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

Ministry of National Education

1

Indonesia Reading Proficiency and Influencing Factors

Jakarta, June 28-29, 2011

1

Contents

2

2

A. IntroductionB. National Policies ImplementationC. Trends in Indonesia Student’s Reading Performance, PISA 2000-2009E. Influencing FactorsF. Conclusions and RecommendationsG. Glossary

A. INTRODUCTION

A

3

3

4

THE IMPROVEMENT OF ACCESS AND THE QUALITY OF SECONDARY SCHOOL AND THE RELEVANCE OF VOCATIONAL EDUCATION/POLYTECHNIC4

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)

"Sentra produksi dan pengolahan hasil bumi" "Lumbung energi

nasional""Lumbung pangan

nasional"

Koridor Pantai Timur Sumatra – Jawa Bag. Barat

Koridor Pantai Utara Jawa

Koridor Jawa Timur-Bali-NTB

Koridor KalimantanKoridor Sulawesi

Koridor Papua

"Pendorong industri & manufaktur nasional" "Pintu gerbang pariwisata

nasional"

"Kawasan dengan SDA melimpah dan SDM yang

sejahtera"

Sumber: Menko Perekonomian, 2010

Master Plan: Percepatan dan Perluasan Pembangunan Ekonomi Indonesia 2011-2025Pengembangan 6 Koridor Ekonomi Indonesia

Peningkatan Akses & Kualitas Pendidikan Menengah Umum & Relevansi Pendidikan Vokasi (SMK + Politeknik)

Penyediaan SDM

ECE: 28, 8 million studentsES : 39,5 million studentsJHS: 13,38 million StudentsSHS: 9,11 million studentsHE: 5,2 million students

Accelerating and expanding of Indonesia economic development in 2011-2025

THE IMPROVEMENT OF ACCESS AND THE QUALITY OF SECONDARY SCHOOL AND THE RELEVANCE OF VOCATIONAL EDUCATION

Stock Supply of HDR

National energy shed National food shed

National main gate tourism

Population: 240 million (2009 estimate)Eslands: 17.504Mother Tongue: 583 languages/dialects

National industrial &manufacture stimulant

National NDR overflow &HDR prosperous

National production & earth products processing

THE IMPROVEMENT OF ACCESS AND QUALITY OF THE EARLY CHILDHOOD AND BASIC EDUCATION5

...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...

5

“The early childhood education is held before the primary education ” (Educ. Low No 20/2003, article: 28)

Kons

epsi

Meninggal

Lahi

rBulan Bulan Tahun

U s i aDekade

Sumber: Shonkoff JP, Phillips DA. The developing brain. Washington DC: National Academy Press, 2000.

Pendengaran& penglihatan

Bahasa

Fungsi kognitif lebih tinggi

SD

Dewa

sa

Early Childhood Educ. 0-6 year: 28,8 millionBasic Edu. 7-15 year: 44.712 million

Sense of hearing & visibling

A g e

year

language

Higher cognitive function

month monthborn

Literacy Studies:PISA, TIMSS, PIRLS, ICCS, INAP, SABER,

NE, SBM

BE Adult

Death

decade

Concept

1,5

%

8,6

%ES/MI

1.8

%

24,0

%

JHS/MTs

4,27

%

51.7

%

SHS/VOC/MA

HE

31,05 juta

12,69 juta

9,11 juta

5,2 juta

= % drop out= % Graduation don’t continue to the higher level of education 6

•GER EC Educ = 56.7%

•GER ES-other = 117.2%

•NER ES-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 of NE with the selection of HE.

National policy for completion of acces and stock supplay

National policy for completion of acces and stock supplay6

BOS

BOS

BOMM

B. National Policies Implementation

7

The Focuss of National Educational Development The Focuss of National Educational Development Policies Year 2010-2014Policies Year 2010-2014

BE

HE ex

plo

ring –

str

ength

enin

g - e

mpow

erin

g

SHS

CHARACTER Education

INTE

GRATI

ON

& H

ABIT

UATIO

N

INTE

GRATI

ON

& H

ABIT

UATIO

N

ECE

ACADEMICAL Education

IMPROVED ACCESS AND SECONDARY EDUCATION QUALITY AND RELEVANCE GENERAL VOCATIONAL EDUCATION (VS+POLITECHNIC).

