PISA Results Research Articles

Comparing Science Curriculum for Primary Education in Greece and Serbia

This research systematically compares the science curricula of primary education in Greece and Serbia, aiming to identify key similarities and differences that impact educational outcomes in each context. The study provides a nuanced understanding of these educational landscapes by examining the frameworks for teaching science and revealing how national policies, pedagogical approaches, and cultural contexts influence curriculum development in both nations. The study looks at a number of topics, including curriculum content, instructional strategies, evaluation methods, and general educational goals that are common in every country's educational system. The study emphasizes the historical pedagogy that has shaped these educational systems and each nation's particular difficulties over the years, including sociopolitical elements that have impacted educational reforms, such as wars and regime changes. Additionally, the study supports PISA results, which highlight the value of encouraging students to apply their knowledge to real-world situations and cultivating the critical thinking and social awareness necessary for active citizenship. The study also considers historical events when designing curricula, showing how educational frameworks are connected to particular historical contexts and how these influences impact pedagogical approaches and content. Finally, by highlighting the advantages and disadvantages of each system and promoting the discussion of curriculum innovation in a quickly changing global education environment, this comparative analysis provides insightful information for possible educational reforms that could help both nations.

Content Analysis of Algebra and Functions in Three 9th Grade Mathematics Textbooks in Albania: Supporting PISA Results

The analysis of textbooks is crucial to understanding their impact on students' skills and on the results of international assessments such as PISA. This study examines mathematics textbooks for the 9th grade in Albania, focusing on the algebra and functions sections in texts from the publishers Pegi, Mediaprint and Ideart. The aim is to compare content structure, progression in the development of concepts, connections with the real world, the relationship between images and explanations, suitability for the curriculum and the use of technological tools. The research reveals that, despite having a similar structure, the texts have many unsolved tasks and significant differences in the hours devoted to the same topics, without clear explanations. The progression of concepts and connections to the real world vary, with the use of pictures and practical situations more effective in some cases. Although the books conform to the 9th grade curriculum, none clearly incorporate technology as a learning support tool, leaving this choice to the teachers. Finally, beyond the constraints of the educational context, the results have implications for future research on the incorporation of experimental studies and may facilitate more effective learning by supporting teachers and students to overcome the difficulties highlighted by the PISA results. Received: 15 November 2024 / Accepted: 31 December 2024 / Published: 05 January 2025

Effectiveness of Block Programming and Quarky Robots to Improve Computational Abilities Thinking through the STEMC Approach

The results of PISA 2022 show that Indonesian students are still weak in science literacy, mathematics, and technology-based problem solving, which are the basis for developing computational thinking (CT) skills. CT includes four primary indicators: decomposition to break down significant problems into smaller parts, pattern recognition to find similarities in data, abstraction to filter out irrelevant information, and algorithms to design systematic steps in solving problems. There are many ways to train CT, so this study uses block programming and the Quarky robot. This approach was chosen because it is visual and interactive and makes it easier to apply CT concepts practically, making it suitable for building 21st-century skills. The study was conducted in two high schools in Banda Aceh, involving 20 students from school A and 26 students from school B. Students were divided into two study groups in each school. Learning activities were designed based on STEMC in the form of Student Worksheets (LKPD), which include interactive learning scenarios, block programming challenges, and exploration of the Quarky robot's functions to solve real problems. The activities were arranged in stages, from a basic introduction to applying CT concepts in solving complex problems. The results showed a significant increase in students' CT abilities, especially in the algorithm indicator. Although both schools progressed, school B recorded higher growth, with better pre-test and post-test results than school A. This shows that block programming-based learning and Quarky robots effectively improve CT skills, which is essential in 21st-century education

Creative Thinking for PJBL Approach Non-Parametric Analysis

Based on the 2018 PISA results, Indonesia ranked creative thinking at 74th place out of 79 countries. This data shows how important it is that creative thinking needs to be fostered, taught and developed in students. There is a very important approach to developing this capability, namely the PjBL approach by utilizing digital libraries. Such as Google Scholar and Crossref, systematic literature reviews, especially on PGMI UIN Antasari Banjarmasin students. The research results show that with PjBL creative thinking, PGMI UIN Antasari Banjarmasin students are not significantly different from conventional methods in training students' creative thinking if the learning sources are the same, namely Google Scholar and Crossref for discussing science subjects, but the pre-test and post-test results show differences. in student thinking, after using the PjBL approach.

