National Literacy Movement (GLN) in Permendikbud No. 23/2015 requires Indonesian students to master at least six basic literacies. One of them is literacy. This literacy is the initial literacy that must be mastered because it includes functional literacy that is useful in everyday life. This literacy is not only how a people is free from illiteracy, but also has the life skills to be able to compete globally. This year is the fifth year since the program was launched. Ideally, a change in literacy ability can be seen in students. National Examinations, especially Indonesian Language test, can be used as a benchmark for these achievements. This test requires students to be able to answer problems related to reading and writing (literature and non-literature). Remarkably, for three consecutive years, the results of the Indonesian Language National Examination, especially at the Junior High School level, were ranked highest compared to other subjects. In general, students' literacy reading ability is in the ability to access and retrieve information in simple texts (150 to 200 words). They are able to determine the main sentence / main idea of a paragraph, determine the main character, and determine the background evidence of place / time / situation in the text. This is comparable to the 2018 PISA study, that is, the literacy ability of Indonesian students reading is at the level of detecting and handling conflict and representing information literally in the form of uncomplicated questions. Unfortunately, there are some abilities that students have not mastered based on the results of the two tests. In this paper these matters are discussed more deeply with the aim of becoming an enrichment material for teachers in schools to further enhance students' literacy reading skills.

The success of student education cannot be separated from the schools, teachers, students and parents. Parents play an important role because they are the first and primary educators of their children. This study aims to assess the impact of parents’ support in helping their children to do their homework and parents' reading habits on mathematics and science scores in TIMSS 2015. By using quantitative descriptive and inferential methods, the analysis shows that parents who spend more time helping and checking their children homework, have children who achieve higher scores on mathematics and science. If they read more than 10 hours in 1 week, their kids scores on TIMSS 2015 significantly. Only 6,4% of parents whose reading habits more than 10 hours in 1 week.

The results of the 2015 to 2017 UKG (Teacher Competency Test) are not much different from the measurements carried out in 2018. Teachers' UKG scores are still below 75. The purpose of this study is to describe teacher competencies that are still weak based on the results of the 2019 AKSI (Indonesian Student Competency Assessment) questionnaire's Parent Teacher Support. The questionnaire contains six aspects of pedagogical competence, namely: understanding student characteristics, applying various approaches, strategies and methods, determining learning objectives, understanding communication strategies, using information on assessment results, and reflecting on learning. The method used is a qualitative descriptive method. The results found that students stated that most of the teachers (50% -60%) had good pedagogical competence. This means that there are still 40% of teachers who have not mastered their pedagogical competence. Teachers are still weak in terms of pedagogical competence, for example the ability to innovate in designing and implementing learning using model learning, tends to teach with monotonous methods, and lacks the knowledge to do reflective.

This study aims to identify the effect of ict literacy on mathematics achievement in grade 8 by using Indonesian Student Competency Assessment’s (AKSI) 2019 questionnaire data. A multistage probability sample of 13,079 students was analyzed using a two-level hierarchical linear model (HLM) with which student achievement scores are the first level laid in schools as the second level. The results of the analysis revealed that SES, the students' smartphones and computers, the availability of digital devices at home and school, the use of digital devices for education, and perspective on the benefits of ICT have positive influence on mathematics achievement, while the easiness of access to use of digital devices in schools has  negative influence at the student level. At the school level, the high mathematics  achievement of students are influenced by the location of the school and the number of certified teachers. School accreditation and completeness of learning facilities in schools are not factors upon better students toward their mathematics achievement. However, the interaction between the easiness of access to use of digital devices in schools and the completeness of learning facilities in schools have an influence in increasing students' mathematics achievement. Based on the diversity component, it is known that the diversity of students' mathematical achievement explained by the student level and school level variables are 33.24 and 0.18, respectively.

Indonesia's PISA results are relatively low when compared to other countries. Student learning experience is thought to be an important factor that influences students' lack of scientific inquiry skills. This study aims to describe the profile of students' learning experiences and scientific inquiry skills in science subjects. This descriptive study involved 1305 respondents from public and private high schools in West Java. The instrument used was a questionnaire consisting of 40 items to reveal student learning experiences in learning science and scientific inquiry skills tests in the form of 55 multiple choice and essay items developed based on the PISA framework with the adjustment of the junior high school science curriculum. Research data were analyzed descriptively using graphs. The results showed that some students (51.0%) stated that learning science in elementary and junior high schools was not fun, more than half (56.6%) rarely did practicum at school, and some to most students (42-75%) rarely plan and carry out experiments or scientific inquiry independently. The results of the research that have been presented indicate that the learning experience of students in learning science has not been maximal and students' scientific inquiry skills need to be improved. The implications and recommendations of the research findings are presented at the end of this article.