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Journal of Mathematics Education p-ISSN 2089-6867
Volume 13, No. 1, February 2024 e–ISSN 2460-9285
https://doi.org/10.22460/infinity.v13i1.p139-156
139
Infinity
EXPLORING CONTRIBUTING FACTORS TO PISA 2022
MATHEMATICS ACHIEVEMENT: INSIGHTS FROM
INDONESIAN TEACHERS
Tommy Tanu Wijaya1, Wahyu Hidayat2*, Neni Hermita3, Jesi Alexander Alim3,
Corrienna Abdul Talib4
1Beijing Normal University, China
2Institut Keguruan dan Ilmu Pendidikan Siliwangi, Indonesia
3Universitas Riau, Indonesia
4Universiti Teknologi Malaysia, Malaysia
Article Info
ABSTRACT
Article history:
Received Dec 23, 2023
Revised Jan 24, 2024
Accepted Jan 26, 2024
Published Online Jan 28, 2024
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.
Keywords:
Mathematical performance,
Math teacher,
PISA 2022
This is an open access article under the CC BY-SA license.
Corresponding Author:
Wahyu Hidayat,
Department of Mathematics Education,
Institut Keguruan dan Ilmu Pendidikan Siliwangi,
Jl. Terusan Jenderal Sudirman No. 3, Cimahi, West Java 40526, Indonesia.
Email: wahyu@ikipsiliwangi.ac.id
How to Cite:
Wijaya, T. T., Hidayat, W., Hermita, N., Alim, J. A., & Talib, C. A. (2024). Exploring contributing factors to
PISA 2022 mathematics achievement: Insights from Indonesian teachers. Infinity, 13(1), 139-156.
Wijaya et al., Exploring contributing factors to PISA 2022 mathematics achievement …
140
1. INTRODUCTION
The Programme for International Student Assessment (PISA), coordinated by the
Organization for Economic Co-operation and Development (OECD), serves as a crucial tool
in the global evaluation of educational systems (OECD, 2019). Conducted triennially by the
OECD, PISA evaluates the proficiency of 15-year-old students from participating countries
in key areas: reading, mathematics, and science (Foster & Schleicher, 2022). The triennial
assessments of PISA provide invaluable insights into the efficacy of educational policies and
practices. These assessments facilitate a comprehensive understanding of the strengths and
weaknesses of educational systems globally, offering a lens through which the impact of
different educational strategies can be evaluated and understood.
Indonesia's engagement in the Programme for International Student Assessment
(PISA) has been instrumental in elucidating the nation's educational contours, particularly
in the realm of mathematics (Lestari et al., 2020). Historically, Indonesian students have
encountered difficulties in securing high scores in the PISA mathematics assessments
(Afgani & Paradesa, 2021; Kartianom & Ndayizeye, 2017; Sistyawati et al., 2023). Notably,
the PISA 2022 results indicated a significant decline in mathematics proficiency when
compared to the 2018 and 2015 assessments (Foster & Schleicher, 2022). Specifically, the
decline in mathematical literacy scores in the 2022 PISA was 13 points relative to 2018 and
showed a decrease of 20 points from 2015. This downward trajectory in performance is a
source of concern and underscores the urgency for comprehensive analysis. Such an analysis
is imperative to discern the underlying factors contributing to these outcomes and to devise
potential strategies for educational enhancement.
Consequently, this study aims to delve into the perspectives of Indonesian
mathematics teachers regarding the PISA 2022 results. Teachers, as the frontline facilitators
of learning, hold invaluable insights into the educational processes and challenges faced by
students. Their viewpoints and recommendations are crucial in understanding the
complexities behind the declining scores and in formulating effective strategies to enhance
mathematics literacy (Attard & Busuttil, 2020; Dewantara et al., 2023; Ekawati et al., 2020;
Harisman et al., 2023; Hidayat & Husnussalam, 2019; Kaur et al., 2019; Supianti et al., 2022;
Umbara et al., 2023).
