indonesia reading proficiency and influencing factors 2011

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inistry of National Education

1

onesia eading Proficiency and Influencing Factors

,akarta

-une 28 29

,2011

1



Contents

2

2

A . Introduction

B . ational Policies

Implementation

C . ’rends in Indonesia Student s

Reading , -erformance PISA 2000 2009

E . nfluencing FactorsF . onclusions and

Recommendations

G . Glossary



A . INTRODUCTION

A

3

3



4

HE IMPROVEMENT OF ACCESS AND THE QUALITY OF SECONDARY/CHOOL AND THE RELEVANCE OF VOCATIONAL EDUCATION POLYTECHNIC4

Secondary Education consist of general secondary education and vocational secondary education(Educ. Low 20/2003; article: 18). Vocational education is a subsystem education which specially helpthe student to prepare themselves in their future workplace (US National Council for Research intoVocational Education)

"Sentraproduksi danpengolahanhasil bumi" "Lumbungenergi

nasional"

"Lumbung pangannasional "

KoridorPantai Timur

Sumatra – JawaBag. Barat

KoridorPantai Utara Jawa

KoridorJawaTimur -Bali -NTB

KoridorKalimantanKoridorSulawesi

KoridorPapua

"Pendorongindustri &manufaktur nasional" "Pintugerbangpariwisata

nasional"

"KawasandenganSDAmelimpahdanSDMyang

sejahtera"

Sumber: MenkoPerekonomian, 2010

Master Plan: Percepatan dan Perluasan Pembangunan Ekonomi Indonesia 2011 -2025

Pengembangan 6 Koridor Ekonomi Indonesia

PeningkatanAkses&KualitasPendidikanMenengahUmum&Relevansi

PendidikanVokasi (SMK+Politeknik)

PenyediaanSDM

ECE: 28, 8 millionstudentsES : 39,5 millionstudentsJHS: 13,38 millionStudentsSHS: 9,11 millionstudents

HE: 5,2 millionstudents

-ccelerating and expanding of Indonesia economic development in 2011

VEMENT OF ACCESS AND THE QUALITY OF SECONDARY SCHOOL AND THE RELEVANCE OF VOCATIONAL

tock Supply of HDR

ational energy shed ational food shed

ational main gate tourism

Population: 240 million(2009 estimate)Eslands: 17.504Mother Tongue: 583

languages/dialects

&t io nal i ndu st ria l ma nu fac tu re s ti mul an t &ational NDR overflow HDR prospe

&tional production earth products processing



5

HE IMPROVEMENT OF ACCESS AND QUALITY OF HE EARLY CHILDHOOD AND BASIC EDUCATION5

...early childhood period is the golden age in the child’s growth period. This is avaluable period and determines a child to recognize various facts around as the stimulant to the personality, psychomotor, cognitive and social development...

“The early childhood education is held before the primary education ”(Educ. Low No 20/2003, article: 28)

K o n s e p s i

M e ni n g g al

L a h i rBulan Bulan Tahun

U s i a

Dekade

Sumber: Shonkoff J P, Phillips DA. The developing brain. Washington DC: National Academy Press, 2000.

Pendengaran

& penglihatan

Bahasa

Fu ng si kog nitiflebih ting gi

S D

D e w a s a

Early Childhood Educ. 0-6 year: 28,8 millionBasic Edu. 7-15 year:44.712 million

&nse of hearing visibling

g e

year

l

igher cognitive function

month month

born

:iteracy Studies, , , , , , ,ISA TIMSS PIRLS ICCS INAP SABER NE SBM

BE

Adult

Death

decade

Concept



6

1,5%

8,6%

ES/MI

1.8%

24,0

%

JHS/MTs

4,27

%51.7

%

SHS/VOC /MA

HE

31,05 juta

12,69 juta

9,11 juta

5,2 juta

= % drop out= % Graduation don’t continue to the

higher level of education

•GER EC Educ = 56.7%

•GER ES-other = 117.2%

•NER ES-other = 95.2%

•GER JHS-other= 98.3%

•GRE SHS-other = 73.0 %•GRE HE = 26.3%

•Distribution of budget directlyto school (BOS and BOMM)

on time, on use and amount.•Integration of NE with theselection of HE.