Development of Basic Physics-Virtual Laboratory Teaching Module Based on Science Literacy

This research aims to develop a basic physics teaching module with a virtual laboratory to improve students' science literacy in terms of attitudes. The results of PISA 2022 illustrate that the literacy skills possessed by students in Indonesia are still in a position that is not good enough, which means that the expectations of the competence of independent curriculum graduates are still far behind. Based on the results of research conducted by Hendri in 2019, data was obtained that out of 138 students at one of the universities in Indonesia, it is known that they have science literacy skills in the low category. Supported by the initial data obtained by researchers on Tadris Science students, a result of was also obtained in the low category. Science literacy ability can be seen through two aspects, namely attitude and cognitive attitudes. Based on the results of the validation test of the teaching module, a result of obtained with very valid criteria, which means that the basic physics teaching module developed is suitable for use for learning. The results of the implementation of the teaching module obtained the significance of the results of the pretest and posttest results of students' science literacy attitudes were obtained with a result that this basic physics teaching module is practically used to improve science literacy in terms of attitudes. This is in accordance with cognitive theory which states that students should be at the level of developing abstract thinking by enriching objects, phenomena and real experiences. This research reflects that technology has a huge influence on the learning process which has direct implications for learning outcomes in cognitive areas, scientific skills and attitude.

Comparison of Education in New Zealand and Indonesia in Science Subjects in Primary School

In New Zealand, science education is also tailored to the local context and Maori culture, which provides an additional dimension to science learning in primary school. On the other hand, Indonesia has a different approach to science education in elementary schools. The purpose of this study is to understand the differences in science education approaches in New Zealand and Indonesia and their implications for student learning outcomes in elementary schools. This study uses a comparative descriptive approach to evaluate the differences in the approach to science education in primary schools between New Zealand and Indonesia. The results of this study show that there are significant differences in the approach of science education in primary schools between New Zealand and Indonesia, which has an impact on students' learning outcomes and scientific understanding. New Zealand implements an inquiry-based learning approach supported by adequate laboratory facilities and a more ideal teacher-student ratio. This allows students to engage directly in experiments and observations, which helps them develop critical thinking skills and a deeper understanding of science. In Indonesia, the science learning approach tends to focus on memorization and theory, with limited laboratory facilities and a large number of students per class, which limits the implementation of practice-based learning. As a result, Indonesian students have lower scientific comprehension scores, as seen in the PISA results. Differences in the quality of educational facilities, teaching methods, and time allocation for science learning in both countries are the main factors that affect student learning outcomes.

Penerapan Teori Behavioristik Classical Conditioning Oleh I.P Pavlov dalam Pembelajaran IPA Siswa Kelas 5 Sekolah Dasar

This research was conducted in response to a number of difficulties faced as well as the low level of interest in learning from grade 5 elementary school students in the context of science learning. This study focuses on the science learning ability of grade 5 students in elementary schools in response to the results of PISA 2018, Indonesian Education Report Card Data, and AKM Scores which show the low level of students' science literacy skills. Using the Nonequivalent Pretest Posttest Control Group design, experimental research was conducted to evaluate the impact of the application of Behavioristic Classical Conditioning Theory by I.P Pavlov in science learning. Class V students were divided into experimental and control groups with the Cluster Random Sampling Technique. The test method was used to collect science learning ability data, and the data analysis used the Polled Variance T test due to homogeneous data variance. The results showed a significant difference in science learning ability between the group that applied the Behavioristic Classical Conditioning Theory and the control group. The implications of this research provide a solid foundation for designing effective learning strategies in the future, focusing on curriculum development and learning approaches that can enhance students' understanding and interest in learning. As an effort to improve the quality of science learning in elementary schools, this research provides significant conceptual and applicative contributions.

LANGUAGE LEARNING STRATEGIES OF THE HIGH ACHIEVERS OF TOEFL JUNIOR TEST IN AN INDONESIAN ISLAMIC BOARDING SCHOOL: A CASE STUDY

This study investigates the language learning strategies (LLSs) employed by high-achieving students in the TOEFL Junior Test within the context of an Indonesia Islamic boarding school. Motivated by Indonesia's lower rankings in literacy, particularly in English, as highlighted by the 2022 PISA results, this study aims to address the gap in understanding how students in this specialized educational setting approach LLSs. This study focuses on six high-achieving female ninth-grade students from SMP Al Izzah Islamic Boarding School Batu, identified as high achievers based on their superior TOEFL Junior Test scores and exceptional performance on the school’s English final test. Using a qualitative case study approach, data were collected through the Strategy Inventory for Language Learning (SILL) 7.0, semi-structured interviews, and document analysis. The findings reveal that high achievers predominantly employ metacognitive strategies, such as goal setting and self-monitoring, as well as compensation strategies to overcome language barriers. Cognitive strategies, particularly engaging with English media, play a significant role in their language acquisition, while memory strategies are moderately used for vocabulary retention. This research highlights the importance of self-discipline, time management, and a supportive learning environment with its accessible teachers and nurturing community, significantly enhances continuous learning and overall students’ well-being. The study recommends for future research to expand the sample size to other Islamic boarding schools from various regions with more samples and explore the long-term impact of these strategies on academic and professional achievements.