Moreover, this research seeks to bridge a gap in the existing literature by focusing
specifically on teacher responses and insights, which are often underrepresented in academic
discourse surrounding PISA results. By highlighting the voices of those directly involved in
the educational process, this study may contribute to a more nuanced and comprehensive
understanding of the factors influencing Indonesia's mathematics performance in PISA
2022. This study is anchored in two primary objectives. Firstly, it aims to analyze the
decline in mathematics scores in the 2022 PISA from a teachers' perspective. This analysis
seeks to offer insights into the factors contributing to this downturn as perceived by
educators. Secondly, the study endeavors to ascertain recommendations from teachers
directed towards the government, schools, and mathematics educators. These
recommendations are intended to facilitate the improvement of students' mathematics
performances. Notably, this research represents the inaugural effort to examine the decline
in mathematics scores in the 2022 PISA through the lens of teachers' perspectives.
1.1. The Significance of PISA Scores
The first significant application of PISA scores is in informing educational policy
(Crato, 2021). These scores provide a data-driven basis for governments and educational
authorities to evaluate and reform their educational strategies (Kaur et al., 2019). For
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instance, if PISA results indicate a particular weakness in a subject area, this can trigger
targeted policy responses, such as curriculum adjustments or teacher training programs
(Crato, 2021; Sjøberg & Jenkins, 2022). This policy-oriented approach ensures that reforms
are not based on conjecture but on concrete performance indicators.
PISA scores also play a pivotal role in identifying disparities in education. By
highlighting differences in achievement based on socio-economic status, ethnicity, or
gender, these assessments provide a clear picture of inequality within education systems (Ma
et al., 2021; Wang et al., 2023). This information is crucial for developing targeted
interventions aimed at reducing gaps and promoting equity in education. For instance, lower
performance in certain demographics could lead to more focused resource allocation or
specialized educational programs to uplift these groups (Al-Tameemi et al., 2023).
The impact of PISA extends into classrooms, influencing teaching methodologies
and curriculum design (Hopfenbeck et al., 2018; Sjøberg & Jenkins, 2022). PISA’s emphasis
on real-world application of knowledge encourages educators to incorporate more practical,
skills-based learning into their teaching (Navarro-Martinez & Peña-Acuña, 2022). This shift
not only aligns education with real-world requirements but also ensures that students are
better prepared for the challenges of the modern world. The data from PISA can guide
teachers in modifying their approach to more effectively impart both knowledge and
essential skills (Meroni et al., 2015; OECD, 2019).
Moreover, PISA fosters a global perspective in education. By assessing students from
diverse cultures and countries, it underscores the importance of preparing students for a
globalized society (Navarro-Martinez & Peña-Acuña, 2022; Wang et al., 2023). This global
outlook encourages educators to integrate international content and perspectives into their
teaching, thus preparing students not just for local or national challenges but for global ones
as well (OECD, 2019).
The triennial nature of PISA allows for the tracking of educational trends over time
(OECD, 2019). This long-term perspective is invaluable for assessing the impact of
educational policies and changes. Trends and patterns observed over successive PISA
assessments provide insights into the evolving nature of education systems and the long-
term effectiveness of reforms and interventions.
Finally, PISA data is a catalyst for academic research and community engagement.
Researchers utilize this rich dataset to delve into various educational issues, contributing to
a deeper understanding of the factors influencing educational outcomes (Khine et al., 2023).
At the same time, the public availability of PISA results can engage communities, prompting
parents and local groups to participate more actively in educational discussions and
initiatives (Lewis, 2017).
In summary, the analysis of PISA scores is a multifaceted tool with profound
implications for education globally. From shaping policy and curriculum to fostering equity
and global awareness, these scores provide a comprehensive overview of educational
success and challenges. They serve as a guide for continuous improvement, ensuring that
educational systems evolve to meet the needs of a changing world.
1.2. Indonesia Performance in mathematics achievement in PISA
Indonesia has participated in the PISA since its inaugural cycle in the year 2000.
Participation in PISA has enabled Indonesia to monitor and compare the quality of its
education system over time with other nations. For the 2022 PISA cycle, the data collection
for Indonesia was conducted in May-June 2022, a period immediately following the COVID-
19 pandemic. This timing is particularly significant, as it offers an opportunity to assess the
impact of the pandemic on educational outcomes, especially in the domain of mathematics.