IMPROVING THE QUALITY OF EDUCATOR AND EDUCATION PERSONNEL

IMPROVED ACCESS AND COMPETITIVENESS OF HIGHER EDUCATION

IMPROVED ACCESS & QUALITY OF THE EARLY CHILDHOOD OF EDUCATION

COMPLETION BASIC EDUCATIONNINE YEARS OF QUALITY

4

5

3

2

1

5 PROGRAM PRIORITIES POLICIES

...educational development is addressed to develop Indonesian intelligent and competitive people through increased availability, affordability, quality and relevance, equality and certainty of obtaining educational services….

8

Liter

acy S

tudies

:

PISA

, TIM

SS, P

IRLS

, ICCS

,

INAP,

SABER

, NE &

SBM

8

SPM ( Minim Services

Standard)

SSN (Nastional School Stadard)

RSBI

SBI (International Based School)

(0%)

SPM (Minimum Services Standard)

(41,31%)

(10,15%)

(50,39%)

(0,65%)

National Policy for Completion of MSS Into ES and JHS

National Policy for Completion of MSS Into ES and JHS

THE IMPROVEMENT O

F EDUCATIONAL SERVIC

E QUALITY

SchoolAmount of Standardized School

<SPM SPM SSN RSBI SBI TOTALES 65.869 75.965 4.831 239 0 146.904% 44,84 51,71 3,29 0,16 0

JHS 8.892 15.226 9.711 356 0 34.185% 26,01 44,54 28,41 1,04 0

TOTAL 74.806 91.243 14.545 595 0 181.089 % 41,31 50,39 8,03 0,33 0

Completion of SPM Educational Unit ES and JHS Will be completed in 2014

9

(International Based School Pioneer)

Quality Assu

rance (QA), Q

uality Contro

l (QC), a

nd Quality

Improvement (Q

I)

National Policy for Improvement Of the Educators and the Education Personnel

10• 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)

10

> S1/D4

< S1/D4

Certified

Not Yet Certified

TREND % QUALIFIED TEACHER S1/4 TREND % CERTIFIED TEACHER

Note: Target is already consider the passing in and passing out teacher until 2014

223.000 guru=

325.000 guru =

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

11

National Policy Recommendation of Educational Budget Allocation for QA, QC

and QI1. Strengthening the weakest link (affirmative action). 2. The benefit is felt directly by student /community

(impact). 3. Achieve the goals mandated by the Strategic Plan of

MONE, RKP/priority activities plan 2012 , and RPJMN/national middle educational plan 2010-2014.

4. Answering solving the problem at hand (relevance).5. Ensure accuracy and use of budget allocations to be

transferred to the regions (Standard procedure 0peration).

6. Strengthening quality assurance, quality control, and quality improvement through monitoring and evaluation. 12

12

C. TRENDS IN INDONESIA STUDENT’SREADING PERFORMANCE,

PISA 2000-2009

B

6

13

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

14

The scope PISA• The focus of Program for International Student Assessment

(PISA) 2009 is reading literacy. The scope of PISA study 2009: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; andTrend data on change in student attitudes and in socio-economicindicators, and also on the impact of some indicators on the readingperformance 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.

15

Sample, Domain and Test Designsample

Domain Science (35 items)

Reading (28 items)Problem solving (19 items)

Type of items: Multiple Choice, Shot Answer, EssayTest Design

167 items 13 items cluster (M7, S2, R2, PS2)13 test books (4 cluster/test book)Use linking items for setting items calibrating

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%).

16

Level Lower scorelimit Characteristics of tasks

6 698 Tasks at this level typically require the reader: to make multiple inferences, comparisons and contrasts; todemonstrate a full and detailed understanding of one or more texts; to deal with unfamiliar ideas, in thepresence of prominent competing information; and to generate abstract categories for interpretations.Reflective tasks may require the reader to hypothesize about or critically evaluate a complex text on anunfamiliar topic, and applying sophisticated understandings from beyond the text

5 626 Tasks at this level that involve the reader to locate and organize several pieces of deeply embeddedinformation, inferring which information in the text is relevant. Reflective tasks require critical evaluation orhypothesis, drawing on specialized knowledge. For all aspects of reading, tasks at this level typically involvedealing with concepts that are contrary to expectations.