THE INFLUENCE OF THE STRUCTURAL ANALYTICAL METHOD (SAS) WITH THE ASSISTANCE OF BIG BOOK MEDIA ON ELEMENTARY SCHOOL STUDENTS' BEGINNING READING ABILITY

This research was motivated by the results of UNESCO and PISA which stated that the literacy rate in Indonesia is still low, especially in beginning reading in elementary school students. The purpose of this study was to measure the initial reading ability of elementary school students, especially in grade I students. This research is a quasi-experimental research with a quantitative approach. Sampling was carried out using purposive sampling techniques. In obtaining data, researchers conducted initial tests (pretest) and final tests (posttest) in the form of preliminary reading tests, observation sheets and interviews. The data technique used is to use descriptive analysis techniques and descriptive statistical analysis by testing hypotheses using t-test statistics.. The data obtained are then analyzed using statistical analysis techniques, namely descriptive statistics. Descriptive statistical analysis data obtained average value (pretest) = 69,17 is in the very low category and average value (posttest) = 83,00 is in the high category. From the results of the hypothesis test analysis using paired sample test, a sig value = 0,001 is obtained in accordance with the basis for decision making, if the hypothesis test of the probability value of significance < 0.05, then H0 is rejected and Ha is accepted. Then significantly the alternative hypothesis (Ha) is accepted and the null hypothesis (H0) is rejected. Based on the hypothesis test, it can be concluded that the synthetic analytical structural method (SAS) with the help of big book media affects the initial reading ability in grade I students of SDN Kebalen 01 Kabupaten Bekasi.

Yabancı Dil Öğretiminde Öğretmen ve Öğrenci Merkezli Yaklaşımlar: Sosyal Formların Etkili Kullanımı

In today's world, where information is easily accessible and the capacity of artificial intelligence challenges the limits of human intellect, fundamental changes are required in education systems. However, traditional educational approaches in Turkey still treated students as passive recipients of information, which can negatively impact the development of skills such as critical thinking, problem-solving and creative idea generation. Particularly in the teaching of social sciences, humanities and Turkish as a foreign language, student-centered and goal-oriented approaches that rely on the effective use of social forms play a crucial role in enhancing students' language skills and engaging them in the active learning process. The purpose of this study is to introduce student-centered teaching, social forms and goal-oriented teaching approaches and to examine how these approaches can create a transformation in education. Specifically, the positive effects of these methods on improving language skills, critical thinking, creative problem-solving, and effective communication abilities will be emphasized. As a method, literature review and theoretical analysis will be used. Existing studies on these approaches will be examined and the effectiveness of student-centered teaching methods in the context of social forms and goal-oriented strategies used in education will be evaluated. Additionally, a comparative analysis of these methods with traditional approaches will be conducted. The results show that student-centered teaching, social forms, and goal-oriented teaching strategies deeply enhance students' language skills and encourage them to think more independently, critically and creatively. These findings indicate that Turkey's education system needs to adopt innovative approaches to better align with the demands of the current information age. The results of this study provide a significant foundation for the development and implementation of new pedagogical strategies in the fields of social sciences and language teaching. Moreover, these innovative approaches, supported by PISA results, could play a critical role in improving Turkey's educational performance. Keywords: Foreign Language Teaching, Student-Centered Approaches, Goal-Oriented Instruction, Social Forms, Plenum, Partner Work, Group Work, Individual Work

Upaya Meningkatkan Literasi Membaca Menggunakan Teknik Bercerita di Sekolah Dasar

Reading literacy is important for academic success and making informed decisions. However, according to the results of PISA 2022, Indonesia is ranked 69th out of 81 countries in the reading literacy category. Schools have prepared reading corners in each class, but they have not been implemented optimally due to the lack of interest in student literacy. Storytelling techniques can encourage students to actively participate in the learning process by understanding, remembering, and conveying information again. The purpose of this study was to determine how well students understood the contents of the reading and increase their interest in reading literacy through a storytelling approach. With the Kemmis & McTaggart design, this study is a classroom action with four stages: planning, action, observation, and reflection. Data were collected using a questionnaire to determine students' reading literacy interests and a test sheet to measure how far students understood the contents of the reading. The data analysis process used a qualitative approach. The study was conducted in two cycles, namely cycle I and cycle II. The results showed that students who were previously in the low and medium categories were now in the high and very high categories, showing a significant increase in their interest in reading literacy. In addition, reading comprehension also increased, as evidenced by the results of the reading comprehension test from cycle I to cycle II showing a significant increase. Storytelling techniques in learning can be said to be effective in attracting students' reading literacy interest and deepening their understanding of the contents of the reading.