Wijaya et al., Exploring contributing factors to PISA 2022 mathematics achievement …
142
Figure 1. Detailing Indonesia's PISA mathematics scores from 2006 to 2022
Figure 1 presents a comprehensive visual representation of the trajectory of
Indonesia's performance in mathematics, as evaluated by the Programme for International
Student Assessment (PISA) scores, spanning from 2006 to 2022 (Kemdikbudristek, 2023).
This period marks significant transitions through various educational curricula in Indonesia,
beginning with the KTSP, followed by the K-13, and concluding with the current Merdeka
Belajar phase. During the KTSP era, from 2006 to 2012, the PISA mathematics scores
showed notable fluctuations, starting at 391, declining to 371 in 2009, and then slightly
recovering to 375 by 2012. This volatility could be indicative of the adjustment periods
inherent in the implementation of new curricula and shifts in educational policy. With the
introduction of the K-13 curriculum in 2012, a gradual improvement in scores was observed,
reaching a peak of 386 in 2015. This increase suggests a positive response to the K-13
educational reforms, which may have introduced pedagogical advancements beneficial for
mathematics learning. However, the phase labeled 'Stop K-13,' spanning from 2015 to 2018,
witnessed a regression in this positive trend, with scores decreasing to 379. The terminology
'Stop K-13' implies a cessation or significant alteration of the K-13 curriculum, possibly
leading to a lack of consistency in teaching methodologies, which is reflected in the declining
scores. The most recent phase, Merdeka Belajar, has shown a stark decline in scores to 300
by 2022, a deviation that markedly contrasts with the previous patterns.
2. METHOD
To accomplish the objectives of this study, interviews were conducted with 36
teachers from different provinces in Indonesia. These interviews were subjected to both
qualitative and quantitative analyses. The qualitative analysis focused on contextual
interpretation, examining the perspectives of the mathematics teachers in depth. This
approach provides a comprehensive understanding of the data, thereby facilitating a more
nuanced and robust analysis of the teachers' perspectives on the decline in mathematics
scores in the PISA 2022. Furthermore, A frequency count was performed for each
constructed subcategory to capture an overarching view of the mathematics teachers’
responses. This involved quantifying how frequently each subcategory was mentioned by
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the teachers. These quantitative insights were then contextualized with quotes from the
interviews, which were carefully selected to elucidate each subcategory, particularly those
relating to challenges in teaching and learning activities. This integrative approach of
combining frequency analysis with qualitative data from the interviews allowed for a
comprehensive understanding of the themes and patterns emerging from the teachers'
perspectives.
2.1. Teacher Interview
We contacted the principals of schools to request permission for conducting
interviews. Between December 5th and 19th, we successfully recruited 36 teachers who
voluntarily participated in interviews about the PISA 2022 results. The consenting teachers
were contacted to arrange online interviews, each lasting approximately 30 minutes.
Initially, researchers provided an overview of the mathematics literacy results from PISA
2022. This was followed by the main questions aimed at understanding their analysis of the
factors contributing to the decline in Indonesia's mathematics literacy scores in PISA 2022.
Furthermore, we inquired about their recommendations and specific steps that mathematics
teachers could take to enhance students' mathematical literacy skills. Table 1 displays
detailed participant information.
Table 1. Mathematics teacher basic information
Demographic
N
Percentage
(%)
Gender
Male
7
19.44
Female
29
80.55
Age
Below 25 years
8
22.22
25-30 years
10
27.77
30-40 years
7
19.44
Above 40 years
11
30.55
Level education
Bachelor degree
31
86.11
Master degree
5
13.88
Teaching experiences
Below 5 years
7
19.44
5 -10 years
20
55.55
Above 10 years
9
25.00
In this study, a total of 36 mathematics teachers participated, offering a diverse range
of perspectives (see Table 1). The gender distribution was predominantly female, with 29
female teachers (80.55%) and 7 male teachers (19.44%). Age-wise, the participants were
well-distributed across different brackets, ensuring a broad range of experiences: 8 were
below 25 years (22.22%), 10 fell into the 25-30 years category (27.77%), 7 were between
30-40 years (19.44%), and 11 were above 40 years (30.55%). This diversity in age suggests
a mix of both relatively newer and more experienced educators in terms of age. Regarding
educational background, the vast majority of participants held undergraduate degrees (31
teachers or 86.11%), while a smaller segment had attained master's degrees (5 teachers or
13.88%). This indicates a strong foundational academic preparation among the participants.
