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Ministry of National Education

1. Indonesia Reading Proficiency and Influencing Factors. Ministry of National Education. Jakarta, June 28-29 , 2011. 1. 2. Contents. A . Introduction B . National Policies Implementation C . Trends in Indonesia Student’s Reading Performance, PISA 2000-2009 E . Influencing Factors

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Ministry of National Education

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  1. 1 IndonesiaReading Proficiency and Influencing Factors Ministry of National Education Jakarta, June 28-29, 2011 1

  2. 2 Contents A. Introduction B. National Policies Implementation C. Trends in Indonesia Student’s Reading Performance, PISA 2000-2009 E. Influencing Factors F. Conclusions and Recommendations G. Glossary 2

  3. 3 A A. INTRODUCTION 3

  4. THE IMPROVEMENT OF ACCESS AND THE QUALITY OF SECONDARY SCHOOL AND THE RELEVANCE OF VOCATIONAL EDUCATION/POLYTECHNIC 4 Secondary Education consist of general secondary education and vocational secondary education (Educ. Low 20/2003; article: 18). Vocational education is a subsystem education which specially help the student to prepare themselves in their future workplace (US National Council for Research into Vocational Education) Accelerating and expanding of Indonesia economic development in 2011-2025 National production & earth products processing National food shed National energy shed ECE: 28, 8 million students ES : 39,5 million students JHS: 13,38 million Students SHS: 9,11 million students HE: 5,2 million students Population: 240 million (2009 estimate) Eslands: 17.504 Mother Tongue: 583 languages/dialects National industrial &manufacture stimulant National NDR overflow &HDR prosperous National main gate tourism Stock Supply of HDR THE IMPROVEMENT OF ACCESS AND THE QUALITY OF SECONDARY SCHOOL AND THE RELEVANCE OF VOCATIONAL EDUCATION

  5. 5 THE IMPROVEMENT OF ACCESS AND QUALITY OF THE EARLY CHILDHOOD AND BASIC EDUCATION “The early childhood education is held before the primary education ” (Educ. Low No 20/2003, article: 28) ...early childhood period is the golden age in the child’s growth period. This is a valuable period and determines a child to recognize various facts around as the stimulant to the personality, psychomotor, cognitive and social development... Higher cognitive function language Early Childhood Educ. 0-6 year: 28,8 million Basic Edu. 7-15 year: 44.712 million Sense of hearing & visibling Literacy Studies: PISA, TIMSS, PIRLS, ICCS, INAP, SABER, NE, SBM Concep t Adul t D eath month born month BE year decade A g e

  6. National policy for completion of acces and stock supplay 6 HE • GER EC Educ = 56.7% • GER ES-other = 117.2% • NERES-other = 95.2% • GER JHS-other = 98.3% • GRE SHS-other = 73.0 % • GRE HE = 26.3% • Distribution of budget directly to school (BOS and BOMM)on time, on use and amount. • Integration ofNEwith the selection ofHE. 5,2 juta SHS/VOC /MA 4,27 % BOMM 51.7 % 9,11 juta JHS/MTs 24,0 % BOS 1.8 % 12,69 juta ES/MI BOS 1,5 % 8,6 % 31,05 juta = % Graduation don’t continue to the higher level of education = % drop out

  7. 7 B. National Policies Implementation

  8. 8 The Focuss of National Educational Development Policies Year 2010-2014 ...educational development is addressed todevelopIndonesian intelligent and competitive people through increased availability, affordability, quality and relevance, equality and certainty of obtaining educational services…. Indonesian intelligent and competitive people 5 PROGRAMPRIORITIES POLICIES 5 IMPROVED ACCESS AND COMPETITIVENESS OF HIGHER EDUCATION ACADEMICAL Education HE IMPROVED ACCESS AND SECONDARY EDUCATION QUALITY AND RELEVANCE GENERAL VOCATIONAL EDUCATION (VS+POLITECHNIC). 4 SHS 3 IMPROVING THE QUALITY OF EDUCATOR AND EDUCATION PERSONNEL INTEGRATION & HABITUATION exploring – strengthening - empowering BE 2 COMPLETION BASIC EDUCATIONNINE YEARS OF QUALITY Literacy Studies: PISA, TIMSS, PIRLS, ICCS, INAP, SABER, NE & SBM ECE CHARACTER Education 1 IMPROVED ACCESS & QUALITY OF THE EARLY CHILDHOOD OF EDUCATION

