PISA Results Research Articles

PENDAMPINGAN PENYUSUNAN DESAIN PEMBELAJARAN BERORIENTASI PADA AKM DAN PISA UNTUK GURU

Based on PISA results, Indonesian students' reading scores are ranked 72 out of 77 participating countries. This minimal ability certainly needs to be overcome, one of which is by increasing the competence of teachers in schools. a total of 40 participants from various regions participated in this service activity which came from various levels, namely elementary, junior high, high school, and vocational school. Agenda for providing materials related to AKM and PISA-based learning designs and evaluation of activities. Based on the evaluation, it was seen that the workshop participants showed a good category attitude through being creative, cooperative, and independent. This AKM and PISA-oriented Learning Design Workshop has benefits for both the participants and the service team. Based on the results of the evaluation in terms of audio and video quality, the material presented by the resource persons, the method of presenting the material and the use of the language of the service team, the workshop was carried out well

Pelaksanaan pembelajaran menggunakan model problem based learning pada mata pelajaran Bahasa Indonesia kelas IV SD

This research is motivated by low learning outcomes, especially Indonesian language subjects in low poetry writing material, as evidenced by the results of PISA 2017 which show that learning outcomes in Indonesia are still low on the assessment conducted by PISA. PISA data shows that Indonesia is ranked 64th out of 72 countries. The purpose of this study was to determine the implementation of problem-based learning in Indonesian language learning materials for writing poetry in the fourth grade of elementary school. Researchers used a qualitative descriptive method with direct observation techniques along with interviews with a qualitative approach. Based on the results of the research and discussion, it can be concluded that the implementation of problem based learning in Indonesian language subjects is able to improve student learning outcomes in poetry writing material for grade IV elementary school.

Why Subsidize Independent Schools? Estimating the Effect of a Unique Canadian Schooling Model on Educational Attainment

Canada is recognized as one of the top 10 countries in secondary education according to PISA results. A particularly intriguing case in this country is the large system of highly subsidized independent schools in the province of Québec where students also perform extremely well in PISA testing. This paper uses the year 2000 PISA cohort of 15-year-olds in Québec to estimate the ATT effect of independent schooling on educational attainment. We find large, positive, robust, and statistically significant effects of independent schooling on attainment. The robustness of the results to omitted variable bias is addressed through a sensitivity analysis for matching estimators.

Pendampingan Pengembangan Bahan Ajar Program IbM Komunitas Ibu Belajar Matematika

This assistance is one of the stages of the community service program carried out by a group of lecturers. This program is in the form of training and mentoring for the mother community to learn Mathematics. Referring to the results of PISA in 2009 that the ability of Indonesian students in general is poor in solving math problems. Most students think that Mathematics is difficult to learn and lack of parental support to help students learn. The purpose of this assistance is to prepare Mathematics learning books. This study material book was prepared as a guidebook for the implementation of the IbM Community Mathematics Learning Mothers Community training and mentoring program in elementary schools which was carried out for approximately one semester. With this textbook, it is hoped that Mathematics will no longer be a scary subject for students, especially at the elementary school level, but will become an easy, fun, and enjoyable lesson. The results of the mentoring are in the form of teaching materials consisting of 40 essential topics in the elementary school Mathematics Curriculum. The structure of learning materials for each topic begins with concepts, sample questions, exercises, discussions, and answer keys. The textbook is ready to be used for the program.

Evaluation of Turkey’s PISA Reading Literacy Scores

The purpose of the current study is to evaluate Turkey’s International Student Assessment Program (PISA) reading literacy scores in view of Turkish Language teachers. For this reason the study was designed as a case study, one of qualitative approach. In the research, the data were collected from 15 Turkish language teachers through interviews. An interview form was developed and used as a data collection tool. Content analysis techniques were used to evaluate the research data obtained. As a result of the research, it was identified that most of the Turkish teachers did not follow the PISA results. Teachers regarded to the missing information and indifference as a reason for their incomplete command of this subject. The reason why teachers follow PISA results is to evaluate Turkey’s success in the field of education and to see the educational situation of other countries. Teachers also stated that it is necessary to follow the current developments in education as a requirement of their profession. A number of teachers assessed Turkey’s reading literacy scores in PISA as relatively low by pointing out the society’s and students’ lack of reading habit. In addition, they stated that the education system is not suitable for being successful in PISA. They offered that the education system, curriculum and course books should be updated in order to reach the desired score in PISA. They also suggested that teachers should be informed about PISA and its measurement and evaluation processes.

