at 07.00 and return at 16.00, while the rest, prayer, lunch included in education programs by the agency.

Fill in the basic education curriculum includes the subjects of Religious Education, Citizenship Education, Indonesian Language, Mathematics, Natural Sciences, Social Sciences, Arts & Crafts, Physical Education and Health, English, and local content. Elementary classroom teachers using the system, except for subjects of Religious Education and Physical Education and Health, while the junior high school teachers use the system field of study (Rachman Abd. Assegaf, 2003: 269-270).

Secondary Education
Secondary education includes high school, Vocational School (SMK), Madrasah Aliyah (MA), or an equal. The purpose of secondary education is to enhance students' knowledge in continuing education at higher level and develop themselves in line with the development of science, technology, and arts and to improve the ability of students as members of the community in making a reciprocal relationship with the social, cultural, and natural surroundings.

Learning programs and vocational high schools is more spacious than on basic education. General teaching programs include study materials and lessons are organized into subjects of Religious Education, Citizenship Education, Language, and Literature of Indonesia, National History and Public History, Natural Sciences (Fisika, Biology, and Chemistry), Social Sciences (Economics, Sociology , and Geography), and Art Education. Since the 1994 curriculum, the teaching program in secondary education is regulated in a special teaching program that includes three departments, namely language program, Natural Sciences (IPA: Ilmu Pengetahuan Alam), and Social Sciences (IPS: Ilmu Pengetahuan Sosial). Special Teaching Program was held in class II and selected by students according to ability and interests. The program is intended to prepare students to continue education at higher education level in the field of academic education or professional education and preparing students directly or indirectly to be ready to plunge into the workforce.

Equivalent high school curriculum and implement the semester system that divides the time to learn one school year into two parts, each time called odd semester and second semester, while the pursuit system uses the teacher field of study (Rachman Abd. Assegaf, 2003: 272-273) .
High Education

After a student who has completed his studies in high school or comparable with, if he intended to continue their education can choose any university in Indonesia. Unlike high school, college semester credit system applies (SKS). In college, if a student can spend the amount of credit courses that are targeted and can take it within a certain time according to a programmed plan, the student can complete higher education Strata 1 (S 1) within 4 years. But when not afford to repeat the courses as many low value or because of leave, the time taken to graduate as a scholar can be more than 4 years. If he managed to graduation and intend to continue further study, there were two phases in higher education that can be gone through, namely the levels of S 2 or Master's Degree that is normally taken for 2 years and the levels of S 3 or Doctoral be effective for 2 years, while the rest for research . When all stages of higher education is pursued, given the doctorate for his chosen field. Level one's academic career was ended formally.

As in many other countries, in Indonesia, also known as a public university that is managed directly by the government and private universities. In reality, many Indonesian students who apply to the State University (PTN) in advance, a new set of Private Colleges (PTS). Impression of public schools and educators are superior and legitimate and considered easier to get a lot of work still attached and is believed by the public. In fact, after the regulations of the National Accreditation Board (BAN) for higher education imposed by the status of accredited and not accredited, real-educators treated the same. In fact, it could be private universities scored better than PTN. Problem superior and job security is a relative matter. College just to prepare participants for the society, being the success it is influenced by many factors. A university is supposed to function as an agent of change for the life pattern of modern society. In accordance with the Tri Darma Universities that include education, research and dedication, education took place in the form of lectures in the classroom, research or research conducted mainly by students last semester before graduation (in the form of thesis writing, thesis, or dissertation), while the service takes the form Real Working Lecture (KKN), or if at a university teacher of Practical Field Experience (PPL) (Rachman Abd. Assegaf, 2003: 275-276).

Institutionalization of Islamic Education
Historically the Islamic Education Institute (LPI) is the oldest boarding schools in Indonesia are. Apart from the influence of Buddhist or Hindu-Arabic, Islamic boarding schools is a product of interaction and acculturation of Islam with local culture in the context of indigenous cultures. Islamic School was still in a simple form, salaf (classic), and non-classical. Then, with the introduction of school in a classical form by the Dutch government, comes the madrassa as a counter institution which not only includes religious instruction, but also general lessons as developed by various Muslim community organizations at that time. During the period of Dutch and Japanese occupation, Islamic education is organized by the Muslims themselves through private schools and training centers. The three forms of educational institutions (boarding schools, schools and madrasah) existence is still there, even continue to be developed until the post-independence until now. As for college, both PTU and IHE, an advanced form and level of the third Institute of Islamic Education.

Boarding institutions, schools and madrasah in Indonesia has its own characteristics, which can be distinguished from each other, especially in terms of the portion of the subject matter of religion and its affiliates with the related departments. Pesantren, for example, contains material in a dominant religion, while public schools provide two hours of study time allocation of religion in one weekend, while madrassah before 1975, covering 70% of religious materials and general materials 30%, and after LCS 3 Minister in 1975, the composition is reversed into 30% and 70% of religious materials common materials. However, specific to this madrasah, madrasah in 1986 held a pilot project that follows the composition of matter of religion 70% and 30% common materials, such as that prevailing prior to 1975. The existence of this pilot project madrasah amount is limited to some areas only. The existence of the Special Programme of State Madrasah Aliyah (MAN PK) is a concrete example of implementation of the policy.
As in the case of affiliates of governmental institutions, boarding schools are a common form of self LPI held by the public. Therefore, the curriculum may vary from one boarding school with other schools, because educational programs are prepared himself. While schools, from elementary level, junior high schools to form and advanced levels at PT, currently under the Ministry of National Education (Education). As for the madrasah, both MI, MTs, MA, as well as other forms of levels added, namely IHE, administered by the Department of Religion. Because of that curriculum in schools and madrassas are central as well as nationally uniform, although in some aspects of the decentralization policy occurred.

