Programme For International Student Assessment Research Articles

Leaving Performance-Oriented Goal (Ranking) Based Education To Improve Student Learning Motivation

Society believes that ranking can be extrinsic motivation for students to improve learning performance, achievement, and student achievement. Ranking also makes it easier for schools to find out the quality of schools, formulate policies, and select colleges to enter. On the other hand, ranking triggers "competition" not only among students, but also between parents. The pressure that children feel to always "achieve" in this case to win in class, is also getting higher. However, reflecting on the quality of Indonesian education, the rankings did not function as expected. This can be seen from the results of the 2018 PISA test which showed Indonesia was ranked 72nd out of 77 countries. The research aims to understand the purpose and effectiveness of the learning process based on performance-oriented goals in education and to find alternative learning methods that are more effective in motivating students through learning process orientation. The method used in this research is library research, namely research carried out by reading, studying and recording various literature or reading materials that are appropriate to the subject matter. The results of the study explain that basically ranking is no longer relevant for use in schools because it will encourage performance-oriented goals in students. This condition is exacerbated by the infrastructure, facilities, and number of teaching staff that are not in line with the existing learning demands. There is a need for a system change that is more oriented towards learning-oriented goals to maximize the learning process and revive students' interest in learning.

Evaluasi Program Literasi Membaca Sekolah Dasar di SD Negeri 1 Kedungjati Menggunakan Model Goal Free Evaluation

Purpose – Based on a survey conducted by the Program for International Student Assessment (PISA) released in 2019, Indonesia is ranked 62nd out of 70 countries, placing it among the bottom 10 countries with low literacy levels. In response, the Indonesian government promoted the School Literacy Movement (GLS), a comprehensive initiative aimed at transforming schools into learning organizations where all members are literate for life, with the involvement of the community. The purpose of this study was to evaluate the reading literacy movement program at SD Negeri 1 Kedungjat.Method – This research employs a descriptive qualitative design. The study employs the Goal-Free Evaluation model, which enables researchers to evaluate the program without concentrating on its specific goals. Data collection techniques include document studies, observations, and interviews. Data analysis techniques used in this research follow the Miles and Huberman approach, which involves data collection, data reduction, data presentation, and conclusion drawing, with the data presented in descriptive text form.Findings – According to the study findings, the reading literacy movement involves instilling a 15-minute reading habit before commencing lessons. Supporting factors within this movement include a diverse range of reading materials, a conducive environment, and well-equipped libraries. The research indicates that the implementation of the reading literacy movement has been successful and has yielded positive outcomes, despite not being uniformly distributed across all classes. Research Implications – This study outlines the beneficial effects of the school literacy movement on students' reading interest, leading to an increased enthusiasm for reading. Furthermore, it demonstrates that the literacy movement enhances students' comprehension levels.

Penerapan Metode Membacakan Buku Cerita Untuk Meningkatkan Kemampuan Literasi Anak Usia Lima Sampai Enam Tahun di Tk XYZ [Application of the Story Book Reading Method to Improve the Literacy Skills of Five to Six Year Old Children in XYZ Kindergarten

<div><p class="1eAbstract-text">The results of the Organization for Economic Co-operation and Development (OECD) research on the literacy test of Indonesia's Program for International Student Assessment (PISA) show that Indonesia's literacy ability is still low. Literacy skills are needed as a twenty one century skill that must be mastered from an early age. One way to increase literacy is to read storybooks. This study aims to analyze the relationship between the method of reading storybooks to early childhood literacy skills. The method used in this study is quantitative descriptive by distributing questionnaires using five Likert scales (always, often, sometimes, rarely, never). The research was conducted in a private kindergarten in Central Jakarta with a research subject of one hundred and nine students. The results of the research obtained are that there is a relationship between the method of reading storybooks to early childhood literacy skills. The longer the duration of reading stories to children, the higher their literacy skills. Therefore, the method of reading storybooks should be done with a longer duration and frequently, so that children's literacy skills can be maximized.<em></em></p></div>

Antecedents of bullying victimisation in adolescents: a fresh look at Aotearoa New Zealand

ABSTRACT Research has consistently demonstrated that the prevalence of school bullying in Aotearoa New Zealand exceeds those observed in other developed countries. Despite the need to understand the risk and protective factors for bullying victimisation, there remains a paucity of research in the New Zealand context. The present study aimed to investigate the risk factors for bullying victimisation by conducting a secondary data analysis on a large and representative sample of 15-year-olds from New Zealand using data collected during the 2018 Programme for International Student Assessment (N = 4137). A multiple regression analysis identified eight risk factors which were significantly associated with at least one form of school bullying. The strongest effects indicated that increased parental support and school belonging were associated with lower victimisation, while classroom disorder and school competitiveness were associated with greater victimisation risk. The implications of these findings for future research are discussed.