Who Makes an Effort? A Person-Centered Examination of Motivation and Beliefs as Predictors of Students’ Effort and Performance on the PISA 2015 Science Assessment

Each time new PISA results are presented, they gain a lot of attention. However, there are many factors that lie behind the results, and they get less attention. In this study, we take a person-centered approach and focus on students’ motivation and beliefs, and how these predict students’ effort and performance on the PISA 2015 assessment of scientific literacy. Moreover, we use both subjective (self-report) and objective (time-based) measures of effort, which allows us to compare these different types of measures. Latent profile analysis was used to group students in profiles based on their instrumental motivation, enjoyment, interest, self-efficacy, and epistemic beliefs (all with regard to science). A solution with four profiles proved to be best. When comparing the effort and performance of these four profiles, we saw several significant differences, but many of these differences disappeared when we added gender and the PISA index of economic, social, and cultural status (ESCS) as control variables. The main difference between the profiles, after adding control variables, was that the students in the profile with most positive motivation and sophisticated epistemic beliefs performed best and put in the most effort. Students in the profile with unsophisticated epistemic beliefs and low intrinsic values (enjoyment and interest) were most likely to be classified as low-effort responders. We conclude that strong motivation and sophisticated epistemic beliefs are important for both the effort students put into the PISA assessment and their performance, but also that ESCS had an unexpectedly large impact on the results.

Comparative analysis of application of the teacher professional standard in countries with high indicators of education quality

This article presents the results of a study of teachers' professional standards in countries that consistently perform well according to PISA results, including China (Shanghai), Singapore, Canada (Ontario), Finland, England, and New Zealand. In order to find an answer to the question of what makes professional standards a development instrument of teachers' professional skills, practices of design, implementation, and development of teachers' professional standards were studied. The study included an analysis, comparison, and identification of common and unique features of professional standards for teachers in the leading countries, as well as methodological materials, recommendations, and documents publicly available on the websites of ministries (departments) of education and higher education institutions of the countries studied. Analytical reports, reports, newsletters and methodological materials published by international organizations on professional standards in education and professional development of teachers - World Bank, Organization for Economic Cooperation and Development, National Center for Education and Economics, McKinsey & Company, SEAMEO INNOTECH, Research Institute of International and Comparative Education, Economic Forum "Asia-Pacific Economic Cooperation" were reviewed to study the experience of applying professional standards. The study identified characteristic approaches to the development of professional standards, which allow its application as a mechanism for solving the problems of educational policy of the country (territory); increasing the teacher’s status of and the prestige of the profession; teacher’s career and professional growth; formation of a system for evaluating the teacher’s professional development; formation of ethical standards of the profession. The results and conclusions of the study can be the basis for the development of professional standards in education and modeling the system of teacher growth.

Gender Equality, Human Development, and PISA Results over Time

Gender equality through the empowerment, representation, and provision of equal opportunities for all, regardless of gender, is increasingly recognised as a driver of social outcomes and a fundamental human right. This study explores the longitudinal (2006–2018) relationship between gender equality, human development, and education results as measured by PISA. Gender equality and human development are consistently correlated with PISA scores at each time point; however, when controlling for starting values and country effects only change in gender equality positively predicts change in PISA scores (F = 22.6, p < 0.001, R2 = 0.58). Research and policy implications for the longitudinal interpretation of the relationship of PISA results with system-level factors as well as the relationship between gender equality and education are discussed in this paper. In consideration of the impact of COVID-19 on education and gender equality, the findings from this study support continued political effort towards gender-equal human development in a post-COVID-19 world.

