Article Sidebar

Download
PDF
Statistic
Read Counter : 158 Download : 92

Main Article Content

Abstract

Investigating the low mathematics scores of Indonesian students on the PISA assessment can be done by examining the influence of measured predictors, including teacher competence and school resources that have not attracted the attention of Indonesian mathematics education researchers. The research focused on the effect of teacher competencies and the shortage of school resources on students’ mathematics achievement. Secondary data were retrieved from the official PISA website, involving 9,721 students aged 13-15 years from 332 schools after deleting the missing data. All students and schools were recruited using a stratified-two stage sample design and did not meet the exclusion criteria. Multilevel analysis was used to determine the significance of predictors of interest on students’ mathematics achievement. The analysis showed that adaptive teaching, teacher emotional support and teacher enthusiasm contributed to increase students’ mathematics achievement while teacher feedback and the shortage of school resources significantly decreased students’ mathematics achievement. These findings can assist policymakers in setting educational priorities especially related to what teacher competencies should be developed and procurement of school resources.

Keywords

Teacher Competencies The Shortage of School Resources Mathematics Achievement PISA 2018 Indonesia

Article Details

License
Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

This journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge.

All articles published Open Access will be immediately and permanently free for everyone to read and download. We are continuously working with our author communities to select the best choice of license options, Creative Commons Attribution-ShareAlike (CC BY-NC-SA).

How to Cite
Hilmi, I., & Kismiantini. (2024). Teacher Competencies, The Shortage of School Resources and Mathematics Achievement Based on PISA 2018 Indonesia. Jurnal Pendidikan Matematika, 18(2), 245–258. https://doi.org/10.22342/jpm.v18i2.pp245-258
Download Citation
Endnote/Zotero/Mendeley (RIS)
BibTeX