Restorative Quality Assessment of Academic - An Islamic Motivation for Circular Nation-Building

A circular nation-building initiative emphasising zero-dysfunctionality is an urgent step to restore national education. The nose-diving performance in the 2022 Programme for International Student Assessment, PISA 2022, is a wake-up call to power up the people manning the education sector. The study analysed and identified the alarming situations signalling the urgent need for rectification based on the empirical data acquired over 30 years. The analysis points to evidence of fake claims of performance in academia as the main hub of human resource development and the primary factor that shadows the loopholes of education quality. Springboarding from there, the study recommends steps for the betterment of the sector. Qualitative assessment of academic staff via restorative assessment (RES-Q) measure assimilating the functional from the dysfunctional academics is the identified first step. Functionality, in this regard, is defined by the functions aligned to the fulfilment of national needs. Local universities' declining popularity prompted RES-Q map construction for root cause-to-solution to uplift the education sector. Detailing educator assessment needs leads to RES-Q inquisitive analysis to detect and fix issues without derailing from the national strategic alignment (NSA). Deploying RES-Q today should empower educators and in turn, revive learners’ interests in tertiary education. Through the corrected cycle of critical mass, the reshuffling of academics based on their dominant strengths must be pursued. The talent appropriation strategy is commensurate with the gratefulness in Islamic morality that simultaneously forbids the waste of resources.

Radial Basis Function Neural Network with ensemble clustering for modeling mathematics achievement in Indonesia based on cognitive and non-cognitive factors

Mathematics achievement could be influenced by cognitive and non-cognitive factors. The potential variable of cognitive factor is metacognition, whereas non-cognitive factors include Economic, Social, and Cultural Status (ESCS), resilience, life satisfaction, happiness, pride, fear, sadness, and gender. Those variables involve numerical and categorical data. For this reason, this study aims to apply the Radial Basis Function Neural Network (RBFNN) model with ensemble clustering to model the relation between cognitive and non-cognitive aspects and mathematics achievement. The RBFNN is a soft computing approach based on the neural network model and has been shown as an effective model and free of assumption. The ensemble clustering is a process in RBFNN modeling to capture the independent variables involving the numerical and categorical data. It employs K-means clustering for the numerical data and K-modes for categorical data and combines the results of those two methods. The data used in this study are published by PISA (Program for International Student Assessment) 2018. The results show that the RBFNN with ensemble clustering deliver good performance in modeling the students’ mathematics achievement based on the cognitive and non-cognitive factors in terms of prediction accuracy. Other than RBFNN model, the use of cognitive and non-cognitive factors involving in this study also contributes to the high accuracy prediction. This further emphasizes that these factors are good predictors of mathematic achievement. Additionally, we suggest the silhouette cluster validation in the clustering process, since it leads to the number of hidden neurons of the best RBFNN model.

Moderation effects of teacher support and disciplinary climate on SES and reading relation in high and low globally competitive economies

We examined how teacher support and disciplinary climate may have additional benefits for students from low (or high) socioeconomic status (SES) families in high and low globally competitive economies. Multilevel regression analyses on 184102 students from 6397 schools from diversified globally competitive economies in the Programme for International Student Assessment (PISA) showed that: (a) students in high SES families benefited more in reading in higher than lower globally competitive economies; (b) greater teacher support improved reading in high than low globally competitive economies; (c) teacher support would alleviate the negative impact of low SES on reading; and (d) a positive disciplinary climate enhances reading performance in both high and low globally competitive economies, with SES effects being more pronounced in schools with a positive disciplinary climate, especially in low globally competitive economies. Practical implications, limitations, and future research directions are discussed.