  9. National Policy for Completion of MSS Into ES and JHS 9 SBI(International Based School) (0%) Quality Assurance (QA), Quality Control (QC), and Quality Improvement (QI) RSBI THE IMPROVEMENT OF EDUCATIONAL SERVICE QUALITY (International Based School Pioneer) (0,65%) SSN(Nastional School Stadard) (10,15%) SPM( Minim Services Standard) (50,39%)  SPM(Minimum Services Standard) (41,31%) Completion of SPM Educational Unit ES and JHS Will be completed in 2014

  10. 10 National Policy for Improvement Of the Educators and the Education Personnel • Teachers are required to have academic qualifications, competency, educator certificate, physically and mentally health, and have the ability to achieve national education goals (Gov. Low 14/2005 Act. 8) • Teachers who do not have academic qualifications and educator certificate referred to in this Act shall meet the academic qualifications and certificates of educators at the latest 10 (ten) years since the enactment of this Act. (Gov Low 14/2005 Act 82) TREND % CERTIFIED TEACHER TREND % QUALIFIED TEACHER S1/4 < S1/D4 Not Yet Certified 223.000 guru= 325.000 guru =  > S1/D4 Certified Note: Target is already consider the passing in and passing out teacher until 2014

  11. 11 National policy of learning resources and instruction facilities development • Teaching learning models development • Instruction materials models development • Standard development of educational textbook assessment • Remedial book assessment that standardized • Supporting on education book writers • Textbooks translating • Competency development of education book writers

  12. 12 National Policy Recommendation of Educational Budget Allocation for QA, QC and QI • Strengthening the weakest link(affirmative action). • The benefit is felt directly by student /community(impact). • Achieve the goals mandated by the Strategic Plan of MONE, RKP/priority activities plan 2012 , and RPJMN/national middle educational plan 2010-2014. • Answering solving the problem at hand(relevance). • Ensure accuracy and use of budget allocations to be transferred to the regions (Standard procedure 0peration). • Strengthening quality assurance, quality control, and quality improvement through monitoring and evaluation.

  13. 13 B C. TRENDS IN INDONESIA STUDENT’S READING PERFORMANCE, PISA 2000-2009 6

  14. 14 The objective of Indonesia participating PISA study To find the information of student performance in term of reading, mathematic and science literacy for benchmarking with other countries, so that the PISA results could be implemented as a set of tool for policy recommendation formulation for improving the quality of education

  15. The scope PISA • The focus of Program for International Student Assessment (PISA) 2009 is reading literacy. The scope of PISA study 2009: 15 a) A profile of reading knowledge and skills, including digital literacy; b) Contextual indicators relating reading performance results to student & school characteristics; c) d) Students’ engagement in reading activities, and learning strategies; and Trend data on change in student attitudes and in socio-economic indicators, and also on the impact of some indicators on the reading performance results. • The Coverage of the study: 470.000 out of 26 million students age 15 from 65 countries(34 OECD & 31 partner countries) are involved in PISA2009.

  16. 16 Indonesia have participated in PISA study since 2000. 5.136 students from 183 schools are involved in the study Schools are located in rural (22,2%), small town (43%), town (14,7%), city (13,24%) & large city (6,74%). Sample, Domain and Test Design sample Domain Science (35 items) Reading (28 items) Problem solving (19 items) Type of items: Multiple Choice, Shot Answer, Essay Test Design 167 items  13 items cluster (M7, S2, R2, PS2) 13 test books (4 cluster/test book) Use linking items for setting items calibrating

  17. Summary descriptions for the seven levels of proficiency in reading 17

  18. 2009 PISA Reading Scores 18 • Some national policies: • Completion of MSS Into ES and JHS • Improvement of the Educators and the Education Personnel • learning resources and instruction facilities development • Recommendation of Educational Budget Allocation for QA, QC and QI activities

  19. 19 GNI/GDP Non-OECD dan PISA Literasi Indonesia students’ performance will be better rather than other countries if Gross National Income (GNI) or Gross Domestic Product (GDP) has to be increased