References

  1. Aini, I. N., Zulkardi, Putri, R. I. I., & Yaniawati, P. (2023). Developing PISA-Like Math Problems in The Content of Space and Shape through The Context of Historical Buildings. Journal on Mathematics Education, 13(4), 723–738. https://doi.org/10.22342/jme.v13i4.pp723-738
  2. Ajjawi, R., & Boud, D. (2017). Researching Feedback Dialogue: An Interactional Analysis Approach. Assessment and Evaluation in Higher Education, 42(2), 252–265. https://doi.org/10.1080/02602938.2015.1102863
  3. Akyüz, G. (2014). The effects of student and school factors on mathematics achievement in TIMSS 2011. Egitim ve Bilim, 39(172), 150–162. http://egitimvebilim.ted.org.tr/index.php/EB/article/viewFile/2867/616
  4. Alacaci, C., & Erbaş, A. K. (2010). Unpacking The Inequality among Turkish Schools: Findings from PISA 2006. International Journal of Educational Development, 30(2), 182–192. https://doi.org/10.1016/j.ijedudev.2009.03.006
  5. An, F., Yu, J., & Xi, L. (2023). Relations between Perceived Teacher Support and Academic Achievement: Positive Emotions and Learning Engagement as Mediators. Current Psychology, 43, 26672–26682. https://doi.org/10.1007/s12144-022-03668-w
  6. Angreanisita, W., & Mastur, Z. (2021). Mathematical Literacy Seen from Learning Independency in Blended Learning with Project Based Learning Assisted by Moodle. Unnes Journal of Mathematics Education Research, 10(2), 155–161. http://journal.unnes.ac.id/sju/index.php/ujmer
  7. Avvisati, F., Echazarra, A., Givord, P., & Schwabe, M. (2019). Programme for International Student Assessment (PISA) 2018 Results Country Note: Indonesia. OECD Publishing.
  8. Bandura, A. (1997). Self Efficacy: The Excercise of Control. W. H. Freeman.
  9. Brühwiler, C., & Blatchford, P. (2011). Effects of Class Size and Adaptive Teaching Competency on Classroom Processes and Academic Outcome. Learning and Instruction, 21(1), 95–108. https://doi.org/10.1016/j.learninstruc.2009.11.004
  10. Carless, D. (2020). Longitudinal Perspectives on Students’ Experiences of Feedback: A Need for Teacher–Student Partnerships. Higher Education Research and Development, 39(3), 425–438. https://doi.org/10.1080/07294360.2019.1684455
  11. Cohen, L., Manion, L., & Morrison, K. (2007). Research Methods in Education (6th ed.). Routledge. https://doi.org/10.4324/9780203029053
  12. Corno, L. (2008). On Teaching Adaptively. Educational Psychologist, 43(3), 161–173. https://doi.org/10.1080/00461520802178466
  13. Deed, C., Blake, D., Henriksen, J., Mooney, A., Prain, V., Tytler, R., Zitzlaff, T., Edwards, M., Emery, S., Muir, T., Swabey, K., Thomas, D., Farrelly, C., Lovejoy, V., Meyers, N., & Fingland, D. (2020). Teacher Adaptation to Flexible Learning Environments. Learning Environments Research, 23(2), 153–165. https://doi.org/10.1007/s10984-019-09302-0
  14. Fauth, B., Decristan, J., Decker, A. T., Büttner, G., Hardy, I., Klieme, E., & Kunter, M. (2019). The Effects of Teacher Competence on Student Outcomes in Elementary Science Education: The Mediating Role of Teaching Quality. Teaching and Teacher Education, 86, 1–14. https://doi.org/10.1016/j.tate.2019.102882
  15. Fauziah, A., & Pandra, V. (2023). Developing PISA-Like Mathematics Tasks in Musi Rawas Regency Contexts Using Lesson Study. Jurnal Pendidikan Matematika, 17(3), 279–296. https://doi.org/10.22342/jpm.17.3.20063.279-296
  16. Fauziyah, M. E., Hobri, & Fatekurohman, H. (2021). Using Problem Based Learning through Blended Learning Based on JUMPISA Problem Against Students Mathematical Literacy. Turkish Journal of Computer and Mathematics Education, 12(14), 5641–5652. https://turcomat.org/index.php/turkbilmat/
  17. Frenzel, A. C., Taxer, J. L., Schwab, C., & Kuhbandner, C. (2019). Independent and Joint Effects of Teacher Enthusiasm and Motivation on Student Motivation and Experiences: A Field Experiment. Motivation and Emotion, 43(2), 255–265. https://doi.org/10.1007/s11031-018-9738-7
  18. Gallagher, M. A., Parsons, S. A., & Vaughn, M. (2022). Adaptive Teaching in Mathematics: A Review of The Literature. Educational Review, 74(2), 298–320. https://doi.org/10.1080/00131911.2020.1722065
  19. Ghazali, N. H. C. M., Hamzah, M., Zaini, S. H., & Abdullah, N. (2020). Student Teachers’ Conception of Feedback within An Assessment for Learning Environment: Link to Pupil Aspiration. Cakrawala Pendidikan, 39(1), 54–64. https://doi.org/10.21831/cp.v39i1.25483