Exposure to drug trafficking and school truancy: Empirical evidence from Costa Rica

Exposure to crime and violence associated with drug trafficking has been shown to have negative consequences on students’ health, peer relationships, and educational outcomes. However, little attention has been devoted to analyzing the effects of exposure to drug trafficking on students’ truancy behavior, a critical outcome with a high cost at an individual and societal level. This study investigates the connection between exposure to drug trafficking (an increasingly common form of chronic crime and subsequent violence in Latin America) and school truancy in Costa Rica. To do so, we use a unique and comprehensive microdata set that merges detailed information on a specific measure of exposure to drug trafficking (cocaine seizures) and socioeconomic characteristics of Costa Rican districts with student and school data from the Programme for International Student Assessment (PISA). In total, we obtain a sample of 4,584 students in secondary education attending 195 schools in 147 districts. Using logistic regression, we find that students in districts with higher exposure to drug trafficking (measured by cocaine seizure rate) are more prone to school truancy. This finding suggests that strategies to tackle school truancy should consider a neighborhood context perspective.

A Multilevel Analysis of Factors Influencing Bullying Victimization at School among Indonesian Students with Binary Outcome

Bullying is an aggressive act toward someone who cannot defend themselves. Students who experience bullying victimization are treated badly by their friends, such as by being teased, ostracized, or kicked. Therefore, this study aims to determine the influencing factors of students being bullied among Indonesian students. The data used is secondary data from the 2022 Program for International Student Assessment (PISA) for Indonesia, with a sample comprised of 11,479 students from 403 schools. Data analysis uses a multilevel model with a binary response because the data is hierarchically structured, and the response variable is binary. The results show that male students, who have missed school, are late for school, repeat a grade, have low grade levels, low teacher support, low discipline, rural schools, and those with small class sizes will have a higher chance of experiencing bullying victimization more often. Overall, this study helps explain the influencing factors of students being bullied so that these factors can be given more attention to improving school policies.

Elite career expectations of adolescents: Popularity, gender differences, and social divides.

The supply of elite professionals is crucial for economic development, yet little is understood about the appeal and influencing factors of these careers among young people across different economies. It remains unclear whether adolescents in academically high-performing economies growingly expect emerging technological jobs in response to evolving workforce demands. This research used the Programme for International Student Assessment 2000-2018 data in 24 high-performing educational systems to examine the two-decade trends in adolescents' expectations for Science, Technology, Engineering, and Math (STEM), medicine, law, business, and teaching careers. The popularity trend of these careers and the major impacts of gender, socioeconomic status, and academic ability were examined with multilevel logistic regression models. The findings indicated that developed economies such as Singapore, Canada, the United States of America, and the United Kingdom have successfully attracted a greater proportion of students to elite careers. In contrast, many high-performing Asian economies, such as Korea, Japan, and Taipei, have not. STEM and medical fields primarily drew students with high math abilities, whereas legal professions attracted those with superior reading skills. Although girls generally expected teaching and legal careers and boys expected STEM fields, social and gender differences have narrowed over the past decades. Many Western developed economies effectively attract a larger share of adolescents to STEM careers than their Asian counterparts. Although gender and social disparities persist, their impact has diminished. Effective human resource planning should be based on each country's unique trends and influencing factors to promote greater equality and inclusion in the workforce.

Emphasizing symbolic capital: its superior influence on the association between family socioeconomic status and adolescent subjective well-being uncovered by a large-scale multivariate network analysis.

Family socioeconomic status (FSES) serves as a significant determinant for subjective well-being. However, extant research has provided conflicting evidence on the correlation between FSES and adolescent students' subjective well-being (SSWB). Data were collected from 12,058 adolescent students (16 years of age) by the Programme for International Student Assessment (PISA) 2018. Multivariate canonical correlation and Mantel test were utilized to investigate the specific connection between FSES and SSWB. Furthermore, a Gaussian EBICglasso graph-theoretical model was used to capture the topological properties of the FSES-SSWB network and reveal the interplay among multifarious components of FSES and SSWB. FSES was positively correlated with SSWB. In the FSES-SSWB network, parental educational attainment and occupation status demonstrated the highest centrality values, thereby contributing significantly to the relationship between FSES and SSWB. However, family wealth, along with educational and cultural resources, displayed lower centrality values, signifying their weaker roles in this relationship. Our findings suggest that symbolic capital, rather than family affluence, exerts a dominant influence on adolescent SSWB. In other words, SSWB may not be detrimentally influenced by a deficiency in monetary resources. However, it is more susceptible to being unfavorably impacted by inferior parental educational attainment and occupational standing.