National policy for completion of acces andstock supplay

BOS

BOS

BOMM



B. National PoliciesImplementation

7



8

he Focuss of National Educational he Focuss of National Educational-evelopment Policies Year 2010 2014-evelopment Policies Year 2010 2014

BE

E

e x p l

o r i n

g – s t r e n g t

h e n i n g

- e m

p o w

e r i n

g

SHS

CHARACTER Education

I N T E G R A T

I O N

& H A B I T U A T I O N

I N T E G R A T

I O N

& H A B I T U A T I O N

ECE

ACADEMICALEducation

ndonesian ntelligent and

ompetitive people

MP ROV ED AC CE SS AN D ECONDARY EDUCATION QUALITY

ND RELEVANCE GENERAL OCATIONAL EDUCATION

(VS+POLITECHNIC).

MPROVING THE QUALITY OF DUCATOR AND EDUCATION

PERSONNEL

MP ROV ED AC CE SS AN D OMPETITIVENESS OF HIGHER

EDUCATION

&MPROVED ACCESS QUALITY F THE EARLY CHILDHOOD OF

EDUCATION

OMPLETION BASICEDUCATION

INE YEARS OF QUALITY

4

5

3

2

1

PROGRAM PRIORIT ESPOLICIES

...educational development is addressed to develop Indonesian intelligent and competitive peoplethrough increased availability, affordability, quality and relevance, equality and certainty of

obtaining educational services….

:

Litera

cyStu

dies

,

,

,

,

,

&

SSPI

RLSICC

SINA

PSABE

RNE

SBM

8



10

ational Policy for Improvement Of the ducators and the Education Personnel10

•Teachers are required to have academic qualifications, competency, educator certificate, physically and mentallyhealth, and have the ability to achieve national education goals (Gov. Low 14/2005 Act. 8)

•Teachers who do not have academic qualifications and educator certificate referred to in this Act shall meet the

academic qualifications and certificates of educators at the latest 10 (ten) years since the enactment of this Act.(Gov Low 14/2005 Act 82)

> S1/D4

< S1/D4

Certified

Not Yet Certified

% /REND QUALIFIED TEACHER S1 4 %REND CERTIFIED TEACHER

:te Target is already consider the passing in and passing out teacher until 201

223.000 γ υ ρ υ = ∆

325.000 γ υ ρ υ = ∆



National policy of learningresources and instruction

facilities development

• Teaching learning models development

• Instruction materials modelsdevelopment

• Standard development of educationaltextbook assessment

• Remedial book assessment thatstandardized

• Supporting on education book writers

• Textbooks translating

• Competency development of education

book writers

1



12

National Policy Recommendation of Educational BudgetAllocation for QA, QC and QI

1.Strengthening the weakest link (affirmative

action).2.The benefit is felt directly by student

/community (impact ).3.Achieve the goals mandated by the Strategic

Plan of MONE, RKP/priority activities plan2012 , and RPJMN/national middleeducational plan 2010-2014.

4.Answering solving the problem at hand(relevance).

5.Ensure accuracy and use of budgetallocations to be transferred to the regions(Standard procedure 0peration).

