Addressing the PISA 2022 Results: A Call for Reinvigorating Indonesia's Education System

Muhammad Roil Bilad; Siti Zubaidah; Saiful Prayogi

doi:10.36312/ijece.v3i1.1935

Authors

Muhammad Roil Bilad Universiti Brunei Darussalam
Siti Zubaidah State University of Malang
Saiful Prayogi Universitas Pendidikan Mandalika https://orcid.org/0000-0001-7265-1193

DOI:

https://doi.org/10.36312/ijece.v3i1.1935

Keywords:

PISA 2022 Indonesia, Educational reform, Academic performance, Socioeconomic disparities, Curriculum enhancement

Abstract

The 2022 Programme for International Student Assessment (PISA) results depict a significant decline in the academic performance of Indonesian 15-year-olds in mathematics, reading, and science. The results position Indonesia's scores among the lowest since the country first participation in 2001. This editorial examines the implications of these results, drawing on data presented in PISA 2022, which illustrate the downward trend in performance and the widening gap between different socioeconomic groups. It argues for urgent educational reforms aimed at overhauling the current curricular frameworks, enhancing teacher training, and ensuring equitable educational opportunities. Specific strategies to achieve these goals include implementing the Merdeka Curriculum to promote student-centered learning, integrating educational neuroscience-based interventions to address learning disabilities, and leveraging intelligent tutoring systems and social media for collaborative learning. Additionally, developing localized assessments like the Indonesian Madrasah Competency Assessment and the Assessment of Indonesian Student Competence ensures alignment with international standards while addressing local needs. Through a comparative analysis with OECD averages and higher-performing nations, this piece highlights the necessity for Indonesia to adopt international best practices while tailoring them to local contexts. The ultimate goal is to equip Indonesian students with the skills necessary to meet both current and future challenges, thus improving their outcomes in subsequent PISA assessments and fostering national development. This article calls on policymakers, educational leaders, and stakeholders to engage in a concerted effort to address these educational deficiencies with the seriousness they deserve.

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Author Biography

Muhammad Roil Bilad, Universiti Brunei Darussalam

Scopus ID: 36999741400

Google Scholar ID: UEDvwY0AAAAJ

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