4 553 Tasks at this level that involve the reader to locate and organize several pieces of embedded information.Reflective tasks at this level require readers to use formal or public knowledge to hypothesize about or criticallyevaluate a text. Readers must demonstrate an accurate understanding of long or complex texts whose contentor form may be unfamiliar.

3 480 Tasks at this level require the reader to locate, and in some cases recognise the relationship between severalpieces of information. Interpretative tasks at this level require the reader to integrate several parts of a text inorder to identify a main idea, understand a relationship or construe the meaning of a word or phrase. Reflectivetasks at this level may require connections, comparisons, and explanations, or they may require the reader toevaluate a feature of the text.

2 407 Some tasks at this level require the reader to locate one or more pieces of information; and to recognize themain idea in a text. Tasks at this level may involve comparisons or contrasts based on a single feature in thetext. Typical reflective tasks at this level require readers to make a comparison or several connections betweenthe text and outside knowledge.

1a 335 Tasks at this level require the reader: to locate one or more independent pieces of explicitly stated information;to recognise the main theme or author’s purpose in a text about a familiar topic; and to make a simpleconnection between information. Typically the required information in the text is prominent and there is little, ifany, competing information.

1b 262 Tasks at this level require the reader to locate a single piece of explicitly stated information in a prominentposition in a short, syntactically simple text with a familiar context and text type. The text typically providessupport to the reader, such as repetition of information, pictures or familiar symbols. There is minimalcompeting information. 12

Summary descriptions for the seven levels of proficiency in reading17

2009 PISA Reading ScoresSome 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

18

GNI/GDP Non-OECD dan PISA Literasi No. Country / Territory GNI/GDP PISA 2000 PISA 2003 PISA 2006

1. Liechtenstein 65,000 519 538 526

2. Latvia 8,100 466 485 488

3. Russian Federation 5,780/8,030 480 469 477

4. Argentina 5,150 394 - 387

5. Brazil 4,730 338 361 372

6. Thailand 2,990/3,420 435 419 420

7. Tunisia 2,970 - 360 367

8. Columbia 2,740 - - 372

9. Jordan -/2,480 - - 395

10. Indonesia 1,420/369 369 362 393

11. Kyrgyzstan 490 - - 316

19

Indonesia students’ performance will be better rather than other countries if Gross National Income (GNI) or Gross Domestic Product (GDP) has to be

increased

Scor

e po

int c

hang

e in

read

ing

perf

orm

ance

bet

wee

n 20

00 a

nd 2

009

Peru

Chile

Alba

nia

Indo

nesi

aLa

tvia

Isra

elPo

land

Port

ugal

Liec

hten

stei

nBr

azil

Kore

aH

unga

ryG

erm

any

Gre

ece

Hon

g Ko

ng-C

hina

Switz

erla

ndM

exic

oO

ECD

ave

rage

-26

Belg

ium

Bulg

aria

Ital

yD

enm

ark

Nor

way

Russ

ian

Fede

ratio

nJa

pan

Rom

ania

Uni

ted

Stat

esIc

elan

dN

ew Z

eala

ndFr

ance

Thai

land

Cana

daFi

nlan

dSp

ain

Aust

ralia

Czec

h Re

publ

icSw

eden

Arge

ntina

Irel

and

0 0 0 0 0 4 0 1 2 1 3 4 3 28 21 38 60 90 86 89 81 74 74 74 77 63 62 21 20 17 15 6 8 5 4 3 0 9 0

Change in Reading Performance in PISA 2000-2009

50

-5-10-15-20-25-30-35

504540353025201510

8

20

Change in treading performance PISA 2000-2009

is 31 point31

Thailand

Tunisia

Albania

Hong Kong-China

Uruguay

Azerbaijan

Trinidad and Tobago

Jordan

Shanghai-China

Romania

Portugal

Poland

Russian Federation

Croatia

France

Italy

Slovak Republic

Lithuania

Greece

Ireland

Serbia

Switzerland

New Zealand

United States

Luxembourg

United Kingdom

Denmark

Australia

Dubai (UAE)

