Exploring contributing factors to PISA 2022 mathematics achievement: Insights from Indonesian teachers

Abstract

As an international benchmark, the Programme for International Student Assessment (PISA) 2022 evaluates the educational performance of 15-year-old students across various countries. It has been observed that the average mathematics score globally declined in 2022. Understanding the responses of mathematics teachers, as practitioners, to the PISA 2022 results is crucial for evaluating the reasons behind this decline in mathematics scores. This research aims to explore and understand the perspectives of Indonesian mathematics teachers on the factors contributing to the low PISA 2022 mathematics scores. This study employs a qualitative approach, with participants being randomly selected and includes interviews with 36 mathematics teachers in Indonesia. According to the statements provided by teachers, the decline in mathematics scores in the 2022 PISA, relative to the years 2018 and 2015, can be attributed to six primary factors: pandemic-related issues, curriculum, individual factors, resource limitations, student factors, and parental involvement. Subsequently, mathematics teachers provided several recommendations for the government, schools, and parents that might enhance student mathematics achievement. These recommendations include conducting more training, improving ICT facilities in schools, and strengthening parental knowledge about the importance of parental support. The findings of this study offer various recommendations that could be implemented by the government, schools, and mathematics teachers to improve student mathematical achievement and potentially increase PISA scores in 2025.

Fostering Interest and Critical Thinking in Mathematics Education: The Role of Integrated Evaluation Based on Linktree Platform

“…The issue of students' learning interests and mathematical problem-solving skills remains prevalent, as evidenced by numerous surveys and research studies conducted in the field (Verschaffel et al, 2020;Lester & Cai, 2016). Prominent international assessments such as the Programme for International Student Assessment (PISA) underscore a concerning trend: a recent decline in mathematical proficiency among Indonesian students (Wijaya et al, 2024). Furthermore, direct observations within classrooms consistently highlight passive learning behavior and significant challenges in grasping mathematical concepts, particularly those related to problem-solving strategies (Foley et al, 2019).…”