Learning from PISA

The results of the 2018 Program for International Student Assessment (PISA) were released Tuesday (3/12/2019). The results were not very encouraging.

KOMPAS/ABDULLAH FIKRI ASHRI

Hendrik Andriana teaches mathematics to two third-grade students on Wednesday (27/11/2019) at SDN 3 Karangwuni state elementary school in Karangwuni village of Sedong district, Cirebon regency, West Java. The two students make up the school’s entire student body.

Indonesia\'s score in the main assessments of reading, mathematics and science skills had fallen. The PISA 2018 scores for reading, math and science skills in sequence were 371, 379, 396. The ability of Indonesian children students was still below the average OECD country participants. We need to learn from PISA, which is a three-year international appraisal event that began in 2000 to test the competence of 15-year-old students in reading, mathematics and science. PISA 2018 involved 600,000 students, representing 32 million students worldwide from 79 countries.

The test was carried out for two hours. PISA\'s accountable organization and management system, involving various types of education experts throughout the world, makes the PISA test one of the most trusted international tests.

Two news reports

Indonesia has been taking the PISA test since 2000. Unfortunately, the announcement of PISA results has always brought bad news. The achievements of Indonesian students so far have not been encouraging. The ability of Indonesian students is below the average of OECD countries and in general Indonesia\'s position has always been at the bottom with countries that are poor and in conflict.

Behind this bad news, the results of PISA 2018 also brings good news. By looking at the graphic trends during PISA, Indonesian students\' scientific ability showed potential. For mathematics, Indonesia\'s score decreased slightly.

The most drastic trend was in reading skills. Over the last 10 years, the reading ability of Indonesian children has declined. Our reading score in 2001 was 371. This reading ability continued to increase and peaked in 2009 (402). However, it then continued to decline until 2018 (371).

Singapore, which had been the champion in second place, has been replaced by China (represented by the provinces of Beijing, Shanghai, Jiangsu and Zhejiang). The three PISA champions that occupy the top positions in a row were China, Singapore and Macau. Finland occupies seventh place.

Responding wisely

Organizers of PISA 2018 included a number of additional tests to get a better picture of global competencies, such as financial literacy, innovation skills and student well-being. PISA also measured children\'s confidence and optimism.

In item construction about reading, the organizer designed reading texts related to digital literacy competencies whose contents and reading questions had a high-level thinking pattern.

We need to be wise in responding to the results of PISA 2018. We need to put the results of PISA as a mirror of our education system so that we can improve it. Grieving, criticizing, let alone blaming certain parties will not make our education better.

There is one reason that makes me not too sad. First, out of the total student population taken, the distribution coverage of our students is among the most extensive, namely around 85 percent. In means, in terms of population the data taken is comprehensive. The problem is the sampling which was done randomly per school per class. In fact, PISA participants from Indonesia only represented 0.003 percent (12,098 students) of the total population of Indonesian students aged 15, who go to school. Concluding that the quality of our education is poor is not very well founded. The OECD only concludes that there is a high quality disparity among regions in Indonesia.

More than that, we must look at these results from the perspective of hope rather than pessimism. Science trends are increasing from year to year. This is a sign of progress in our education.

Ironic optimism

In the context of a supportive school environment (fun, fostering, encouraging), the results of PISA also showed Indonesian children liked their school environment, felt like there was discipline, collaboration and competition. This is all supported by the presence of parents who actively participate in their children’s educational lives.

Your intelligence is something in you that cannot change much

In the context of student welfare, PISA results showed the level of happiness of Indonesian children in learning is almost the same as the average OECD country with a score of 91, satisfied with their lives (70), can find a way out of the problem (89). PISA 2018 data showed that Indonesian children have optimism and happiness in learning. This is certainly very good basic capital to succeed in the future.

The case of Indonesia may be somewhat ironic in this regard. According to PISA records, 88 percent of Indonesian children agree that their teachers are fun (OECD on average 74 percent). In many countries, when students perceive their teachers as fun, very enthusiastic and committed to teaching, their reading ability scores high. Unfortunately, this does not happen in Indonesia. On the contrary, our reading ability is low.

What is interesting and deserves our attention is the children\'s concept on intelligence, which is dynamic and always developing, or often known as growth mindset. The majority of children in OECD countries have the belief that their intelligence can and may change for the better over time. When asked whether they agree if "your intelligence is something in you that cannot change much", most Indonesian students answer that they agree. There are only 29 percent of Indonesian children who have confidence that their intelligence can change and develop for the better.

Read more : PISA and Our Human Resource’s Capacity

KOMPAS/SYAHNAN RANGKUTI

Elementary school children in Tegal village, Ciseeng district, Bogor regency, West Java, go home after school. They still smile even though some of them will no longer receive an education as secondary schools are not available in their village, while transportation costs are too expensive. Even though junior high school is included in compulsory education, there are still many children who drop out of school.

Another problem that was also portrayed in the PISA survey was the behavior of students dealing with violence in school. Indonesian students have a concern for their friends who are victims of bullying. The score for the question, "I feel hurt when other friends are bullied", is 74, "it\'s good to help friends who can\'t defend themselves" (80), "I feel guilty when I see other friends being bullied" (80), and "I like it when there are others who help friends who are being bullied ”(73).

This condition shows that psychologically Indonesian children have a friendly attitude, want to help their friends, and do not want bullying cases at school. However, there is one ironic thing about this bullying case. Indonesian children do not understand that bullying is a wrong act. When asked whether taking part in the bullying action was wrong, most Indonesian students (57) expressed their disapproval.

Three lessons

There are three lessons that we can learn from the results of PISA 2018. First, believe that intelligence can be developed.

Second, the concept of right or wrong when involved in violence should be looked into. Strengthening character education is needed.

So, teachers must focus on results rather than processes.

Third, student enthusiasm is not related to learning outcomes. It is evident that although students feel happy when learning, this excitement apparently does not correlate with academic achievement. So, teachers must focus on results rather than processes. Here the values of discipline, perseverance, determination must be developed so that individuals become successful learners.

We need to see the results of PISA 2018 through a positive perspective. Strengthening optimism through educational transformation that focuses on the quality of learning and learning outcomes will be a challenge for Education and Culture Minister Nadiem Makarim.

Doni Koesoema A, Education observer and member of the National Education Standard Agency (BSNP) for the 2019-2023 period.