WORKING WITH TEXT AS A FACTOR OF FORMING THE FUNCTIONAL LITERACY OF STUDENTS

The article discusses working with text as a factor in the formation of students' functional literacy. The results of PISA of Kazakhstani students are analyzed and the importance of increasing the role of text work in the formation of functional literacy is emphasized. In general, the definitions of the concepts "Literacy", "Functional literacy" are analyzed. It is argued that in the formation of functional literacy through working with text, priority should be given to the following several main types of literacy. This is, first of all, communicative literacy, which predicts the fluency of all types of speech activity; the ability to adequately understand the spoken and written speech of the interlocutor; oral and independent expression of ideas, secondly, information literacy - the ability to search for information in textbooks and reference books, obtain information from the Internet and CDs with educational content, as well as from various other sources, process and organize information and present it in different ways; practical literacy is a manifestation of organizational skills and abilities, in particular, goal setting and verbal formulation of action, planning and, if necessary, changing it, verbal confirmation of these changes, self-control, self-esteem and self-esteem. These activities include writing essays based on word processing, case studies, practice and project assignments. And also an experiment was carried out, as a result of which it was found that working with the text has a positive effect on the formation of the functional competence of students.

Lessons from K-12 Education in Asia-Pacific Countries Successful in the PISA: ICT Integration Dimension

This research aims to examine the integration of Information and Communication Technologies (ICT) into the instructional settings in Asia-Pacific countries and states, ranking among the Top 10 in the PISA test. PISA is an OECD’s assessment tool which is applied every three years to measure 15-year-olds’ ability to use their knowledge in mathematics, science, and reading. PISA was first held in 2000, and it has been observed an increasing number of Asia-Pacific countries and states in the Top 10 over the years. Nowadays, one focus of national education systems is on educational technologies and their impact on teaching processes. Therefore, this study focuses on studies regarding the ICT integration of countries in the Asia-Pacific region and their effects on student performance in the PISA test. The document analysis method was used to examine PISA results and reports, OECD reports, ICT integration projects, and studies on PISA. Successful ICT integration activities of Asia-Pacific countries and states were determined by comparing their efforts for ICT integration across countries. Additionally, studies on ICT integration of the Asia-Pacific countries were compared with the studies conducted in Turkey and inferences were made about the effect of ICT integration studies on the outcomes of PISA.

Marginalization in Education in Ras Al Khaimah

This policy paper discusses marginalization in education within the emirate of Ras Al Khaimah in the United Arab Emirates (UAE). Using a combination of publicly available data, PISA results, and data from schools and the Ministry of Education (MOE), we have identified some of the key marginalization factors within our local context. In essence, these marginalization factors are driven by issues related to geography, gender, and socioeconomic status (SES). We find that the current education sector is geared toward female students and families who can afford medium to high-fee private education in urban centers while neglecting male students and those living in rural areas from lower SES backgrounds. Additionally, we find a general lack of available data on marginalized and at-risk groups across the UAE, which creates issues for evidence-based policymaking. Our recommendations include reducing public-school fees for low-income expatriates; incentivizing a greater variety of private schools to open in rural areas at various price points; developing additional and targeted educational programming for the most at-risk groups; and the sharing of comprehensive data on at-risk student performance, with a particular focus on boys and students from low-income families.

PISA 2018 in England, Northern Ireland, Scotland and Wales: Is the data really representative of all four corners of the UK?

PISA is an influential international study of the achievement of 15‐year‐olds. It has a high profile across the devolved nations of the UK, with the results having a substantial impact upon education policy. Yet many of the technical details underpinning PISA remain poorly understood—particularly amongst non‐specialists—including important nuances surrounding the representivity of the data. This paper provides new evidence on this issue, based upon a case study of PISA 2018. I illustrate how there are many anomalies with the data, with the combination of nonresponse, exclusions from the test and technical details surrounding eligibility criteria leading to total nonparticipation rates of around 40% (amongst the highest anywhere in the world). It is then shown how this leads to substantial uncertainty surrounding the PISA results, with clear evidence of bias in the sample for certain parts of the UK. I conclude by discussing how more transparent reporting of the technical details underpinning PISA is needed, at both a national and international level.