Analysis of Mathematical Literacy Ability Given Students' Mathematical Disposition

The results of the Mathematical Literacy Research discuss Indonesia's involvement in PISA since 2000, which has never experienced a significant increase in ranking until 2018. Even the 2018 PISA results showed that Indonesia was ranked in the bottom 10 in the world with an average score of Indonesian students mathematical literacy of 359, while the average was 489. This study aims to describe the mathematical literacy skills of grade X students in solving PISA questions in terms of mathematical disposition abilities. This study uses a descriptive type of research with a qualitative approach with three instruments to be used in this study, namely a mathematical disposition scale questionnaire, a mathematical literacy test, and interview guidelines. The research instrument was first consulted with the collaborating lecturer. The results of the disposition test from 33 grade X.1 students were then analyzed to determine the grouping of students' mathematical disposition abilities. The mathematical disposition scale is given to students in three groups: high, medium, and low. The subjects of this study were four students in the class with different levels of mathematical disposition abilities. Based on the results of this study, the literacy abilities of students reviewed in mathematical disposition tend to vary. Students with a high level of disposition have better literacy and problem-solving skills than those with a medium or low level of disposition

GIRILOYO WRITTEN BATIK MOTIFS VIEWED FROM AN ETHNOMATHEMATICS PERSPECTIVE

School mathematics which is often studied is generally formal, rigid and strict. Students still experience difficulties in applying mathematical concepts in everyday life. The results of PISA of Indonesia 2023 show that the mathematical literacy skills of Indonesian students are currently still relatively low. The independent curriculum provides flexibility for teachers to develop mathematical literacy skills with innovative mathematics learning models based on real life contexts, one of which is culture. Ethnomathematics as a research study that links culture and mathematics. The aim of this research is to find out the results of an ethnomathematics study on giriloyo batik motifs, especially on sidomukti, sidoluhur and sidoasih motifs. This type of research is qualitative research with an ethnographic approach. The methods used for data collection are interviews, observation and documentation. The results of this research showed that the giriloyo batik motif contains the concept of geometric transformation in the form of reflection. Keywords: Ethnomathematics, Written Batik, Geometric Transformation

The Development of Hologram Media on the Motion of Object in Physics to Improve Students Learning Outcomes in Junior High School

The quality of science learning in Indonesia is still low based on PISA results. One way to improve the quality of learning is to develop innovative learning media. This study aims to produce a supporting book and hologram animated videos as innovative media for learning science on the motion of objects in physics. Products are developed with the ADDIE model and then tested for their effectiveness. According to the results of the expert validation test for hologram animated video and a supporting book, each product obtains very feasible criteria. Furthermore, the results of user responses test for hologram animated videos, a supporting book, and their ability as innovative media according to users also get very feasible criteria. Then the result of the effectiveness test, the average value for the pre-test was 52.83 and the post-test was 82.17. These values are normally distributed by the Shapiro-Wilk test and had a significant difference by the paired sample t-test. In addition, the N-Gain test, a percentage of 62.10% is obtained with quite effective criteria. Thus, it can be concluded that our hologram media on the motion of objects in physics is very feasible to use and quite effective in improving student learning outcomes.

Actualization of Numeracy Literacy in Character Education at Elementary School Level in the Era of Disruption

This research aims first to determine the extent of the role of literacy and numeracy in the educational context in building character. Furthermore, to find out what obstacles make literacy and numeracy does not work well well in the educational environment in forming character. The research method used in this article is a systematic literature review, the author searches for published articles related to the title or research topic that the researcher has determined, the articles searched are limited to 50 articles, then the researcher filters them to 20 articles that are considered appropriate and close to each other. to answer this research. The results of the research show that as many as 20 articles from the search results show that the role of literacy and numeracy has a significant impact on improving numeracy and reading skills at primary school level, especially from the results of PISA and OECD data which reveal that Indonesia is still experiencing a decline in terms of literacy and numeracy. From the search results, it can be concluded that literacy and numeracy have a role in character formation in the world of education. So, researchers provide recommendations for the need for support from the government, educational institutions, students' environment and parents to work together to improve students' abilities in calculating and reading while aiming to shape the character of each student.