  20. Guskey, T. R. (2019). Grades Versus Comments: Research on Student Feedback. Phi Delta Kappan, 101(3), 42–47. https://doi.org/10.1177/0031721719885920
  21. Harjanto, I., Lie, A., Wihardini, D., Pryor, L., & Wilson, M. (2018). Community-Based Teacher Professional Development in Remote Areas in Indonesia. Journal of Education for Teaching, 44(2), 212–231. https://doi.org/10.1080/02607476.2017.1415515
  22. Haryuniati, K., & Suranto, S. (2021). A PISA Data 2018 Analysis: Do Parents’ Education and Students’ Learning Supports Affect Learning Achievement? Jurnal Pendidikan Progresif, 11(3), 549–562. https://doi.org/10.23960/jpp.v11.i3.202106
  23. Hofflinger, A., & von Hippel, P. T. (2020). Does Achievement Rise Fastest with School Choice, School Resources, or Family Resources? Chile from 2002 to 2013. Sociology of Education, 93(2), 132–152. https://doi.org/10.1177/0038040719899358
  24. Hopfenbeck, T. N. (2020). Making Feedback Effective? Assessment in Education: Principles, Policy & Practice, 27(1), 1–5. https://doi.org/10.1080/0969594x.2020.1728908
  25. Imam, F., Zaenuri, Z., & Nugroho, S. E. (2020). Mathematical Literacy Ability in Learning Problem-Based Learning with Ethnomatic Mathematics Based on Student Learning Styles. Unnes Journal of Mathematics Education Research, 9(2), 131–138. https://journal.unnes.ac.id/sju/index.php/ujmer/article/view/32821
  26. Jensen, M. T., Solheim, O. J., & Idsøe, E. M. C. (2019). Do you Read Me? Associations between Perceived Teacher Emotional Support, Reader Self-Concept, and Reading Achievement. Social Psychology of Education, 22(2), 247–266. https://doi.org/10.1007/s11218-018-9475-5
  27. Jungert, T., Levine, S., & Koestner, R. (2020). Examining How Parent and Teacher Enthusiasm Influences Motivation and Achievement in STEM. Journal of Educational Research, 113(4), 275–282. https://doi.org/10.1080/00220671.2020.1806015
  28. Kerr, K. (2017). Exploring Student Perceptions of Verbal Feedback. Research Papers in Education, 32(4), 444–462. https://doi.org/10.1080/02671522.2017.1319589
  29. Kikas, E., & Mägi, K. (2017). Does Self-Efficacy Mediate The Effect of Primary School Teachers’ Emotional Support on Learning Behavior and Academic Skills? Journal of Early Adolescence, 37(5), 696–730. https://doi.org/10.1177/0272431615624567
  30. Kismiantini, Setiawan, E. P., Pierewan, A. C., & Montesinos-López, O. A. (2021). Growth Mindset, School Context, and Mathematics Achievement in Indonesia: A Multilevel Model. Journal on Mathematics Education, 12(2), 279–294. https://doi.org/10.22342/jme.12.2.13690.279-294
  31. König, J., Blömeke, S., Jentsch, A., Schlesinger, L., née Nehls, C. F., Musekamp, F., & Kaiser, G. (2021). The Links between Pedagogical Competence, Instructional Quality, and Mathematics Achievement in The Lower Secondary Classroom. Educational Studies in Mathematics, 107(1), 189–212. https://doi.org/10.1007/s10649-020-10021-0
  32. König, L. (2021). Podcasts in Higher Education: Teacher Enthusiasm Increases Students’ Excitement, Interest, Enjoyment, and Learning Motivation. Educational Studies, 47(5), 627–630. https://doi.org/10.1080/03055698.2019.1706040
  33. Konnova, L., Lipagina, L., Postovalova, G., Rylov, A., & Stepanyan, I. (2019). Designing Adaptive Online Mathematics Course Based on Individualization Learning. Education Sciences, 9(3). https://doi.org/10.3390/educsci9030182
  34. Kul, Ü., Çelik, S., & Aksu, Z. (2018). The Impact of Educational Material Use on Mathematics Achievement: A Meta-Analysis. International Journal of Instruction, 11(4), 303–324. https://doi.org/10.12973/iji.2018.11420a
  35. Kunter, M., Frenzel, A., Nagy, G., Baumert, J., & Pekrun, R. (2011). Teacher Enthusiasm: Dimensionality and Context Specificity. Contemporary Educational Psychology, 36(4), 289–301. https://doi.org/10.1016/j.cedpsych.2011.07.001
  36. Kusumawardhani, P. N. (2017). Does Teacher Certification Program Lead to Better Quality Teachers? Evidence from Indonesia. Education Economics, 25(6), 590–618. https://doi.org/10.1080/09645292.2017.1329405
  37. Lambert, S. (2019). The Siyavula Case: Digital, Collaborative Text-Book Authoring to Address Educational Disadvantage and Resource Shortage in South African Schools. International Electronic Journal of Elementary Education, 11(3), 279–290. https://doi.org/10.26822/iejee.2019349252
  38. Law of the Republic of Indonesia Number 14 of 2015 concerning Teachers and Lecturers. (2015).