Identifying the Careless Responders: A Cross-Country Comparison on PISA 2018 Dataset

Careless responding (CR) is one of the major concerns in self-report measures since it affects the quality of collected data. In this research, it was aimed to examine the dataset in terms of CR, to investigate the effects of CR on the psychometric properties of data, and to examine the effectiveness of CR detection methods in a cross-cultural context. Specifically; response time, outlier and long-string indices were used to flag CR and efficiency of using these were compared on PISA 2018 reading related attitude scales for Singapore and Turkey. As a result, it was indicated that the amount of CR was higher for Singapore than Turkey at long-string and response time methods. Furthermore, after removal of CR from dataset, enjoyment level of reading, perception of competence and perception of difficulty of PISA tests scores increased. Another result was that long-string and response time analyses provided significant improvement in model fit and long-string had the highest improvement level. Moreover, removing respondents according to outlier analyses didn’t provide any improvement on model-data fit. In general, results illustrated that careless responding behavior may have important effects on psychometric properties of self-report and screening the data for CR is strongly suggested in future studies.

Where nonresponse is at its loudest: Cross-country and individual differences in item nonresponse across the PISA 2018 student questionnaire

The Programme for International Student Assessment (PISA) student questionnaire, despite being designed for low cognitive demand, may induce test burden due to its 306-item length, resulting in increased item nonresponse toward the questionnaire’s end. Using the PISA 2018 response data from 80 countries and a cross-classified mixed effects model, this study explored the average, cross-country, and individual nonresponse trends throughout the questionnaire. The average nonresponse probability increased from 2% at the questionnaire’s start to 11% at its end. East Asian countries displayed the flattest nonresponse trends, while South American countries showed the steepest. Individual differences were also prominent: students with a lower initial nonresponse propensity experienced a steeper increase in their nonresponse propensity as they progressed through the questionnaire, whereas those with a higher initial propensity remained at a relatively constant level. Our findings highlight the importance of the questionnaire design, the context in which it is administered, and its interaction with individual and cultural factors in shaping student response behavior. We discuss the implications for questionnaire design and researchers using PISA student questionnaire data for secondary analysis.

An Analysis of DIF and Sources of DIF in Achievement Motivation Items Using Anchoring Vignettes

ABSTRACT This study evaluated differential item functioning (DIF) in achievement motivation items before and after using anchoring vignettes as a statistical tool to account for group differences in response styles across gender and ethnicity. We applied the nonparametric scoring of the vignettes to motivation items from the 2015 Programme for International Student Assessment (PISA) and examined changes to DIF characteristics between the raw self-report item scores and the vignette-adjusted item scores. Overall, applying the anchoring vignettes changed DIF classification, magnitude, direction, and form for some items. Group-specific response patterns by gender and by ethnicity group were also seen. Our findings contribute to the research literature on observed response styles in PISA motivation items, DIF in PISA items, and changes to DIF characteristics after adjusting self-report item scores with anchoring vignettes.

Science career expectation and science-related motivation: a latent profile analysis using PISA 2015 data

ABSTRACT In response to growing concerns about students’ low aspiration for science-related careers, more understanding on how student science motivation is related to science career aspiration is needed. This study utilised a person-centred approach to investigating the association between students’ science-related motivation profiles and their science career expectation using the 2015 Programme for International Student Assessment (PISA) data set. Analysing responses from 9841 15-year-old students in China through Latent Profile Analysis (LPA), the study found that: (1) five distinct students’ motivation profiles were identified based on science-related motivation factors; (2) significant variations were observed in science career expectations across students’ motivation profiles, and different profiles predicted science career expectations differently; and (3) the perceived instructional practices and science learning engagement, social and economic status, and students’ gender significantly predicted students’ motivation profiles differently. These research findings contribute to new insight on the non-linear relationships between science-related motivation and science career expectation, and how student motivation profiles are impacted by demographic and context factors such as instructional practices, learning engagement, students’ social and economic status, and gender.

