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Indonesia
Student performance (PISA 2022)

 In mathematics, the main topic of PISA 2022, 15-year-olds in score 366 points
compared to an average of 472 points in OECD countries.
 On average, 15-year-olds score 359 points in reading compared to an average of 476
points in OECD countries.
 In Indonesia, the average performance in science of 15-year-olds is 383 points,
compared to an average of 485 points in OECD countries.
 Average 2022 results were down compared to 2018 in mathematics, reading and
science.
 In Indonesia, 18% of students attained at least Level 2 proficiency in mathematics,
significantly less than on average across OECD countries (OECD average: 69%). At a
minimum, these students can interpret and recognize, without direct instructions, how a
simple situation can be represented mathematically.
 Almost no students in Indonesia were top performers in mathematics, meaning that
they attained Level 5 or 6 in the PISA mathematics test (OECD average: 9%). At these
levels, students can model complex situations mathematically, and can select, compare
and evaluate appropriate problem-solving strategies for dealing with them.
 In Indonesia, 43% of students (the largest share) were in the bottom international
quintile of the socio-economic scale, meaning that they were among the most
disadvantaged students who took the PISA test in 2022. Their average score in
mathematics was 354 score points.
 In Indonesia socio-economically advantaged students (the top 25% in terms of socio-
economic status) outperformed disadvantaged students (the bottom 25%) by 34 score
points in mathematics. This is smaller than the average difference between the two
groups (93 score points) across OECD countries.
 Some 15% of disadvantaged students in Indonesia were able to score in the top
quarter of mathematics performance (OECD average: 10%). These students can be
considered academically resilient.
 Girls outperformed boys in mathematics by 6 score points and in reading by 23 score
points in Indonesia. Globally, in mathematics, boys outperformed girls in 40 countries and
economies, girls outperformed boys in another 17 countries or economies. In reading,
girls, on average, scored above boys in all but two countries and economies that
participated in PISA 2022 (79 out of 81).
 In Indonesia, 60% of students reported that their school building was closed for more
than three months due to COVID-19. On average across OECD countries, 51% of students
experienced similarly long school closures. In education systems where performance
remained high and students' sense of belonging improved, fewer students experienced
longer school closures.
 In Indonesia, 85% reported that they had attended pre-primary education for one
year or more (OECD average: 94%).
 Some 12% of students in Indonesia reported that they had repeated a grade at least
once (OECD average: 9%) after entering primary school. Grade repetition tends to be less
prevalent in high performing systems.
| PISA 2022 | Country Note | PISA 2022 Assessment and Analytical Framework | PISA
Database | Glossary |
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The following list displays indicators for which your selected country shows the highest
and lowest values among countries. The list can be sorted by level of education or by age
group. All rankings are calculated including available data from OECD and partner
countries. Find out more about the methodology here.

Show indicators for which your country ranks among the top or bottom:
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Student performance in mathematics

The score difference in mathematics between the 10% of students with the highest scores and the
10% of students with the lowest scores is one of the smallest among PISA-participating countries
and economies. (158 PISA Score, rank 77/80 , 2022) Download Indicator
The percentage of low performers in mathematics (below proficiency Level 2) is one of the highest
among PISA-participating countries and economies. (81.7 %, rank 10/80 , 2022) Download Indicator
The percentage of top performers in mathematics (proficiency Level 5 or 6) is one of the lowest
among PISA-participating countries and economies. (0 %, rank 71/80 , 2022) Download Indicator
The percentage of low-performing boys in mathematics (below proficiency Level 2) is one of the
highest among PISA-participating countries and economies. (82.8 %, rank 10/80 , 2022) Download
Indicator

Student performance in reading

Girls' performance in reading is one of the lowest among PISA-participating countries and
economies. (370 PISA Score, rank 73/80 , 2022) Download Indicator
The score difference in reading between the 10% of students with the highest scores and the 10% of
students with the lowest scores is one of the smallest among PISA-participating countries and
economies. (195 PISA Score, rank 75/80 , 2022) Download Indicator
The percentage of low performers in reading (below proficiency Level 2) is one of the highest
among PISA-participating countries and economies. (74.5 %, rank 9/80 , 2022) Download Indicator
The percentage of top performers in reading (proficiency Level 5 or 6) is one of the lowest among
PISA-participating countries and economies. (0 %, rank 72/80 , 2022) Download Indicator
The percentage of low-performing boys in reading (below proficiency Level 2) is one of the highest
among PISA-participating countries and economies. (79 %, rank 10/80 , 2022) Download Indicator
The percentage of low-performing girls in reading (below proficiency Level 2) is one of the highest
among PISA-participating countries and economies. (70.3 %, rank 8/80 , 2022) Download Indicator
The percentage of top-performing girls in reading (proficiency Level 5 or 6) is one of the lowest
among PISA-participating countries and economies. (0 %, rank 71/80 , 2022) Download Indicator
Student performance in science