  39. Lazarides, R., Gaspard, H., & Dicke, A. L. (2019). Dynamics of Classroom Motivation: Teacher Enthusiasm and The Development of Math Interest and Teacher Support. Learning and Instruction, 60, 1–12. https://doi.org/10.1016/j.learninstruc.2018.01.012
  40. Liu, R. De, Zhen, R., Ding, Y., Liu, Y., Wang, J., Jiang, R., & Xu, L. (2018). Teacher Support and Math Engagement: Roles of Academic Self-Efficacy and Positive Emotions. Educational Psychology, 38(1), 3–16. https://doi.org/10.1080/01443410.2017.1359238
  41. Mahartini, G. A. S., Sanjaya, D. B., & Chandrawati, T. (2023). Contribution of Social Attitude, Learning Interest, and Teacher Competence to Student Adaptability. Indonesian Journal of Educational Development (IJED), 4(2), 247–258. https://doi.org/10.59672/ijed.v4i2.3045
  42. Mahler, D., Großschedl, J., & Harms, U. (2018). Does Motivation Matter? The Relationship between Teachers’ Self-Efficacy and Enthusiasm and Students’ Performance. PLoS ONE, 13(11), 1–18. https://doi.org/10.1371/journal.pone.0207252
  43. Merritt, E. G., Wanless, S. B., Rimm-Kaufman, S. E., Cameron, C., & Peugh, J. L. (2012). The Contribution of Teachers’ Emotional Support to Children’s Social Behaviors and Self-Regulatory Skills in First Grade. School Psychology Review, 41(2), 141–159. https://doi.org/10.1080/02796015.2012.12087517
  44. Mouli, M. F., Zulkardi, Z., & Putri, R. I. I. (2023). Development of PISA-Type Questions and Activities in A Smartphone Context. Jurnal Pendidikan Matematika, 17(1), 1–20. https://doi.org/10.22342/jpm.17.1.19386.1-20
  45. Nusantara, D. S., Zulkardi, & Putri, R. I. I. (2021). Designing PISA-Like Mathematics Task Using A COVID-19 Context (PISACOMAT). Journal on Mathematics Education, 12(2), 349–364. https://doi.org/10.22342/JME.12.2.13181.349-364
  46. OECD. (2018). Chapter 4: Sample Design PISA Technical Report. In PISA 2018 technical report (pp. 1–29). OECD Publishing. https://www.oecd.org/
  47. OECD. (2019a). PISA 2018 Assessment and Analytical Framework. OECD Publishing. https://doi.org/10.1787/b25efab8-en
  48. OECD. (2019b). PISA 2018 Results (Volume I): What Students Know and Can Do. OECD Publishing. https://doi.org/10.1787/5f07c754-en
  49. Peugh, J. L. (2010). A Practical Guide to Multilevel Modeling. Journal of School Psychology, 48(1), 85–112. https://doi.org/10.1016/j.jsp.2009.09.002
  50. Pinger, P., Rakoczy, K., Besser, M., & Klieme, E. (2018). Implementation of Formative Assessment-Effects of Quality of Programme Delivery on Students’ Mathematics Achievement and Interest. Assessment in Education: Principles, Policy and Practice, 25(2), 160–182. https://doi.org/10.1080/0969594X.2016.1170665
  51. Pinheiro, J., Bates, D., DebRoy, S., Sarkar, D., & R Core Team. (2021). nlme: Linear and Nonlinear Mixed Effects Models. R package version 3. https://cran.r-project.org/package=nlme
  52. Putri, R. I. I., & Zulkardi. (2020). Designing PISA-Like Mathematics Task Using Asian Aames Context. Journal on Mathematics Education, 11(1), 135–144. https://doi.org/10.22342/jme.11.1.9786.135-144
  53. Risa, M., Utami, P., Ilma, R., & Putri, I. (2023). Students’ Critical Thinking Skills in Solving PISA-Like Questions in The Context of The Jakabaring Palembang Tourism. Jurnal Pendidikan Matematika, 17(2), 135–148. https://doi.org/10.22342/jpm.17.2.19371.135-148
  54. Ruzek, E. A., Hafen, C. A., Allen, J. P., Gregory, A., Mikami, A. Y., & Pianta, R. C. (2016). How Teacher Emotional Support Motivates Students: The Mediating Roles of Perceived Peer Relatedness, Autonomy Support, and Competence. Learning and Instruction, 42, 95–103. https://doi.org/10.1016/j.learninstruc.2016.01.004
  55. Sepriliani, S. P., Ilma, R., Putri, I., & Alwi, Z. (2022). The Development of PISA-Based Numerical Problem Using The Context of Religious Day during The Pandemic. Jurnal Pendidikan Matematika, 16(2), 157–170. https://doi.org/10.22342/jpm.16.2.16010.157-170
  56. Setiawan, E. P., Sukoco, H., Reviana, A., & Agustyani, D. (2023). Developing Statistical Literacy through Tasks: An Analysis of Secondary School Mathematics Textbooks. Jurnal Pendidikan Matematika, 17(2), 247–264. https://doi.org/10.22342/jpm.17.2.19465.247-264
  57. Setiyani, Putri, D. P., Ferdianto, F., & Fauji, S. H. (2020). Designing A Digital Teaching Module Based on Mathematical Communication in Relation and Function. Journal on Mathematics Education, 11(2), 223–236. https://doi.org/10.22342/jme.11.2.7320.223-236