Socioeconomic factors and performance on the PISA test

Socioeconomic factors and performance on the PISA test

TIGA-Based English Learning Platform for Language Learner Competency Development in a Digital Environment

This study aimed to develop and implement a digital learning platform (DLP) for English language learners at the junior high school level in Thailand. The study emphasizes the necessity of customizing digital tools to individual needs and behaviors for effective implementation. The successive approximation model (SAM) (Herrholtz, 2020) was used for instructional design, focusing on rapid prototyping and continuous feedback. The DLP was meticulously designed to align with the Basic Education Core Curriculum 2008, the Common European Framework of Reference for Languages (CEFR), and reading literacy under the Programme for International Student Assessment (PISA). The architecture of the platform prioritized open standards and web services to ensure seamless integration and data exchange, although integration challenges were noted. Content and activities were acquired from the TIGA English teaching model, fostering various language skills through tasks (T), language input (I), genre (G), and authentic assessments (A). The TIGA-based DLP was implemented in 8 schools involving 7 teachers and 212 students. Questionnaires and group discussions were used to obtain participant feedback. The questionnaire data were analyzed quantitatively using means and standard deviations. The discussion data were analyzed qualitatively to identify themes. Positive feedback and challenges were revealed. Identified limitations include the need for additional learning activities, clearer teacher guidelines, and enhancements to the graphical user interface (GUI). These findings highlight the potential of the DLP to enrich English language learning and guide future enhancements in digital learning environments.

GAME EDUKASI AUGMENTED REALITY BERBASIS RME (REALISTIC MATHEMATICS EDUCATION) UNTUK MENINGKATKAN COMPUTATIONAL THINKING SISWA

This research addresses the common problem in mathematics education in Indonesia, which is the students' difficulties, as reflected in Indonesia's declining ranking in the Program for International Student Assessment (PISA). The research aims to create an innovative Augmented Reality (AR) Educational Game based on the Realistic Mathematics Education (RME) approach to improve students' understanding of the spatial geometry mathematics subject at the elementary school level. AR technology allows students to interact with mathematical objects in real-world contexts using Android devices. This game is designed to make mathematics more engaging and relevant to elementary school students. The research was conducted at Purwantoro 1 Public Elementary School in Malang City over four months, following the Game Development Lifecycle (GDLC). The test results showed an n-gain improvement of 0.71, indicating a positive impact of the game's development on students' learning outcomes.

The development of PISA-like mathematics problem using Lombok Island contexts

The results of the PISA test for mathematical literacy in 2000–2018 and several previous studies show that students' critical thinking abilities in Indonesia are still relatively low. One of the reasons why students' critical thinking skills in Indonesia are low is because PISA-like problems have not been integrated evenly into mathematics learning. The aim of this research is to obtain a prototype of PISA-like mathematics problems in the context of Lombok Island that are oriented towards critical thinking skills that are valid, according to experts. This research is design research, which consists of 3 stages, namely analysis, design, and evaluation. The PISA-like problem that has been developed consists of twelve questions about space and shape, uncertainty, and data. Each set of questions consists of levels 1 to 6. Lombok Island contexts contained in the questions are Mount Rinjani, woven cloth with Subahnale and Alang motifs, the game of Dengkleng (Engklek), Gendang Beleq, and the Limbungan traditional house. At the evaluation stage, the validity of the development product is assessed by experts. The instrument used is a PISA-like problem validation sheet. The results of this research obtained a prototype of a PISA-like mathematics problem with a valid category, according to experts.

MENGKAJI KEUNGGULAN KURIKULUM IPA FINLANDIA UNTUK MENINGKATKAN PENDIDIKAN SAINS DI INDONESIA

<p><em>The issues in education in Indonesia, particularly in the field of Natural Sciences, are very concerning. According to the Programme for International Student Assessment (PISA) survey by the OECD, Indonesian students' abilities in science rank low globally, with a ranking of 71 out of 77 countries in 2018 and 68 out of 81 countries in 2023. The science scores also declined from 396 to 383, far below the RPJMN target of 402. Data from the Trends in International Mathematics and Science Study (TIMSS) shows that Indonesian 4th and 8th-grade students also rank low internationally. The research methodology uses a qualitative approach through a literature study. Data analysis indicates that the content and competency-based science curriculum in Finland provides a good model by integrating theoretical knowledge and practical skills. Science education in Finland, which is interactive and student-centered, can serve as a reference for improving the curriculum in Indonesia. A comprehensive and context-based science learning approach is needed to enhance the quality of science education in Indonesia. The PISA and TIMSS survey results emphasize the need for improvements in science learning in Indonesia. Science, as systematic knowledge and a scientific process, requires a holistic and integrated learning approach. An integrated science approach that connects science to everyday life is crucial for developing scientific processes in students. Science teachers are expected to have interdisciplinary abilities and knowledge integration. However, often the curriculum and the quality of teachers do not support this goal. This study compares the 2013 Curriculum in Indonesia with the Finnish Curriculum to see the similarities, differences, and obstacles in science learning</em>.</p>