PISA and Its Effect to Indonesia

Indonesian Scholar Forum (ISF)

Education Team
Presented by:

Setyo Purwaningsih
Hildegardis Mulu
INTRODUCTION
By Bustang Buhari
Budi Waluyo
PISA (Programme for International
Student Assessment)
Assessment of 15-year-old students
Examining on how well students can extrapolate from what they have learned and can
apply that knowledge in unfamiliar settings, both in and outside of school
Surveys every 3 years since 2000 in reading, mathematical and scientific literacy
❖2000 reading, math, science [43]
❖ 2003 reading, math, science [41]
❖ 2006 reading, math, science [57]
❖ 2009 reading, math, science [65]
❖ 2012 reading, math, science [65]
❖ 2015 reading, math, science [72] financial literacy and collaborative
problem solving
Created by OECD (Organisation for Economic Co-operation and Development) Why?
ECONOMY IMPACT
•Research has produced mixed results:
The positive impact of education on growth has been revealed by studies
based on cross-country growth regressions (Barro, 1991, 2001; Levine and
Renelt, 1992; Mankiw et al., 1992).
While, studies based on panel data have not been able to find a meaningful
role for human capital in growth regressions (Caselli et al., 1996; De
Gregorio, 1992; Hamilton and Monteagudo, 1998; Knight et al., 1993;
Madsen et al., 2010).
•In Indonesia, a result from the cross-section analysis of 440 districts/cities
between 2005 and 2015 concluded that there was an increased
contribution of internal growth of physical investment and human capital in
the economic growth of the district/city from 23% to 32% (Dewanta et al.,
2017:500). ---no evidence yet whether it’s related to PISA
METHODOLOGICAL ISSUES
By Setyo Purwaningsih
Sampling
•Three stages of sampling ; geographic, school and student sampling stages.
Indonesian context (Based on 2015 technical reports);
1. Geographic – 8 regions
Inequality in Indonesian schools is critical, is 8 regions representative?
2. Schools – stratifications ; school’s type and national exam result
Urbanisations? Brazil, Canada and Denmark have considered this variable.
Indonesian National Exam is objected to many critics.
3. Students - equal probability sample
If the geographic and schools stages sampling did not conducted properly, the
credibility of the student’s sampling is questioned.
Data Analysis
1. Calculated a country’s average score first vs Calculated an
average over all questions for each students first (Prais, 2004)

2. Comparing countries is a complex multidimensional issue

(Goldstein, 2004)
The curriculum objectives of each countries is different
Indonesia - character based curriculum

Should the government continue paying for this expensive test?

MATHEMATICS
By Bustang Buhari
Hildegardis Mulu
PISA-Definition of Mathematical Literacy

An individual’s capacity:

▶ to identify and understand the role that

mathematics plays in the world

▶ to make well-founded judgements

▶ to use and engage with mathematics in ways that

meet the needs of that individual’s life as a
constructive, concerned and reflective citizen.

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Indonesia’s Performance in PISA
Mathematics Test
Indonesia & ASEAN Countries in PISA
Mathematics Test
Mathematics within PISA Framework
What can we learn from PISA?
Math within Indonesia’s
curriculum Aspects to improve?
➢ core competencies: •focus
spiritual competency, •implementation
social competency,
•ICT
knowledge competency,
and skills competency

➢ Assessment •explicit framework

•incorporate authentic context
when possible
READING
By Wina Aprilia T
The factors influencing PISA’s comparability
in reading literacy test

▶ Translation equivalence
▶ Cultural fairness, familiarity, and Attitude to PISA test
▶ Authenticity vs Comparability
PISA, Equity and Inclusivity
By Tracey Harjatanaya
 PISA, Equity and Inclusivity
In all countries, among science-related expected career, girls envisage themselves as health
professionals more than boys do; and in almost all countries, boys see themselves as becoming
ICT professionals, scientists or engineers more than girls do. In Indonesia, over 9 in 10 girls
envision themselves working as a health professional (OECD, 2016)
29% of students enrolled in disadvantaged schools and 75% of students in advantaged
schools are offered a science club. And students in schools that offer a science club score 38
points higher in science (16 points higher after accounting for students’ and schools’
socio-economic profile) (OECD, 2016)
A small cohort of students with special educational needs have been included in PISA.
However, lack of reports on SEN data (i.e. due to OECD controls access to SEN data) limits the
potential benefits to education policy and practice, and creating further barriers to inclusion
(Leroy et al., 2018:8)

Sources:
Barbara W. LeRoy, Preethy Samuel, Marcella Deluca & Peter Evans (2018): Students with special educational needs within PISA, Assessment
in Education: Principles, Policy & Practice. https://doi.org/10.1080/0969594X.2017.1421523
OECD (2016) Indonesia country report: PISA Results from PISA 2015. www.oecd.org/pisa/pisa-2015-Indonesia.pdf
Introducing Global Competence Test: PISA 2018 to
create inclusive society
● Why do we need global competence? (OECD, 2018: 4-5)
1. To live together harmoniously in multicultural communities => global competence to promote
cultural awareness and respectful interactions
2. To thrive in a changing labour market due to globalisation => be open and respect for
different cultures
3. To use media platforms effectively and responsibly, to develop media literacy
4. To support the 2030 Agenda for Sustainable Development Goals (especially Target 4.7)

● Global competence is defined as “the capacity to examine local, global and

intercultural issues, to understand and appreciate the perspectives and world
views of others, to engage in open, appropriate and effective interactions with
people from different cultures, and to act for collective well-being and sustainable
development.” (OECD, 2018:7)

Source: OECD (2018) Preparing Our Youth for An Inclusive and Sustainable World: The OECD PISA Global Competence
Framework. http://www.oecd.org/pisa/Handbook-PISA-2018-Global-Competence.pdf
Thank You!

Indonesian Scholar Forum (ISF) Team