The score difference in science between the 10% of students with the highest scores and the 10% of
students with the lowest scores is one of the smallest among PISA-participating countries and
economies. (178 PISA Score, rank 74/80 , 2022) Download Indicator
The percentage of top performers in science (proficiency Level 5 or 6) is one of the lowest among
PISA-participating countries and economies. (0 %, rank 71/80 , 2022) Download Indicator
The percentage of top-performing boys in science (proficiency Level 5 or 6) is one of the lowest
among PISA-participating countries and economies. (0 %, rank 71/80 , 2022) Download Indicator
The change in science performance between 2015 and 2018 shows one of the strongest decreases
among PISA-participating countries and economies. (-13 PISA Score, rank 31/38 , 2022) Download
Indicator

School climate

Compared to other OECD and partner countries/economies, Indonesia seems t have a lower level of
school safety risks. (-0.25 PISA Index, rank 62/69 , 2022) Download Indicator
Indonesia had one of the smallest change between PISA 2018 and PISA 2022 in the percentage of
students that reported that other students made fun of them at least a few times a month. (-9.8 %
points, rank 47/52 , 2022) Download Indicator
Classroom environment

Between 2018 and 2022, the change in the index of shortage of educational material in Indonesia
was relatively smaller than in other OECD and partner countries/economies. (-0.51 PISA Index, rank
34/39 , 2022) Download Indicator
Between 2018 and 2022, Indonesia experienced one of the narrowest changes in the index of
shortage of education staff. (-0.28 PISA Index, rank 34/35 , 2022) Download Indicator
Students' engagement, drive and self-beliefs

The share of students who disagreed or strongly disagreed that 'your intelligence is something about
you that you can't change very much' in Indonesia is among the smallest . (35.4 %, rank 70/75 ,
2022) Download Indicator
The time spent on homework per day in a typical school week in Indonesia is long compared to the
other OECD and partner countries/economies. (2 Hours, rank 6/80 , 2022) Download Indicator
Sense of belonging at school
The difference in the index of sense of belonging between students in the top quarter of PISA
economic, social and cultural status (ESCS) index and those in the bottom quarter of ESCS is one of
the smallest among PISA-participating countries and economies. (0.09 PISA Index, rank 69/73 ,
2022) Download Indicator
Indonesia saw one of the strongest decreases on the index of sense of belonging between PISA 2015
and PISA 2022 (-0.24 PISA Index, rank 41/45 , 2022) Download Indicator
Indonesia shows one the smallest changes in mathematics perfomance associated to a one-unit
increase of the PISA index of sense of belonging (after accounting for the socio-economic status of
schools and students) (2 PISA Score points, rank 58/63 , 2022) Download Indicator
Parental support and education expectations

In Indonesia, families tend to be less supportive than in the other OECD and partner
countries/economies. (-0.32 PISA Index, rank 74/78 , 2022) Download Indicator
Performance and socio-economic status

The variance of results in mathematics is weakly associated with the socio-economic status of
students, as measured by the PISA index of economic, social and cultural status (ESCS). (5.5 %, rank
71/79 , 2022) Download Indicator
The difference in mathematics performance associated with a one-unit increase in the PISA index of
economic, social and cultural status (ESCS) is one of the smallest among PISA-participating
countries and economies. (14 PISA Score, rank 74/79 , 2022) Download Indicator
The percentage of low performers in maths among advantaged students in Indonesia is among the
highest compared to countries and economies participating in PISA. (68.2 %, rank 9/79 ,
2022) Download Indicator
In Indonesia, the variation within schools of the mathematics performance is among the smallest,
when compared to average total variation across OECD countries. (31.6 %, rank 76/80 ,
2022) Download Indicator
Indonesia has one of the lowest differences in mathematics performance between students in the
top quarter and students in the bottom quarter of the economic, social and cultural status index
(ESCS). (34 PISA Score, rank 77/79 , 2022) Download Indicator
The mean PISA index of economic, social and cultural status (ESCS) in Indonesia is one of the lowest
among countries and economies participating in PISA. (-1.56 PISA Index, rank 77/79 ,
2022) Download Indicator
Indonesia has one of the largest differences in mathematics score associated with repeating a grade
among OECD and partner countries/economies, before accounting for students' and schools' socio-
economic profile. (-43 PISA Score points, rank 5/76 , 2022) Download Indicator
The variance of results in science is weakly associated with the socio-economic status of students,
as measured by the PISA index of economic, social and cultural status (ESCS). (4 %, rank 76/79 ,
2022) Download Indicator
The difference in science performance associated with a one-unit increase in the PISA index of
economic, social and cultural status (ESCS) is one of the smallest among PISA-participating
countries and economies. (13 PISA Score, rank 76/79 , 2022) Download Indicator
In Indonesia, a low share of students is in the top two deciles of international economic, social and
cultural status (ESCS), compared to other countries and economies participating in PISA. (3.4 %,
rank 78/79 , 2022) Download Indicator
Performance and diversity