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In terms of teaching experience, the group was again diverse: 7 teachers had less than 5 years
of experience (19.44%), 20 had between 5 to 10 years (55.55%), and 9 had more than 10
years (25.00%). This range suggests a blend of fresh perspectives and seasoned insights
within the cohort.
2.2. Data Analysis
In the analysis of interview data regarding mathematics teachers' perceptions of the
factors contributing to the decline in mathematics scores in PISA 2022 and their
recommendations for enhancing student mathematics achievement, we employed a
combination of semi-structured interviews and open coding methods. The semi-structured
interviews consisted of a mix of predetermined questions and the flexibility to explore
emerging topics in depth. This approach allowed us to gather detailed and context-rich
information from the teachers, facilitating a comprehensive understanding of their views and
experiences.
Initially, two researchers meticulously reviewed the transcriptions of these semi-
structured interviews, highlighting all responses, relevant information, and ideas pertinent to
achieving the objectives of this study. Subsequently, we engaged in open (data-driven)
coding. In this phase, we identified and coded specific incidents evident in the teachers'
statements, ensuring that the analysis was grounded in the actual data. In instances where
coding results differed, the two researchers engaged in a rigorous discussion to resolve these
discrepancies. This collaborative process was aimed at reaching a consensus on the inductive
coding, allowing the codes, categories, and themes to emerge organically from the data.
Through deliberative dialogue, the researchers examined the divergent interpretations,
considering the context and nuances of each coded instance, thereby ensuring the highest
level of accuracy and consistency in the coding process.
3. RESULT AND DISCUSSION
This section provides an in-depth analysis of the factors contributing to the decline
in student mathematics scores compared to the years 2015 and 2018, as perceived from the
perspective of mathematics teachers. Additionally, it explores the recommendations of these
teachers for enhancing students' mathematical literacy. To align with the research objectives,
this section is bifurcated into two distinct parts. The first part focuses on the mathematics
teachers' perspectives regarding the factors that have led to the decrease in students'
mathematics scores. This involves a detailed examination of various elements identified by
the teachers that may have influenced student performance. The second part addresses the
recommendations put forward by mathematics teachers for improving students' mathematics
performance. This segment aims to articulate practical and strategic measures that educators
believe could bolster students' proficiency in mathematics.
3.1. The mathematics teachers' perspective on the determinants of the observed
decline in student mathematics scores in the 2022 PISA assessment
The focal point of the interview questions posed to the teachers centered on
identifying the factors that contributed to the decline in the 2022 PISA mathematics scores
compared to the assessments in 2018 and 2015. The aim of these interview questions was to
garner the perspectives of the mathematics teachers regarding the various elements that
could have led to a decrease in students' mathematical abilities as reflected in the 2022 PISA
test results. To systematically present the insights gathered from these interviews, the
following Table 2 has been compiled. It encapsulates the responses of the teachers, thereby
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highlighting the factors they perceive as instrumental in influencing the downward trend in
student mathematics scores.
Table 2. Factors contributing to the decline in student mathematics scores
Factor
Number of
Teacher
Sub-factor
Example of statement
Pandemic-
Related
Factors
31
Transition of
remote
learning
T1 - During the pandemic, our school
experienced a complete cessation of learning
for six months, followed by a year of
ineffective educational engagement.
28
Disruptions to
Academic
Progress
T3 - The pandemic disrupted teaching and
learning activities, resulting in many students
missing out on critical learning periods.