6.Strengthening quality assurance, quality

2



C . RENDS IN INDONESIA STUDENT,EADING PERFORMANCE

-ISA 2000 2009

B

6

3

Th bj ti f I d i



The objective of Indonesiaparticipating

PISA study

To find the information of studentperformance in term of reading,

mathematic and science literacy forbenchmarking with other countries,

so that the PISA results could beimplemented as a set of tool for

policy recommendation formulationfor improving the quality of

education

4



he scope PISA

• The focus of Program for International Student Assessmen

( ) .PISA 2009 is reading literacy The scope of PISA study

:2009)a , ;ofile of reading knowledge and skills including digital literacy

ontextual indicators relating reading performance results to student

; school characteristics ) c

)d

’ ,Students engagement in reading activities and learning

;strategies and

Trend data on change -in student attitudes and in socio

economic

,indicators and also on the impact of some indicators on

the reading

.performance results

• : .The Coverage of the study 470 000 out of 26 million

students age

( & )15 from 65 countries 34 OECD 31 partner countries are involved

.in PISA2009

5



,Design

sample

Domain Science (35 items)

Reading (28 items)

Problem solving (19 items)

Type of items: Multiple Choice, Shot Answer, EssayTest Design

167 items 13 items cluster (M7, S2, R2, PS2)

13 test books (4 cluster/test book)

Use linking items for setting items calibrating

Indonesia have participated in PISA study

.since 2000.5 136 students from 183 schools are involved in

the study ( , %),Schools are located in rural 22 2 small town

( %), ( , %), ( , %) &43 town 14 7 city 13 24 large city

( , %).6 74

6



LevelLower scorelimit

Characteristics of tasks

6 698Tasks at this level typically require the reader: to make multiple inferences, comparisons and contrasts; to

demonstrate a full and detailed understanding of one or more texts; to deal with unfamiliar ideas, in the presence of prominent competing information; and to generate abstract categories for interpretations.Reflective tasks may require the reader to hypothesize about or critically evaluate a complex text on anunfamiliar topic, and applying sophisticated understandings from beyond the text

5 626 Tasks at this level that involve the reader to locate and organize several pieces of deeply embeddedinformation, inferring which information in the text is relevant. Reflective tasks require critical evaluation or hypothesis, drawing on specialized knowledge. For all aspects of reading, tasks at this level typically involvedealing with concepts that are contrary to expectations.

4 553Tasks at this level that involve the reader to locate and organize several pieces of embedded information.Reflective tasks at this level require readers to use formal or public knowledge to hypothesize about or criticallyevaluate a text. Readers must demonstrate an accurate understanding of long or complex texts whose contentor form may be unfamiliar.

3 480 Tasks at this level require the reader to locate, and in some cases recognise the relationship between several pieces of information. Interpretative tasks at this level require the reader to integrate several parts of a text inorder to identify a main idea, understand a relationship or construe the meaning of a word or phrase. Reflectivetasks at this level may require connections, comparisons, and explanations, or they may require the reader toevaluate a feature of the text.

2 407Some tasks at this level require the reader to locate one or more pieces of information; and to recognize themain idea in a text. Tasks at this level may involve comparisons or contrasts based on a single feature in thetext. Typical reflective tasks at this level require readers to make a comparison or several connections betweenthe text and outside knowledge.

1a 335 Tasks at this level require the reader: to locate one or more independent pieces of explicitly stated information;to recognise the main theme or author’s purpose in a text about a familiar topic; and to make a simpleconnection between information. Typically the required information in the text is prominent and there is little, if any, competing information.

1b262 Tasks at this level require the reader to locate a single piece of explicitly stated information in a prominent

position in a short, syntactically simple text with a familiar context and text type. The text typically providessupport to the reader, such as repetition of information, pictures or familiar symbols. There is minimalcompeting information.

Summary descriptions for the seven levels of proficiency in reading

7

2009 PISA R di S



2009 PISA Reading Scores

ome national policies :• ompletion of MSS Into ES and JHS

• mprovement of the Educators and the Education Personnel• ea rni ng re so ur ces an d in st ruc ti on f ac il it ies d eve lo pme nt•Recommendation of Educational Budget Allocation for QA, QC and QI activities