Canada

Iceland

Brazil

Indonesia

1.00

0.50

0.00

-0.50

-1.00

-1.50

Indonesia

-2.00

Note: Economic, social and cultural status (ESCS) index was derived from three indices:(1)highest occupational status of parents, (2) highest educational level of parents in years of

education, and (3) home possessions

Economic, Social and Cultural Status (ESCS) Index21

Year Average Score Rank Number ofCountries

2000 371 39 41

2003 382 39 40

2006 393 48 56

2009 402 57 65

Indonesia’s Rank in Reading Performance,PISA 2000-2009

Source: OECD Reports

9

Indonesia students’ reading performance have steadily improved during2000-2009 period. While, its rank depends upon the number of

countries participating in PISA study

22

Level 2000 2009≤ Level 1 68.7 53.5Level 2 24,8 34,3Level 3 6,1 11,2Level 4 0,4 1,0Level 5 0,0 0,0Level 6 - 0,0

Indonesia student’s literacy proficiency levels (%) PISA 2000-20089

13

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

23

501

499

497

495402393382371

Indonesia OECD Average

2000

200320062009

Indonesia students’ reading performance have steadily improved from 2000-2009.While OECD students’ performance have been stagnant during the same period

7

Indonesia Student’s Reading Performance in PISA 2000-200924

Indonesia OECD Average

402

499

383

474

420

Indonesia Student’s Reading Performancein PISA 2009: By Gender

TotalBoysGirls

Girls performed better than boys in reading performance10

513

25

Percentage of Indonesian student’s at each proficiency level onthe reading scale in PISA 2009

0.0 20.0 40.0 60.0 80.0 100.0

OECD Average

OECD/Girls

OECD/Boys

Indonesia

Indonesia/Girls

Indonesia/Boys

Level < 1b

level 1b

level 1a

level 2

level 3

level 4

level 5

level 6

The higher the proficiency level, the better student’s readingcompetency. In PISA 2009, over 50% of the Indonesian student’s reading

proficiency is at level 1 or below11

26

494

494

495

493

493

493

409

402405 399

399 397

14

Indonesia OECD

Access & Retrieve

Integrate & Interpret

Reflect & Evaluate

Continous Texts

Non-Continous Texts

Total

27 Reading Performance 2009:Indonesia and OECD

501492

533501513 480

495480486492

407407408410

420 390398394392373

Yes No Yes No

Indonesia OECD

Read non fictions*

Read magazine*

Read fictions*

Read comic books

Read newspapers*

Students who are engaged in reading activities performed better in reading competency

18

28 Student’s Reading Performance and Reading Materials

D. INFLUENCING FACTORS

C

15

29

Logical Framework of the Influencing Factors ofReading Performance

16

Socio-economicbackground

Gender

Reading habits

Approachesto learning

Readingperformance

Source: Derived from OECD Report 2010

30

Parent educ level

Language at home

Reading Performance and Socio-Economic Factors

Reading performance Vs. GDPScore

GDP/ Capita (000 US$)

Reading perform. Vs. parents’ educationscore

% 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

28

Parents’ education and socio-economic conditions of students show importantdeterminants of students’ reading performance

31

Detailed Social-Economic Factors Influencing Reading Performance

29

One point increase is in theESCS index is expected toincrease 17 points in students’reading performance

32

Engagement in Reading, Learning Strategies and Reading Performance

30

Diversity of reading materials and memorization strategy contribute toimprovement of student’s reading performance