Referências locais de qualidade educacional: Estudo comparado das trajetórias de Sobral/CE e Oeiras/PI

Este artigo é resultado de uma pesquisa de Educação Comparada sobre as trajetórias das reformas educacionais realizadas nas duas últimas décadas pelos municípios de Sobral/CE e Oeiras/PI. A partir dos resultados do último PISA, o texto discute os diferentes conceitos de “qualidade” em educação, para em seguida contextualizar as unidades de análise e apresentar os resultados dos seus principais indicadores educacionais. A comparação das duas trajetórias destaca semelhanças e especificidades de cada processo, indicando estratégias de atuação que podem ser replicadas em outros lugares, mas também reconhecendo a importância do desenvolvimento de soluções locais adequadas a cada realidade. Ao final, constata-se que em tempos e condições distintas, Sobral e Oeiras têm conseguido avançar significativamente na efetivação do direito à aprendizagem, e que comparações intranacionais constituem fonte promissora para novas investigações e políticas de reforma educacional voltadas para a qualidade.

A methodological approach to the analysis of PISA microblogs: social media during the release of the PISA 2015 results

ABSTRACT This paper analyses Twitter microblogs over a 3-day period, during the release of the results of PISA 2015 on 6 December 2016 by the OECD. We document a methodological approach to investigating the social mediatisation of policy and its inclusive potential for enabling the participation of multiple voices. We draw on two data sets from the 3-day period: first, a large data corpus (n = 17,260) of all microblogs about PISA, and second, a smaller cluster of selected participant groups, notably academic, OECD, and teacher union actors (n = 65). Our analytic tools provide a methodological heuristic for scoping social media networks. Our research is guided by questions about ‘Who participates?’ in PISA debates and ‘What is being said?’ and considers the volume, engagement, and content of the microblogs. Of the three participant groups, the academic actors authored the largest volume of microblogs across the corpus and cluster. The content of microblogs from the OECD cluster mainly provided information about and promotion of PISA, while the academic cluster emphasised commentary and critique, with all actors using an analytic tone. The OECD had the largest number of followers and the highest rate of social recommendations and engagement with their microblogs.

Linkages between PISA Results and E-Working

The PISA tests are considered as a quality measurement for education. If it is so, then their high results might influence the proportion between blue and white collars. As the intellectually demanding functions can be more easily executed over the internet, in a long term, this fact should be reflected in a growing proportion of e-working. To study this assumption, we examine adopting e-working within selected thirty-five countries. Research questions were formed as follows: Is there a demonstrable influence of favorable PISA results on the overall rates of e-working in certain states? Is it possible to sustain different components with e-working? Can appropriate e-working legislation contribute to the overall rates of e-working at a state’s level? Our study adopted Spearman’s Rho correlation using 4 numerical variables to measure the strength of association between pairs of variables – the proportion of e-working and four country’s PISA averages in Mathematics, Science, Reading and Financial Literacy. Its results indicate a positive correlation: the probability of e-working increases with the PISA results growth. Further, Qualitative Content Analysis was used. Based on our data e-working will not go away and it is time to update law on e-working. Governments should formalize rights and duties. Face-to-display work is likely to be an unstoppable evolution at workplace. These components affected higher e-workability. These results draw attention to how e-working is becoming major element in common life with some challenges and difficulties and that we need to study these two influencer factors in order to optimize its arrangements. Doi: 10.28991/esj-2021-01277 Full Text: PDF

LECTURA PE ECRAN ŞI APROFUNDAREA SURSELOR: OCAZII DE ÎNVĂŢARE ONLINE PRIN VALORIFICAREA MATERIALELOR PISA

The paper highlights the results of PISA in reading literacy as well as the new computer-based released items published by OECD. Screen reading allows – and challenges for – rapid access towards several texts. In order to get informed and mainly for quality learning it is crucial to identify the source and its quality. In this context, the research question that our study refers to is the following: How do we prepare students to deepen the multiple text and to identify credible information? Our investigation targets a group of 95 students in grades 8 and 9 from four schools located in two big cities, one of them being a technological high school. The students went through one of the reading units in the anthology published by PISA OECD (Galapagos) which requires reading several texts, from different sources, viewed on the screen, in order to answer comprehension questions which focus processes of different complexity. Depending on the difficulties of the students and the problems they have with various issues related to the credibility of the sources, the article indicates solutions to improve learning by the innovation of reading practices in the class. The conclusion of the article shows the need for change in the selection and approach of information texts in order to prepare young people for in-depth reading in a world where learning and documentation take place mainly through the screen.