8



http://en.wikipedia.org/wiki/Kyrgyzstan

http://en.wikipedia.org/wiki/Tunisia

http://en.wikipedia.org/wiki/Thailand

http://en.wikipedia.org/wiki/Brazil

http://en.wikipedia.org/wiki/Argentina

http://en.wikipedia.org/wiki/Russian_Federation



S c o

r e

p o

i n

t

c h

a n g

e

i n

r e a

d i

n g

p e

r f

o r m

a n

c e

b e

t w e e

n

2 0

0 0

a n

d

2 0

09

0 0 0 0 0 4 0 1 2 1 6 8 5 4 3 0 9 0

Change in Reading Performance in PISA 2000-2009

50

-5

-10

-15

-20

-25

-30

-35

50

45

40

35

30

25

20

15

10

8

0

-hange in treading performance PISA 2000 20

31



T h a i l a n d

T u n i s i a

A l b a n i a

-

H o n

g

K o n

g

C h i n a

U r u

g u a

y

A z e r b a i

j a n

T r i n i d a d

a n d

T o

b a

g o

J o r d a n

-

S h a n

g h a i

C h i n a

R o m a n i a

P o r t u

g a l

P o l a n d

R u s s i a n

F e d e r a t i o n

C r o a t i a

F r a n c e

I t a l

y

S l o v a k

R e

p u b l i c

L i t h u a n i a

G r e e c e

I r e l a n d

S e r b i a

S w i t z e r l a n d

N e w

Z e a l a n d

U n i t e d

S t a t e s

L u x e m b o u r

g

U n i t e d

K i n

g d o m

D e n m a r k

A u s t r a l i a

(

)