  20. Change in Reading Performance in PISA 2000-2009 20 50 45 40 35 30 25 20 15 10 Change in treading performance PISA 2000-2009 is 31 point 31 5 0 -5 -10 -15 -20 -25 -30 -35 Score point change in reading performance between 2000 and 2009 3 0 0 2 1 0 0 1 3 8 3 0 9 0 4 0 4 6 5 4 0 21 38 60 90 74 74 74 20 17 15 28 86 89 81 77 63 62 21 Peru Chile Brazil Israel Spain Korea Latvia Italy Poland Ireland Finland Canada Albania Sweden Japan Portugal Hungary Australia France Germany Greece Iceland Indonesia Mexico Argentina Norway Bulgaria Belgium Thailand Romania Denmark Liechtenstein Switzerland Czech Republic New Zealand United States OECD average-26 Hong Kong-China Russian Federation 8

  21. 21 Economic, Social and Cultural Status (ESCS) Index 1.00 0.50 0.00 -0.50 -1.00 -1.50 Indonesia -2.00 Italy Brazil Serbia Jordan Ireland Poland France Croatia Tunisia Greece Albania Canada Portugal Uruguay Thailand Australia Romania Lithuania Denmark Azerbaijan Switzerland Luxembourg Dubai (UAE) New Zealand United States Iceland Indonesia United Kingdom Slovak Republic Shanghai-China Hong Kong-China Russian Federation Trinidad and Tobago • Note: Economic, social and cultural status (ESCS) index was derived from three indices: • highest occupational status of parents, (2) highest educational level of parents in years of education, and (3) home possessions

  22. Indonesia’s Rank in Reading Performance, PISA 2000-2009 22 Source: OECD Reports Indonesia students’ reading performance have steadily improved during 2000-2009 period. While, its rank depends upon the number of countries participating in PISA study 9

  23. 23 Indonesia student’s literacy proficiency levels (%) PISA 2000-20089 During 2000-2009, Indonesia students’ reading performance have consistently improved. Percentage of students proficient at level 2 or above has increased. While, students proficient at level 1 or less ( ≤ level 1) have decreased 13

  24. Indonesia Student’s Reading Performance in PISA 2000-2009 24 2000 2003 2006 2009 501 499 497 495 402 393 382 371 Indonesia OECD Average Indonesia students’ reading performance have steadily improved from 2000-2009. While OECD students’ performance have been stagnant during the same period 7

  25. Indonesia Student’s Reading Performance in PISA 2009: By Gender 25 513 499 Total Boys 474 420 Girls 402 383 Indonesia OECD Average Girls performed better than boys in reading performance 10

  26. Percentage of Indonesian student’s at each proficiency level on the reading scale in PISA 2009 26 Level < 1b level 1b level 1a level 2 level 3 level 4 level 5 level 6 OECD Average OECD/Girls OECD/Boys Indonesia Indonesia/Girls Indonesia/Boys 0.0 20.0 40.0 60.0 80.0 100.0 The higher the proficiency level, the better student’s reading competency. In PISA 2009, over 50% of the Indonesian student’s reading proficiency is at level 1 or below 11

  27. Reading Performance 2009: Indonesia and OECD 27 Access & Retrieve Integrate & Interpret Reflect & Evaluate Continous Texts Non-Continous Texts Total 494 494 495 493 493 493 402 409 405 399 399 397 Indonesia OECD 14

  28. Student’s Reading Performance and Reading Materials 28 Read non fictions* Read magazine* Read fictions* Read comic books Read newspapers* 533 513 501 501 495 492 492 486 480 480 420 410 408 407 407 398 394 392 390 373 Yes No Yes No Indonesia OECD Students who are engaged in reading activities performed better in reading competency 18

  29. 29 C D. INFLUENCING FACTORS 15

  30. 30 Logical Framework of the Influencing Factors of Reading Performance Parent educ level Reading habits Socio-economic background Reading performance Gender Language at home Approaches to learning Source: Derived from OECD Report 2010 16

  31. Reading Performance and Socio-Economic Factors 31 Reading performance Vs. GDP Score GDP/ Capita (000 US$) Reading perform. Vs. parents’ education score % Pop in the age 35-44 w/ tertiary ed. Reading perform. Vs. spending on education Score Cumulative expenditure (000 US$) Reading perform. Vs. share of socio- Score economically disadvantage student Share of student ESCS Index below -1 Parents’ education and socio-economic conditions of students show important determinants of students’ reading performance 28