Education
System
Challenges
19
Frequent
changes in
curriculum
and
educational
policies
T5 - Educators in Indonesia struggle to
understand the constantly changing
curriculum, resulting in failure to effectively
implement it
T6 - Teaching methods in the 'Merdeka
Belajar' curriculum have not yet been 100%
integrated
Teacher-
Related
Issues
19
Low Teacher
qualifications
T12 - It cannot be denied that the quality of
mathematics teachers is still lacking, and we
need to upgrade ourselves
Low
Pedagogical
Technological
Knowledges
T19 - mathematics teachers have not yet been
able to effectively utilize ICT-based learning
Educational
Resource
Limitations
27
Lack of
Technological
Resources
T4 - technology-based learning media in
mathematics lessons are still insufficient
Lack of
Material
Resources
T20 - Mathematics teaching and Learning is
still traditional, using blackboards and chalk
Individual
Student
Factors
21
High Levels
of
Mathematics
Anxiety
T25 - Children are not enthusiastic when
attending mathematics lessons
Negative
Attitude
toward
mathematics
T29 - Children feel that mathematics is a
subject they no longer want to explore further.
Parental
Involvement
17
Lack of
Parental
Support
T33 - the lack of parental involvement in
motivating students to learn mathematics
T14 - parents do not understand the
importance of supporting their children both
academically and emotionally
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146
Table 2 elucidates the factors identified by mathematics teachers in Indonesia as
contributing to the decline in student mathematics scores in the 2022 Programme for
International Student Assessment (PISA), in comparison with the 2018 and 2015
assessments. The teachers pinpointed six principal factors that they believe have
significantly impacted student mathematics achievement. These factors encompass a range
of issues stemming from the pandemic, systemic challenges within the education system,
teacher-related issues, limitations in educational resources, individual student factors, and
parental involvement.
The pandemic situation leads to reduced learning Effectiveness. The responses from
36 mathematics teachers (see Table 2) in the study offer a multifaceted perspective on the
challenges impacting student mathematics performance in the 2022 PISA. A significant
proportion of teachers, 31 (86.11%) to be precise, reported substantial difficulties associated
with the transition to remote learning during the pandemic. They highlighted that a six-
month suspension of conventional learning methods, followed by a year of ineffective
educational engagement, severely compromised the quality of mathematics education.
Furthermore, 28 teachers (77.77%) emphasized that the pandemic caused major disruptions
in teaching and learning activities. This led to students missing essential periods crucial for
developing a robust foundation in mathematics, resulting in noticeable gaps in their
knowledge and understanding (Betthäuser et al., 2023; Kilenthong et al., 2023). These
teacher statements are consistent with reports suggesting that the decline in PISA 2022
scores was due to the pandemic (Foster & Schleicher, 2022). In many countries, educational
activities were either hindered or ineffective during the pandemic, which contributed to a
decline in the quality of the interruption of conventional learning methods for an extended
period led to a disruption in the continuity of education (Kilenthong et al., 2023; Putra et al.,
2020; Wijaya et al., 2021). This disruption was not merely about the change in the medium
of instruction (from in-person to online) but also pertained to the effectiveness of the
educational engagement (Pandey et al., 2022). Many teachers and students found themselves
unprepared for this sudden transition, lacking in resources, training, and experience in
remote teaching and learning methodologies (Edumadze et al., 2023; Muhaimin et al., 2023;
Pokhrel & Chhetri, 2021).
Challenges related to constant changes in the curriculum were highlighted by 19
teachers (52.77%) (see Table 2). These frequent shifts led to confusion and inconsistency in
teaching practices, thus undermining the effective implementation of new educational
strategies. The integration of the 'Merdeka Belajar' curriculum also posed difficulties, with
its objectives not being fully realized in classroom practices. The teachers underscored a gap
in professional development, particularly in adopting updated pedagogical strategies and
effectively utilizing ICT-based learning tools. This gap was especially pronounced during
the period of remote learning, emphasizing the need for better integration of technology in
mathematics instruction (Aydin et al., 2017). The learning curriculum is a pivotal factor that
correlates with student learning achievement. However, too frequent changes in the
curriculum do not yield positive effects on student learning outcomes (Puad & Ashton,
2023). Teachers require time to understand and apply learning methods in accordance with
new curricula. The implementation of the 'Merdeka Belajar' curriculum, a recent initiative
in Indonesia, further illustrates these challenges. While the curriculum aims to foster a more
holistic and flexible learning environment, the transition has not been seamless (Alfaruki,
2022). The gap in realizing its objectives in classroom practices can be attributed to a lack
of alignment between the curriculum goals and the actual teaching and learning processes.