D u b a i

U A E

C a n a d a

I c e l a n d

B r a z i l

I n d o n e s i a

.1 00

.0 50

.0 00

- .0 50

- .1 00

- .1 50

Indonesia

- .2 00

: , ( )Note Economic social and cultural status ESCS index was derived from

:three indices

( )1 , ( )highest occupational status of parents 2 highest educational level of

,conomic Social and Cultural Status

( )SCS Index



Year Average Score Rank Number of Countries

2000 371 39 41

2003 382 39 40

2006 393 48 56

2009 402 57 65

Indonesia’s Rank in Reading Performance,PISA 2000-2009

:Source OECD Reports

9

’esia students reading performance have steadily improved du

- . ,000 2009 period While its rank depends upon the number of

ountries participating in PISA study

2



Level 2000 2009

≤ Level 1 .68 7 .53 5

Level 2 ,24 8 ,34 3

Level 3 ,6 1 ,11 2

Level 4 ,0 4 ,1 0

Level 5 ,0 0 ,0 0

Level 6 - ,0 0

’ndonesia student s literacy proficiency

(%)evels -ISA 2000 20089

13

- , ’00 2009 Indonesia students reading performance have consistently

.centage of students proficient at level 2 or above has increased

, ( ≤ )le students proficient at level 1 or less level 1 have decrea

3

Indonesia Student’s Reading Performance



Indonesia OECD Average 2000

2003

20062009

’students reading performance have steadily improved from 2

’CD students performance have been stagnant during the same

7

Indonesia Student’s Reading Performancein PISA 2000-20094



Indonesia OECD Average

402

499

383

474

420

’ndonesia Student s Reading

Performance:n PISA 2009 By Gender

Total

Boys

Girls

rls performed better than boys in reading perform10

513

5



’ercentage of Indonesian student s at each

roficiency level on

he reading scale in PISA 2009

.0 0 .20 0 .40 0 .60 0 .80 0 .100 0

OECD Average

/OECD Girls

/OECD Boys

Indonesia

/Indonesia Girls

/Indonesia Boys

<Level 1b

level 1b

level 1a

level 2

level 3

level 4

level 5

level 6

, ’he higher the proficiency level the better student s reading

. , % ’ompetency In PISA 2009 over 50 of the Indonesian student s rea

roficiency is at level 1 or below

11

6



4 9 4

4 9 4

4 9 5

4 9 3

4 9 3

4 0 9

4 0 5

3 9 9

3 9 9 3

9 7

14

Indonesia OECD

7:eading Performance 2009

ndonesia and OECD



5 0 1

4 9 2

5 3 3 5

0 1

5 1 3 4

8 0

4 9 5

4 8 0

4 8 6

4 9 2

4 0 7

4 0 7

4 0 8

4 1 0

4 2 0 3

9 0

3 9 8

3 9 4

3 9 2

3 7 3

Yes No Yes No

Indonesia OECD Read non

*fictions

*Read magazine*Read fictions

ents who are engaged in reading activities performed better in reading comp

18

8’tudent s Reading Performance and

eading Materials



. NFLUENCING FACTORS

C

15

9



ogical Framework of the

nfluencing Factors of

eading Performance

16

-Socio economic

background

Gender

Reading habits

Approaches

to learning

Reading

performance

:Source Derived from OECD Report 2010

0

arent educ level

anguage at home



-eading Performance and Socio

conomic Factors.Reading performance Vs GDP

Score

/ ( )GDP Capita 000 US$

. . ’Reading perform Vs parents education

score

. .Reading perform Vs spending on education

Score

( )Cumulative expenditure 000 US$

. . -Reading perform Vs share of socio

Score economically disadvantage student

28

’ -rents education and socio economic conditions of students show important

’eterminants of students reading performance

1



-etailed Social Economic Factors

nfluencing Reading Performance

29

ne point increase is in the

SCS index is expected to

’ncrease 17 points in students

eading performance

2



,ngagement in Reading Learning Strategies nd

eading Performance

30

iversity of reading materials and memorization strategy contribute to

’mprovement of student s reading performance

3



level

Country

ulfilled the igher

ducationLevel

%

verageAchievement

ulfilled the cademy Level

%

verageAchievement

ulfilled the/econdary Vocatio

al Level%

verageAchievement

Japan 45 576 18 555 36 36

Korea 35 580 15 560 41 551

Malaysia 11 548 20 526 27 518

Indonesia 9 465 6 438 24 433

Chili 16 480 10 444 32 415

audi rabia 27 424 0 0 12 404

outh frica

11 341 13 280 30 250

ata2Internasional

28 507 17 487 28 472

4

Language students in accordance



Language students in accordancewith tests used in the house

Country Always%

verageAchievement

lmostalways%

verageAchievement

ometimes%

verageAchievement

ever

%

verageAchievement

Japan 94 554 4 553 1 -- 0 --

Korea 71 558 28 562 1 -- 0 --

Malaysia 51 502 14 521 28 518 7 523

Indonesia 22 421 11 427 57 419 10 417

Chili 87 416 9 408 4 357 0 --

audi Arabia 100 398 0 -- -- -- -- --

outh Africa 18 347 9 310 57 252 15 153

ata2Internasiona

l

68 482 11 483 17 442 4 389

5



he amount of books at home

Country > 200%

verageAchievem

nt

-001 200%

verageAchievement

-6 100%

verageAchievemen t

-1 25%

verageAchievement

-10%

verageAchievemen t

Japan 17 584 17 567 32 52 22 539 13 517

Korea 19 596 22 572 33 556 10 533 15 514

Malaysia 5 557 9 540 28 524 40 501 17 482

Indonesia 1 -- 3 449 19 431 45 416 32 416

hili 5 484 7 458 27 437 37 402 23 374

audi Arabia 10 422 9 414 25 410 33 391 23 382

outh Africa 6 315 5 316 14 288 31 241 44 218

ata2Internasional

15 506 13 498 27 483 26 458 18 438

6



con ence o stu ents nreading

Country ighConfidence%

verageAchievement

verageConfidence%

verageAchievement

essConfidence%

verageAchievement

Japan 20 595 46 551 34 29

Korea 20 612 42 556 38 553

Malaysia 38 530 48 500 14 496

Indonesia 40 418 53 421 7 442

hili 46 434 44 393 10 407

audi Arabia 58 418 36 378 6 366

outh Africa 45 282 45 215 9 207

ata2Internasional

8 490 38 445 13 430

7



. C NCLUSIONS ANDRECOMMENDATIONS

D

19

8



Conclusion

The position of Indonesian students'literacy skills compared with literacybenchmarking in the developing and

growing countries in the worldthrough the results of the PISAassessment study has given bothvaluable lessons learn for policymakers at the national and regionalformulation of the policy in order toimprove the quality of national

education.