  32. Detailed Social-Economic Factors Influencing Reading Performance 32 One point increase is in the ESCS index is expected to increase 17 points in students’ reading performance 29

  33. Engagement in Reading, Learning Strategies and Reading Performance 33 Diversity of reading materials and memorization strategy contribute to improvement of student’s reading performance 30

  34. Student parents education level 34

  35. 35 Language students in accordance with tests used in the house

  36. 36 The amount of books at home

  37. 37 The confidence of students in reading

  38. 38 D E.CONCLUSIONS AND RECOMMENDATIONS 19

  39. 39 Conclusion The position of Indonesian students' literacy skills compared with literacy benchmarking in the developing and growing countries in the world through the results of the PISA assessment study has given both valuable lessons learn for policy makers at the national and regional formulation of the policy in order to improve the quality of national education.

  40. 40 Continues ….. • Since 2000, Indonesian student’s performance in reading have improved steadily. The score increase from 371 in PISA 2000 to 402 in PISA 2009. • Indonesia is one of few countries that has made a significant improvement in student reading performance during 2000-2009. • During the same period, variation in the student ‘s performance has also decreased. It is partly due to improvements among low-achieving students. • Important determining factors of the student’s reading performance include: a) economic, social and cultural status (ESCS) index, b) availability of full-time certified teachers, c) student’s learning strategy, and d) student ICT activities.

  41. 41 continue …. The results of quality of inputs, processes, and outputs of education were: (1) the level of student competence, (2) deep levels of the material/syllabus, (3) conditions of the learning activities, (4) the ability of teachers, (5) utilization of the school environment for learning activities, (6) implementation of standards and practices of assessment activities, (7) the function of the leadership at the schools in term of school quality improvement, and (8) the formulation of policies to involve students , teachers, principals, parents, and school committees.

  42. 42 Recommendation National policies propose the systemic reform in aspects: • The creation of the school environment, teachers quality, the curriculum reform, teaching learning activities, learning resources, higher stage assessment and other supporting aspects. • The teachers have to develop their competence in academic, professional, social, and also personal through teacher certification development. • The organization of pre-service and in-service training would be controlled and managed more professionally with due respect to the quality and meaningfulness of the goal of increasing the professionalism of teachers.

  43. Continue 43 (4) Student learning strategy has to be focused on three main areas: summarizing, understanding, remembering, and controlling. (5) The availability of full-time and quality teachers, quality books, and access to internet needs to be improved. (6) Student reading performance, the efforts to improve education quality should also be considered as an integral part of policies for improving household welfare 22

  44. 44 D G. GLOSSARY 23

  45. 45 GLOSSARY • The PISA index of economic, social and cultural status (ESCS) was derived from the following three indices: highest occupational status of parents, highest educational level of parents in years of education, home possessions • The index of family wealth is based on the students’ responses on whether they had the following at home: a room of their own, a link to the Internet, a dishwasher, a DVD player; and their responses on the number of cellular phones, televisions, computers, cars and the rooms with a bath or shower • The index of home educational resources is based on the items measuring the existence of educational resources at home including a desk and a quiet place to study, computer, software, books, technical reference books, & dictionary; • The index of cultural possessions is based on the students’ responses to whether they had the following at home: classic literature, books of poetry and works of art. • The index of school size was derived by summing up the number of girls and boys at a school 24

  46. 46 GLOSSARY Continued … The index of teacher shortage was derived from items measuring school principals’ perceptions about qualified teachers The index of memorization was derived from the frequency with which students did the following when they were studying: i) try to memorize everything that is covered in the text; ii) try to memorize as many details as possible; iii) read the text so many times that they can recite it; and iv) read the text over and over again. The index of elaboration was derived from the frequency with which students did the following when they were studying: i) try to relate new information to prior knowledge acquired in other subjects; ii) figure out how the information might be useful outside school; iii) try to understand the material better by relating it to my own experiences; and iv) figure out how the text information fits in with what happens in real life. The index of control strategies was derived from students’ reports on how often they did the following statements: i) when I study, I start by figuring out what exactly I need to learn; ii) when I study, I check if I understand what I have read; iii) when I study, I try to figure out which concepts I still haven’t really understood; iv) when I study, I make sure that I remember the most important points in the text; and v) when I study and I don’t understand something, I look for additional information to clarify this. 25 • • • •

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