Moreover, the need for professional development is accentuated in the context of
these curriculum changes (Aydin et al., 2017). Educators need to be equipped with the skills
and knowledge to navigate these changes effectively, particularly in adopting new
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pedagogical strategies and integrating technology into their teaching (Hidayat & Aripin,
2023; Hidayat et al., 2022; Hidayat et al., 2023; Kurniansyah et al., 2022; Pertiwi et al., 2021;
Rohaeti et al., 2023; Tamur et al., 2023). This need became even more pronounced during
the shift to remote learning, where the effective use of technology was crucial.
The statement that the learning curriculum is a pivotal factor in student learning
achievement underscores the importance of stability and continuity in educational planning
(Ajjawi & Boud, 2023). Rapid changes can disrupt the learning process, preventing students
from building a coherent understanding of mathematical concepts. Teachers, as the primary
facilitators of learning, require adequate time and resources to align their teaching practices
with the evolving curriculum to ensure positive student learning outcomes. Therefore, any
curriculum change should be carefully planned, with adequate support and training provided
to teachers for a smooth and effective transition (Andrietti & Su, 2019).
The observation by 27 teachers 75% of the teachers about the lack of technology-
based resources highlights a significant challenge in the integration of modern educational
tools into mathematics education, especially in Indonesia (see Table 2). In remote and
underdeveloped areas, the absence of adequate technology-based learning media is not
merely a matter of resource allocation but also reflects broader systemic issues (Bustomi et
al., 2021). These include limited access to digital infrastructure, a lack of trained educators
in utilizing technology in teaching, and economic factors that prevent the adoption of modern
educational tools. This situation results in a reliance on traditional teaching methods, which
may not be as effective in fostering mathematical understanding and skills in the
contemporary context.
The disparity in educational resources and teaching methods may have a significant
impact on student learning outcomes, as evidenced by PISA 2022 scores. Students in areas
with limited access to technology-based learning tools are likely to lag their peers in more
developed regions, both nationally and internationally (Onitsuka et al., 2018). This situation
underscores the need for targeted interventions to bridge the digital divide in education,
focusing on professional development for teachers, infrastructure improvements, and
resource allocation that prioritizes underrepresented and disadvantaged regions.
Twenty-one teachers (58.33%) observed a lack of enthusiasm among students for
mathematics, attributing this to high levels of anxiety related to the subject and a general
disinterest, which hampered the engagement and willingness to explore mathematical
concepts (see Table 2). This observation by a notable proportion of teachers sheds light on
the psychological barriers that students face in mathematics education. The high anxiety
levels mentioned can be linked to a variety of factors, including societal perceptions of
mathematics as inherently difficult, previous negative experiences with the subject, or
teaching methods that may not align with students' learning styles (Harisman et al., 2020;
Laelasari et al., 2019; Xiao & Sun, 2021).
The general disinterest in mathematics is equally problematic, as it can be a symptom
of the disconnect between the way mathematics is taught and the interests or real-life
experiences of students. This disinterest can significantly impact students' motivation to
engage with mathematical concepts, which is essential for deep learning and understanding
(Hutajulu et al., 2019; Rotgans & Schmidt, 2012).
These issues are interrelated and can create a cycle where anxiety leads to disinterest,
and disinterest further exacerbates anxiety (Curtis, 2006). Breaking this cycle requires a
comprehensive approach that involves rethinking the way mathematics is taught and
perceived (Ying et al., 2017). This could include integrating more real-world applications of
mathematics to demonstrate its relevance, employing varied instructional strategies to cater
to diverse learning preferences (Limaymanta et al., 2021), and creating a supportive
classroom environment that normalizes struggle and mistakes as part of the learning process.