33

Student parents education level

Country

Fulfilled the Higher Education Level

%

Average Achievem

ent

Fulfilled the Academy Level

%

Average Achieveme

nt

Fulfilled the Secondary/Vocational Level

%

Average Achievement

Japan 45 576 18 555 36 536

Korea 35 580 15 560 41 551

Malaysia 11 548 20 526 27 518

Indonesia 9 465 6 438 24 433

Chili 16 480 10 444 32 415

Saudi Arabia

27 424 0 0 12 404

South Africa

11 341 13 280 30 250

Rata2 Internasional

28 507 17 487 28 472

34

Language students in accordance with tests used in the house

Country Always%

Average

Achievement

Almost always%

Average

Achievement

Sometimes

%

Average

Achievement

Never

%

Average Achieve

ment

Japan 94 554 4 553 1 -- 0 --

Korea 71 558 28 562 1 -- 0 --

Malaysia 51 502 14 521 28 518 7 523

Indonesia 22 421 11 427 57 419 10 417

Chili 87 416 9 408 4 357 0 --

Saudi Arabia

100 398 0 -- -- -- -- --

South Africa

18 347 9 310 57 252 15 153

Rata2 Internasional

68 482 11 483 17 442 4 389

35

The amount of books at homeCountry > 200

%Avera

ge Achieveme

nt

1001-200%

Average

Achievement

26-100 %

Average

Achievement

11-25 %

Average

Achievement

0-10%

Average

Achieveme

nt

Japan 17 584 17 567 32 552 22 539 13 517

Korea 19 596 22 572 33 556 10 533 15 514

Malaysia 5 557 9 540 28 524 40 501 17 482

Indonesia 1 -- 3 449 19 431 45 416 32 416

Chili 5 484 7 458 27 437 37 402 23 374

Saudi Arabia

10 422 9 414 25 410 33 391 23 382

South Africa

6 315 5 316 14 288 31 241 44 218

Rata2 Internasional

15 506 13 498 27 483 26 458 18 438

36

The confidence of students in reading

Country High Confidenc

e%

Average Achieveme

nt

Average Confidence

%

Average Achievem

ent

Less Confidenc

e%

Average Achieve

ment

Japan 20 595 46 551 34 529

Korea 20 612 42 556 38 553

Malaysia 38 530 48 500 14 496

Indonesia 40 418 53 421 7 442

Chili 46 434 44 393 10 407

Saudi Arabia

58 418 36 378 6 366

South Africa 45 282 45 215 9 207

Rata2 Internasion

al

48 490 38 445 13 430

37

E. CONCLUSIONS ANDRECOMMENDATIONS

D

19

38

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.

39

Continues …..• Since 2000, Indonesian student’s performance in readinghave improved steadily. The score increase from 371 in PISA 2000 to 402 in PISA 2009.

• Indonesia is one of few countries that has made asignificant improvement in student readingperformance during 2000-2009.

• During the same period, variation in the student ‘sperformance has also decreased. It is partly due toimprovements 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.

40

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.

41

Recommendation National policies propose the systemic reform in aspects:

(1)The creation of the school environment, teachers quality, the curriculum reform, teaching learning activities, learning resources, higher stage assessment and other supporting aspects.

(2)The teachers have to develop their competence in academic, professional, social, and also personal through teacher certification development.

(3)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.

42

(4) Student learning strategy has to be focusedon three main areas: summarizing,understanding, remembering, andcontrolling.

(5) The availability of full-time and quality teachers, quality books, and access to internet needs to be improved.

22

(6) Student reading performance, the efforts to improve education quality should also be considered as an integral part of policies for improving household welfare

Continue 43

G. GLOSSARY

D

23

44

GLOSSARY• The PISA index of economic, social and cultural status (ESCS) was derived

from the following three indices: highest occupational status ofparents, highest educational level of parents in years of education, homepossessions

• The index of family wealth is based on the students’ responses on whetherthey had the following at home: a room of their own, a link to theInternet, a dishwasher, a DVD player; and their responses on the numberof cellular phones, televisions, computers, cars and the rooms with a bathor shower

• The index of home educational resources is based on the items measuringthe existence of educational resources at home including a desk and aquiet place to study, computer, software, books, technical referencebooks, & dictionary;

• The index of cultural possessions is based on the students’ responses towhether they had the following at home: classic literature, books ofpoetry and works of art.

• The index of school size was derived by summing up the number of girlsand boys at a school 24

45

GLOSSARY Continued …

•

•

•

•

The index of teacher shortage was derived from items measuring school principals’perceptions about qualified teachersThe index of memorization was derived from the frequency with which students didthe following when they were studying: i) try to memorize everything that iscovered in the text; ii) try to memorize as many details as possible; iii) read the textso 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 didthe following when they were studying: i) try to relate new information to priorknowledge acquired in other subjects; ii) figure out how the information might beuseful outside school; iii) try to understand the material better by relating it to myown experiences; and iv) figure out how the text information fits in with whathappens in real life.The index of control strategies was derived from students’ reports on how oftenthey did the following statements: i) when I study, I start by figuring out whatexactly 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 additionalinformation to clarify this.

25

46