High-Level Comprehension Skill by using Competencies PISA in Indonesia's Education System

Abstract

The Programme for International Student Assessment (PISA) is an assessment of global competency in education that leads to adoption and development of sophisticated to equip next-generation for success in education and produce the world-renowned tech entrepreneurs. Asian countries dominate the top of the PISA rankings with the strongest performance than all regions in the OECD country. However, a reverse trend is observed in ASEAN middle-income countries because of disparities in access to basic education, particularly between rural and urban area, and also in teacher qualifications and quality of curricula. Indonesia is one of the countries facing this problem. The latest PISA report shows science education in Indonesian claims the 0.8 % of share top performers in at least one subject, which science, literacy and math. Indonesia's average ranking across the three subjects is 69th out of 79 countries PISA. This score is lower than Singapore, 1st rank in applied PISA to education system in world. In consequent of the current curriculum system does not accustom students to works on a problem that can encourage, stimulate, and analyse a problem using high-level comprehension skill. So, these problems require further analysis by finding a solution to the problem involves constructing system, knowledge, and competencies that will transform the current curriculum to reach the aims of PISA.

PISA Assessment on Reading Literacy Competency : Evidence from Students in Urban, Mountainous and Island Areas

“…This research used a descriptive quantitative approach to measure students' reading literacy competencies through scores from the collected samples according to the facts. PISA is classified based on the demographic scope of a country launched by the Organization for Economic Cooperation and Development in 1997 (Sahyar et al, 2020). Therefore this research was conducted in Pangkajene and Islands Regency, South Sulawesi.…”

Implementation of creative problem-solving model with RME approach on mathematics problem-solving ability

“…The result is that students' thinking skills could be higher (Aini & Ridwan, 2021). It was supported by the International Student Assessment Program (PISA) in mathematics in 2015; Indonesia was ranked the 8th lowest out of 72 countries related to thinking skills (Arsyad & Upu, 2021;Sahyar et al, 2020). It impacts students' difficulties in solving mathematical problems when learning is carried out and can be said to be in the low category regarding problem-solving abilities.…”

The Impact of the Principal's Leadership on the Role of Teachers in Implementing School Literacy Activities

“…In the process of implementing school literacy activities, of course, there is a need for the role of a leader (Diklat et al, 2021), namely the school principal, to carry out his leadership role in managing and coordinating his members to achieve the vision and mission; school goals; national education goals through cultivating literacy in schools (Supriani et al, 2022); (Winarsih, 2023); (Mariana, 2021). The importance of the leadership role of the school principal in efforts to develop students' literacy culture in increasing interest in reading (Sahyar et al, 2020); (Liem, 2022); (Narut & Supradi, 2019), especially in elementary schools, greatly influences the success of achieving the goals being pursued (Nurhikmayati & Sunendar, 2020); (Wildiawati & Jamaludin, 2023). This effort involves a lot of school resources, both material and non-material, if it is not directed and managed well by the leader, the performance will certainly be unstructured so that performance and results will not be as effective and efficient as expected (Akmaluddin et al, 2020); (Fahri et al, 2022); (Husni & Sari, 2023).…”