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148
Moreover, there's a need for professional development for teachers focusing on how
to reduce mathematics anxiety and increase student engagement. Such training can equip
teachers with the tools to create a positive and inclusive learning environment, fostering a
more positive attitude towards mathematics (Chatterjee & Bhattacharjee, 2020; Lawson-
Body et al., 2020). Addressing these emotional and psychological aspects of mathematics
learning is crucial for improving both engagement and performance in the mathematics.
The role of parental involvement was also a critical theme. 17 teachers (47.22%)
highlighted the crucial impact of parental support on students' mathematics learning (see
Table 2). They observed that many parents did not fully comprehend the importance of
providing academic and emotional support, contributing to students' struggles in
mathematics. The observation by nearly half of the teachers underscores the significant role
of parental involvement in students' academic success, particularly in mathematics (Atasoy
et al., 2022). Parental support extends beyond helping with homework or attending school
meetings (Wijaya et al., 2022); it encompasses a broader scope of academic and emotional
support. When parents are actively engaged in their child's education, it can boost the child's
confidence, motivation, and interest in learning (Guo et al., 2022; Hendriana et al., 2022;
Mustafa & Salim, 2012). When many parents did not fully understand the importance of
their role suggests a gap in communication and awareness. This lack of comprehension can
lead to inadequate support for children, especially in a subject like mathematics, which many
adults find challenging. The absence of a supportive home environment can exacerbate
students' struggles, particularly if they are already facing challenges in the classroom.
To address this issue, it is essential to foster stronger partnerships between schools
and families. Schools could implement initiatives to educate parents on the significance of
their involvement and provide them with strategies to support their children's learning
effectively. This could include workshops, parent-teacher meetings focused on discussing
ways to aid children's learning at home, and resources that help parents understand the
curriculum and teaching methods.
3.2. The mathematics teachers' recommendations for enhancing student
mathematics performance considering the declining PISA 2022 scores
The second key question posed to the mathematics teachers in this study sought to
elicit their recommendations for improving student mathematics achievement. This question
was particularly pertinent given their awareness of the continuous decline in mathematics
scores in the PISA 2022, as compared to the 2018 and 2015 cycles. The aim was to
understand the teachers' perspectives on effective strategies and approaches that could
potentially reverse this downward trend in student performance in mathematics.
To systematically present the insights garnered from these educators, Table 3 has
been compiled. Table 3 showcases various examples of statements provided by the
mathematics teachers, outlining their recommendations for enhancing student mathematics
performance. These recommendations are reflective of the teachers’ professional experience
and understanding of the factors influencing student learning outcomes in mathematics.
Table 3. Mathematics teachers' recommendations
Recommendations
for
Example of statement
Government
T7 - Improve training in the use of ICT-based learning media.
T12 - Provide hands-on training and workshops for teachers to fully
understand and integrate the 'Merdeka Belajar' teaching methods
into their practice.
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Recommendations
for
Example of statement
T15 - Establish channels for teachers to provide feedback on
curriculum effectiveness and challenges.
T20 - Implement regular professional development programs
focused on modern pedagogical strategies, especially in
mathematics teaching.
T22 - Establish mentorship and peer support systems where
experienced and skilled teachers can guide and support their
colleagues in improving their teaching practices.
Schools
T23 - Increase the availability of ICT-based learning tools for
mathematics.
T26 - modernizing classrooms with the necessary infrastructure to
support interactive and engaging teaching methods
Parents
T30 - Enhance parents' awareness of the importance of emotional
support for students.
T31 - Encourage parents to increase academic support by being
more involved when students are doing homework.
Based on the mathematics teachers' statements, there are several recommendations
for the government, schools, and parents to improve student mathematics achievement (see
Table 3). The recommendations provided by mathematics teachers to the government
include Enhanced ICT Training. Mathematics teachers recommend that the government
should increase training in the use of ICT-based learning media. This involves equipping
mathematics teachers with the skills and knowledge to effectively integrate technology into
mathematics teaching practices. Secondly, mathematics teachers suggest the need for hands-
on training and workshops to help them fully comprehend and implement the 'Merdeka
Belajar' teaching methods, ensuring these new strategies are effectively used in classrooms.