9



Con …..inues , ’Since 2000 Indonesian student s performance in re

.ave improved steadily The score increase from 371

.in PISA 2000 to 402 in PISA 2009

Indonesia is one of few countries that has made a

significant improvement in student reading

- .performance during 2000 2009 , ‘During the same period variation in the student s

.performance has also decreased It is partly due t

- .improvements among low achieving students

• ’Important determining factors of the student s

: ) ,reading performance include a economic social and

( ) , ) -cultural status ESCS index b availability of full

, ) ’time certified teachers c student s learning

0

ti



continue …. The results of quality of inputs,

processes, and outputs of educationwere: (1) the level of studentcompetence, (2) deep levels of thematerial/syllabus, (3) conditions of the

learning activities, (4) the ability of teachers, (5) utilization of the schoolenvironment for learning activities, (6)implementation of standards and

practices of assessment activities, (7)the function of the leadership at theschools in term of school qualityimprovement, and (8) the formulation of olicies to involve students teachers

1



Recommendation

• National policies propose the systemic reform inaspects:

(1)The creation of the school environment, teachers quality,the curriculum reform, teaching learning activities,learning resources, higher stage assessment andother supporting aspects.

(2)The teachers have to develop their competence inacademic, professional, social, and also personalthrough teacher certification development.

(3)The organization of pre-service and in-service training

would be controlled and managed more professionallywith due respect to the quality and meaningfulness of the goal of increasing the professionalism of teachers.

•

2



) S tu d e n t le a rn in g stra te g y h a s to b e fo cu se

: ,o n th re e m a in a re a s su m m a rizin g, ,u n d e rsta n d in g re m e m b e rin g a n d

.co n tro llin g

) -T h e a va ila b ility o f fu ll tim e a n d q u a lity, ,te a ch e rs q u a lity b o o ks a n d a cce ss to

.in te rn e t n e e d s to b e im p ro ve d

22

,Student reading performance the efforts to improve education quality should also be

considered as an integral part of policies for

improving household welfare

ontinue3



. GLOSSARY

D

23

4



GLOSSARY , ( )The PISA index of economic social and cultural status ESCS was derive

:from the following three indices highest occupational status of

, ,parents highest educational level of parents in years of education hopossessions

’The index of family wealth is based on the students responses on wheth

: ,they had the following at home a room of their own a link to the

, , ;Internet a dishwasher a DVD player and their responses on the number

, , ,of cellular phones televisions computers cars and the rooms with a b or shower

The index of home educational resources is based on the items measurin

the existence of educational resources at home including a desk and a

, , , ,quiet place to study computer software books technical reference

, & ;books dictionary ’The index of cultural possessions is based on the students responses t

: ,whether they had the following at home classic literature books of

.poetry and works of art

The index of school size was derived by summing up the number of girls

and boys at a school 24

5



…GLOSSARY Continued

•

•

•

The index of teacher shortage was derived from items measuring school

’principals

perceptions about qualified teachers The index of memorization was derived from the frequency with which

students did

the following when they were :studying ) i try to memorize everything

that is

; ) ; covered in the text ii try to memorize as many details as possible

) iii read the text

;so many times that they can recite it and ) iv read the text over and

.over again

The index of elaboration was derived from the frequency with which

students did

: ) the following when they were studying i try to relate new information to prior

; ) knowledge acquired in other subjects ii figure out how the

information might be

useful ;outside school ) iii try to understand the material better by

relating it to my

6

indonesia reading proficiency and influencing factors 2011

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