Development of Mobile-Based Learning Media to Improve Creative Thinking Abilities and Learning Interest of Middle School Students

Mathematics, a compulsory subject from elementary school, is essential for developing critical thinking, reasoning, creative thinking, communication and collaboration. However, the ability mentioned above in Indonesian students is still low, as evidenced by the results of PISA and TIMSS. The 4C capabilities, which consist of Critical Thinking, Reasoning, Creative Thinking, Communication, and Collaboration, are very important for 21st century learning. To improve the ability to think creatively, it is necessary to have an innovation that has an impact on student learning outcomes, one of which is through learning media. Geometry, a popular subject in junior high school mathematics, poses challenges for students. This study to improve creative thinking skills and geometry learning media, researchers developed mobile-based geometry learning media using the ADDIE model. The process of developing mobile-based geometry learning media is carried out through the stages of analysis, design, development, implementation and evaluation. Learning using learning media that has been developed is classified as effective. Students can master the material presented in learning using mobile-based geometry learning media.

The Efforts of Indonesian Government In Increasing Teacher Quality Based On PISA Result In 2022: A Literature Review

The result of PISA for Indonesia in 2022 in literacy field, placed in 59 from 81 countries with the score 359, in numeration field, placed in 67 from 81 countries with the score 366, and for science field took placed in 65 with the score 383. Thus result are increasing, however is not good enough. Therefore, this research trying to depict the government efforts to increasing teacher quality in line with education as the implementation of national goals which is enrich the life of a nation. The task of enrich the life of a nation is not only imposed on teachers, but also on stakeholders through policies that have an impact on education. The result of this paper, with literature review as the research methodology, revealed that the government programme through teacher sharing (guru berbagi), teacher learns (guru belajar), Internet quota in pandemics, and the school operational fund indirectly affect the teacher quality and the increasing of PISA SCORE.

PISA score as an inappropriate measure for growth? Empirical evidence from East Asia

AbstractThe topic of the research is whether better human capital, as determined by secondary school learning outcomes measured by PISA scores, promotes economic growth. The literature often uses the PISA results as a proxy for growth, while its use and impact on growth are not empirically proven. These questions are analyzed through two hypotheses. The first hypothesis (H1) states that in a worldwide sample of countries, GDP per capita growth between 2006 and 2019 was positively impacted by rising PISA results. The second hypothesis (H2) states that between 2006 and 2019, the rise in PISA scores in East Asia had a stronger influence on economic growth than in the rest of the world. The study examines 59 nations that have administered two PISA tests during the period of 2006–2019. The findings imply that there is generally no causal connection between PISA results and growth and the PISA results play no additional role in the development of East Asian nations. The results can be explained in two ways. The first is that human capital includes more than just skills. The second is that the data only covers a short period of time, which may limit the analysis of long-term patterns.

Assessing educational progress: A comparative analysis of PISA results (2018 vs. 2022) and HDI correlation in the Philippines

The Philippines took part in PISA 2018 and 2022 conducted by OECD. Filipino students are still among the least proficient in math, reading, and science. Its performance did not significantly improve from the assessment in 2018. Through statistical analysis design, the PISA score (2018 and 2022) was compared to all countries' PISA scores and correlated to HDI in the Philippines, with the use of T-test and Pearson r. Results showed that there is a notable variation in the Philippines' PISA score compared to all countries participating in PISA. In addition, there is a robustly positive correlation between the PISA score and the HDI in the Philippines.

Uluslararası Öğrenci Değerlendirme Programı skorlarına göre ülkelerin kümelenmesi

This study aims to cluster 65 countries based on PISA results. In the study, PISA results (Science-Mathematics-Reading) published by OECD in 2015 and 2018 were used. The main purpose of the analysis is to apply cluster analysis using a multivariate data structure to identify similarities and differences in education systems between countries. In this analysis, the k-means method and the hierarchical clustering algorithm were used to group countries into specific groups, so that countries with similar educational performance were included in the same cluster. In addition, Dunn, Connectivity and Silhouette indexes were used to increase the reliability of the analysis and to determine the optimal number of clusters. According to the validation indexes, k-means method with k=2 was used for 2015 PISA scores while hierarchical clustering algorithm with k=2 was used for 2018 PISA scores. In 2015, Turkey was the only country that changed clusters between the countries clustered according to their PISA scores and the countries clustered according to their PISA scores in 2018, and the reasons for this change were discussed. It is also observed that Turkey was in Cluster-1 in 2015, which includes countries with lower performance, and in Cluster-2 in 2018, which includes countries with higher performance. The clustering methods and indexes used provide a more robust and informed interpretation of the results obtained and make an important contribution to understanding the education systems of countries based on PISA results and grouping countries with similar performance.