Thirdly, teachers mention that establishing channels for teachers to provide direct feedback
on the effectiveness and challenges of the current curriculum is advised. Training and
workshops can be crucial for refining and improving educational strategies (Habibi et al.,
2020; Hsiao et al., 2016). Fourthly, regular professional development programs are
recommended, focusing on contemporary pedagogical strategies, especially in mathematics
teaching. This will aid teachers in staying updated with the latest educational trends and
methods (Ames et al., 2018; Martinovic & Manizade, 2020).
Next, mathematics teachers provide several suggestions for schools, including
Increased ICT Resources for Mathematics Learning. Teachers recommend that schools
should invest in more ICT-based learning tools for mathematics. This includes software and
hardware that can make mathematics more interactive and engaging for students.
Additionally, there is a call for modernizing classrooms with the necessary infrastructure to
support interactive and engaging teaching methods. This involves creating learning
environments that are conducive to the use of modern technology and teaching practices.
Lastly, teachers provide recommendations for parents to help improve student
mathematics achievement. First, Enhancing Knowledge on Emotional Support. It is
recommended that parents increase their understanding of the importance of emotional
support for their children. Awareness programs or workshops could be helpful in educating
parents about the role of emotional well-being in academic success. Secondly, mathematics
teachers suggest that parents should be more involved in providing academic support. This
Wijaya et al., Exploring contributing factors to PISA 2022 mathematics achievement …
150
can include spending more time with children during homework sessions, helping them
understand and engage with the subject matter more deeply.
4. CONCLUSION
This research has successfully explored the perceptions and opinions of Indonesian
mathematics teachers regarding the factors contributing to the decline in mathematics scores
in the 2022 PISA compared to 2018 and 2015. The findings highlight six principal factors
influencing this decline: issues related to the pandemic, curriculum, individual factors,
resource limitations, student-related factors, and parental involvement. Additionally, the
mathematics teachers have provided a series of recommendations aimed at the government,
schools, and parents as strategic measures to enhance students' academic achievements in
mathematics.
This study provides valuable insights that can serve as a foundation for more
effective educational interventions. By acknowledging and addressing the factors identified
by mathematics teachers, governments, schools, and parents can collaboratively develop
strategies focused on improving student mathematics achievement. This approach will not
only potentially increase future PISA scores but will also generally enhance the quality of
mathematics education in Indonesia. The study also underscores the importance of listening
to the voices of teachers who interact directly with students in the learning context, thus
offering rich and practical perspectives for formulating educational policies.
Although this research provides new knowledge and several practical
recommendations for improving student mathematics achievement, it also possesses several
limitations that warrant attention. Firstly, the study is based on interviews with 36
mathematics teachers in Indonesia, which may not adequately represent the diverse teaching
experiences and perspectives across different regions of the country. This limitation restricts
the generalizability of the findings to all Indonesian mathematics teachers or to those in other
countries. Future studies should consider including a larger and more diverse sample of
mathematics teachers from various regions of Indonesia. This expansion would enhance the
representativeness and generalizability of the findings. Additionally, involving teachers
from different countries participating in PISA would offer a more global perspective.
Lastly, while the study provides valuable insights from teachers, it does not include
the perspectives of other stakeholders such as students, parents, policymakers, and
educational administrators. These additional viewpoints could offer a more comprehensive
understanding of the factors influencing mathematics scores. Including the viewpoints of
students, parents, educational administrators, and policymakers in future research would
provide a more holistic understanding of the factors influencing mathematics performance.
This multi-perspective approach would aid in identifying systemic issues and in formulating
comprehensive strategies for improvement.
ACKNOWLEDGEMENTS
The authors would like to thank the Institut Keguruan dan Ilmu Pendidikan Siliwangi
(Indonesia), Universitas Riau (Indonesia), Beijing Normal University (China), and
Universiti Teknologi Malaysia (Malaysia), which has assisted in the process of the research
and publication collaboration.
Volume 13, No 1, February 2024, pp. 139-156
151
Infinity
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