  58. Shintani, N., & Ellis, R. (2013). The Comparative Effect of Direct Written Corrective Feedback and Metalinguistic Explanation on Learners’ Explicit and Implicit Knowledge of The English Indefinite Article. Journal of Second Language Writing, 22(3), 286–306. https://doi.org/10.1016/j.jslw.2013.03.011
  59. Shute, V. J. (2008). Focus on Formative Feedback. Review of Educational Research, 78(1), 153–189. https://doi.org/10.3102/0034654307313795
  60. Susanta, A., & Sumardi, H. (2022). Development of E-Module Using Bengkulu Contexts to Improve Literacy Skills of Junior High School Students. Jurnal Pendidikan Matematika, 16(2), 171–186. https://doi.org/10.22342/jpm.16.2.17698.171-186
  61. Syafitri, A., Huda, N., & Haryanto, H. (2021). Problem-Based Learning Model: It’s Effect on Mathematical Literacy Ability Based on Students’ Visual Verbal Ability. Al-Jabar : Jurnal Pendidikan Matematika, 12(2), 427–436. https://doi.org/10.24042/ajpm.v12i2.10366
  62. Tjabolo, S. A., & Herwin. (2020). The Influence of Teacher Certification on The Performance of Elementary School Teachers in Gorontalo Province, Indonesia. International Journal of Instruction, 13(4), 347–360. https://doi.org/10/29333/iji.2020.13422a
  63. van den Berg, M., Harskamp, E. G., & Suhre, C. J. M. (2016). Developing Classroom Formative Assessment in Dutch Primary Mathematics Education. Educational Studies, 42(4), 305–322. https://doi.org/10.1080/03055698.2016.1193475
  64. van Der Kleij, F., & Adie, L. (2020). Towards Effective Feedback: An Investigation of Teachers’ and Students’ Perceptions of Oral Feedback in Classroom Practice. Assessment in Education: Principles, Policy and Practice, 27(3), 252–270. https://doi.org/10.1080/0969594X.2020.1748871
  65. van der Kleij, F., Adie, L., & Cumming, J. (2017). Using Video Technology to Enable Student Voice in Assessment Feedback. British Journal of Educational Technology, 48(5), 1092–1105. https://doi.org/10.1111/bjet.12536
  66. Voerman, L., Meijer, P. C., Korthagen, F. A. J., & Simons, R. J. (2012). Types and Frequencies of Feedback Interventions in Classroom Interaction in Secondary Education. Teaching and Teacher Education, 28(8), 1107–1115. https://doi.org/10.1016/j.tate.2012.06.006
  67. Wathani, D. H., Irawati, R., & Iswara, P. D. (2022). Development of Meme Learning Media with PMRI to Implement Mathematics Literacy in Students Elementary School. Jurnal Pendidikan Matematika, 16(3), 339–350. https://doi.org/10.22342/jpm.16.3.15249.339-350
  68. Wawan, & Retnawati, H. (2022). Empirical Study of Factors Affecting The Students’ Mathematics Learning Achievement. International Journal of Instruction, 15(2), 417–434. https://doi.org/10.29333/iji.2022.15223a
  69. Winstone, N. E., Nash, R. A., Parker, M., & Rowntree, J. (2017). Supporting Learners’ Agentic Engagement with Feedback: A Systematic Review and A Taxonomy of Recipience Processes. Educational Psychologist, 52(1), 17–37. https://doi.org/10.1080/00461520.2016.1207538
  70. Wisniewski, B., Zierer, K., & Hattie, J. (2020). The Power of Feedback Revisited: A Meta-Analysis of Educational Feedback Research. Frontiers in Psychology, 10(January), 1–14. https://doi.org/10.3389/fpsyg.2019.03087
  71. Wu, M. J. (2020). School Resources and Subgroup Performance Gains: What Works for Whom? Educational Administration Quarterly, 56(2), 220–254. https://doi.org/10.1177/0013161X19840400
  72. Yang, Y., Li, G., Su, Z., & Yuan, Y. (2021). Teacher’s Emotional Support and Math Performance: The Chain Mediating Effect of Academic Self-Efficacy and Math Behavioral Engagement. Frontiers in Psychology, 12(September), 1–10. https://doi.org/10.3389/fpsyg.2021.651608
  73. Yu, R., & Singh, K. (2018). Teacher Support, Instructional Practices, Student Motivation, and Mathematics Achievement in High School. Journal of Educational Research, 111(1), 81–94. https://doi.org/10.1080/00220671.2016.1204260
  74. Zheng, Y., & Yu, S. (2018). Student Engagement with Teacher Written Corrective Feedback in EFL Writing: A Case Study of Chinese Lower-Proficiency Students. Assessing Writing, 37(1), 13–24. https://doi.org/10.1016/j.asw.2018.03.001
  75. Zulkardi, Meryansumayeka, Putri, R. I. I., Alwi, Z., Nusantara, D. S., Ambarita, S. M., Maharani, Y., & Puspitasari, L. (2020). How Students Work with PISA-Like Mathematical Tasks Using Covid-19 Context. Journal on Mathematics Education, 11(3), 405–416. https://doi.org/10.22342/jme.11.3.12915.405-416

Similar Articles

1 2 3 4 5 6 7 8 9 10 > >> 

You may also start an advanced similarity search for this article.