Analisis Effect Size Pengaruh Bahan Ajar IPA Bermuatan Literasi Sains Terhadap Hasil Belajar Siswa SMP/MTs

The 21st century is the century where science literacy into focus on science education or science. The results of the test PISA the year 2018 showed that the literacy skills of students in Indonesia are still low. The average scientific literacy of Indonesian students is 396 and still below the score specified by the OECD 489. Compared to other countries, Indonesia ranked no 9 from the bottom to the aspects of assessment science. The purpose of this study was to determine the magnitude of the influence of the teaching materials of integrated IPA learning outcomes and the improvement of scientific literacy of students in SMP/MTs. This study used the effect size analysis method that studied 20 articles. Based on the results of the research that has been done can be known as 1) the use of integrated science teaching materials with literacy has a significant effect on the aspects of the theme, especially on the theme of motion in everyday life with an effect size of 4,41 in the high category, 2) the use of integrated science teaching materials with literacy has a more effective effect on Grade VIII level aspects with an effect size of 1.80 high categories, and 3) integrated science teaching materials with literacy have a significant effect on aspects of learning outcomes, especially knowledge aspects with an effect size of 1.80 high categories

Inventory of scientific literacy ability of junior high school students based on the evaluation of PISA framework competency criteria

This study aims to interpret the inventory of students’ scientific literacy ability. It used systematic review method of Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA). Descriptive technique based on the percentage of students’ scientific literacy abilities was used to analyse the data. Based on the results of PISA in 2012 and 2015 students’ scientific literacy abilities were in very low level, that is, 41.53%. Specifically, based on the results of the competency aspects of 2012 PISA, the students’ abilities to identify scientific problems and to use scientific evidence were in moderate category, while the students’ abilities to explain the phenomena scientifically were in low category. On the other hand, based on the results of the competency aspects of 2015 and 2018 PISA, the students’ abilities to explain phenomena scientific, to evaluate and design scientifically, and to interpret data and scientific evidence obtained a percentage value of 34.24%, 34.70%, and 40.15% respectively, and all of them were in very low category. The implication of this study is that the students’ overall scientific literacy abilities are still very low. Accordingly, there must be effective measures to improve students’ scientific literacy through a set of learning innovations and strategies.

A Need Assessment of Integrated Science Teaching Material Based Higher Order Thinking Skills (HOTS)

Indonesia’s ranking on the 2018 PISA results, Indonesia was ranked 70 out of 78 countries that participated in the OECD with an average score of 396. The purpose of this study was to analyze the need for the development of HOTS-based integrated science teaching materials for grade VI elementary schools. The research data were obtained through literature study, documentation, observation and interviews. The data analysis involved several steps, namely, data reduction, categorization, validity checkings, interpretation, and inferences. The things analyzed include: 1) Local conditions of the school, 2) Student books and teacher books, 3) Curriculum, and 4) Student characteristics. The results of this research showed that students only use books from the government. There are no HOTS based books yet. Based on the result, the development of HOTS based integrated science teaching materials in grade VI elementary schools is required.

Problem Based Learning On Literacy Mathematics: Experimental Study in Elementary School

This research is motivated by the hope of students mastering mathematical literacy skills. Mathematical literacy can facilitate a person in understanding the usefulness of mathematics and applying it in everyday life to make the right decision. But in reality, based on the results of PISA 2018, Indonesia was decreased as a result of The Mathematical Literacy Ability Test. This study aims to determine: (1) The average literacy ability of experimental class students taught through PBL is better than the control class; (2) Class 5 student activities taught using the Problem Based Learning model, (3) Teachers can carry out learning using the Problem Based Learning learning model. This research is quantitative research with observation and documentation methods. The design used is a quasi-experimental design type Post-test only. This research uses an interval scale. The population is grade 5 students of SDN Gayungan II Surabaya. Samples were taken by cluster random sampling technique so that class 5-B (control class) and 5-A (experimental class) were obtained. Data collection techniques used were test methods analyzed with SPSS 22; observation of activities and implementation with descriptive; and documentation. The results showed that: (1) The average literacy ability of the experimental class students taught through PBL was better than the control class; (2) Student activities get very active categories; (3) The implementation of learning using the PBL model gets a Good category.
 Keywords: Problem Based Learning, Mathematics Literacy Ability.