PAI institutional development is handled by the Ministry of Religious Affairs, through the Directorate General of Islamic Institutional (Dirjenbimbagais) which was formed in 1978. Here was held categorization PAI institutional policies in several types. First, PAI held by society as a streamlining of the school, such as boarding. Second, PAI in Islamic Higher Education (IHE). Third, PAI in the public schools (from elementary, junior high through high school) and PAI in Higher Education (Rachman Abd. Assegaf, 2003: 275-276).
Similarities and Differences

From studies on the educational system, the author finds some similarities and differences in the educational system is applied to the two states. The similarities:
1. Level of education school system in both countries use the same 6-3-3-4 pattern, which is 6 years for elementary school, 3 years for junior high school, 3 years of high school, and 4 years in college.
2. Age students who learn at every levels there is the same, namely 9-year basic education between the ages of 6-15 years, high school age 16-18 years, and higher education between 19-25 years.
3. Both countries are required to learn English since its first year in junior high school, so students are expected to have an international vision capabilities.

While the vast differences in education systems in these countries as follows:
1. In general the Japanese education goals priority to the development of personality as a whole, respect individual values, and instill a free spirit. While in Indonesia aims of education so that learners become a man of faith and pious, noble, healthy, knowledgeable, skilled, creative, independent, and become citizens of a democratic and responsible.
2. Japan did not include subjects of religious education at all levels of schooling (separate religious education with schooling), while in Indonesia, religious education is a compulsory subject for every level of schooling.
3. Viewed from the curriculum that was developed to set out a few things:
a. Kindergarten Curriculum in Japan do not burden the child, because children are not packed with learning materials cognitively but rather on the introduction and training children life skills necessary for everyday life, such as defecation training alone, brush teeth, eat, etc. . While the curriculum in Indonesia have been oriented to the intellectual development of children.
b. Subjects basic education level in Japan did not seberagam developed in Indonesia, there are not many, so many subjects is given at different times every day for a week, then there is rarely the same timetable on different days.
c. In Indonesia, researchers rarely find any student, the more student listeners, so that there are regular students. That happened probably because the orientation of Indonesian students studying for college students is much different from Japan.
4. Japan's compulsory education free for all students, even for children who are less able to obtain special assistance from central and local governments for the cost of lunch, school, picnics, learning needs, health care and other needs, while in Indonesia is still limited to slogans (except in certain areas, such as policies in Sukoharjo, but only limited tuition only).
5. Educational administration system in Japan has been implementing a combination of centralization, decentralization, School-Based Management (SBM), and community participation. While in Indonesia just in the process of transition from centralization to decentralization and also applied SBM.
Besides, there is little difference in terms of starting entry of a child in preschool education, especially in kindergarten. When the Japanese began the age of 3 years, while in Indonesia began at age 4 years.

Conclusion
By examining similarities and differences, to put forward the following points:
1. Wisdom of education in Indonesia is still a legacy of colonial policies, so that does not meet the real needs of the people.
2. Wisdom of education in Indonesia has changed, this is because:
a. Not rely on a strong philosophy.
b. Strongly influenced by non-major actors, such as: politics, NGOs, mass media, education observers, mass organizations, prominent individuals and universities.
3. Education in Indonesia has not found the character of the nation and has not been able to influence economic, political and social culture.
4. With reference to the purpose of education, education in Japan to build the character of his people, namely honesty, discipline, obedience and responsibility, while in Indonesia is still very universal.
5. The curriculum was developed not in accordance with the needs of the child's development, especially in kindergarten and elementary school levels, and over-load the junior and senior high school.
6. Enthusiasm for learning the Indonesian people who are still weak, so they will learn much that is still due to the need of formality. It makes a quiet student by student researchers listener.

Based on the findings above, in order to improve the quality of education in Indonesia, then according to the opinion of the writer to do the following:
1. Taken by the government education policy should be resting on a strong philosophy.
2. In order to strengthen education, the government provides free education for all students who take basic education.
3. Increase in education budget for additional scholarships for children who are less fortunate.
4. Simplifying the curriculum, in the sense of not over load on each level of education, and development tailored to the needs and psychological development of children.
5. Strengthen the administrative systems used in managing educational institutions.

Reference

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Arifin, Anwar. 2003. Memahami Paradigma Baru Pendidikan Nasional Dalam Undang-Undang Sisdiknas, Jakarta: Departemen Agama RI Direktorat Jendral Kelembagaan Agama Islam.

Tilaar, H.A.R. 1999. Beberapa Agenda Reformasi Pendidikan Nasional: Dalam Perspektif Abad 21, Magelang: Indonesia Tera.

Barnadib, Imam. 1986. Dasar-Dasar Pendidikan Perbandingan, Yogyakarta: Institute Press IKIP Yogyakarta.

Undang-Undang Republik Indonesia Nomor 20 Tahun 2003 Tentang Sistem Pendidikan Nasional (Sisdiknas), Jakarta: Sinar Grafika.

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