Indonesia has a relatively high share of low performers in mathematics among students with an
immigrant background, compared to other OECD and partner countries. (99.6 %, rank 1/76 ,
2022) Download Indicator
The percentage of students with an immigrant backgroung is one of the lowest among countries and
economies participating in PISA. (0.4 %, rank 76/80 , 2022) Download Indicator
Among 15 year-olds, the share of first generation immigrant students in Indonesia is one of the
smallest among OECD and partner countries with available data. (0.1 %, rank 78/80 ,
2022) Download Indicator
The difference in mathematics performance between students enrolled in general or modular
programmes and those in pre-vocational or vocational programmes is relatively small in Indonesia,
after accounting for students' and schools' socio-economic profile. (-8 PISA Score points, rank
29/38 , 2022) Download Indicator
Resources for education

In Indonesia, digital device policies are enforced at the school to a greater extent compared to the
other OECD and partner countries/economies. (0.34 PISA Index, rank 8/45 , 2022) Download
Indicator

Teachers

Indonesia has one the smallest share of teachers fully certified by the appropriate authority,
compared to other countries and economies participating in PISA 2018. (50.9 %, rank 70/75 ,
2022) Download Indicator
Between 2018 and 2022, Indonesia recorded a particularly significant change in the percentage of
teachers working full time in schools attended by 15-years-olds, compared to the other OECD and
partner countries/economies. (9.2 %, rank 2/27 , 2022) Download Indicator
Between 2018 and 2022, Indonesia recorded a particularly small change in the percentage of
teachers working part time in schools attended by 15-years-olds, compared to the other OECD and
partner countries/economies. (-9.2 %, rank 26/27 , 2022) Download Indicator
Teachers' practices

The percentage of students reporting that their teacher gives extra help when students need it, in
most or every mathematics lessons, is relatively low in Indonesia compared to other OECD and
partner countries/economies. (63.8 %, rank 70/79 , 2022) Download Indicator
Governance

Indonesia has a relatively high percentage of students in schools whose principal reported that
there are two or more other schools in this area that compete for these students. (83.3 %, rank
9/80 , 2022) Download Indicator
Learning time

Indonesia has one of the shortest learning time per week in regular language-of-instruction lessons.
(15 Hours, rank 71/80 , 2022) Download Indicator
COVID-19 effects on education

In Indonesia, students are characterized by their weak emotional control, when compared to other
OECD and partner countries/economies, as measured by the PISA index of students' emotional
control. (-0.16 PISA Index, rank 55/61 , 2022) Download Indicator
In Indonesia, the schools were relatively well prepared for remote instruction after the pandemic,
compared to other OECD and partner countries/economies. (0.31 PISA Index, rank 9/48 ,
2022) Download Indicator
In Indonesia, mathematics performance has one of the weakest increases assotiated to a one-unit
increase in the index of confidence in capacity for self-directed learning (before accounting for
students' and schools' socio-economic profile) (6 PISA Score points, rank 70/73 , 2022) Download
Indicator

Note: These values should be interpreted with care since they are influenced by countries'
specific contexts and trade-offs. In education, there is often no simple most- or least-
efficient model. For instance, the share of private expenditure in education must be read
against other measures designed to mitigate inequities, such as loans and grants; longer
learning time is an opportunity to convey more and better content to students, but may
hinder investments in other important areas. If you want further information on the nature
of different variables, please take the time to read the analysis and contextual
information, available at the website for each publication.
All rankings for individual variables are compiled on the basis of OECD and G20 countries
for which data are available. The OECD average includes only OECD countries which are
listed here: http://www.oecd.org/about/membersandpartners/
Reference years displayed in the Education GPS correspond to the most common year of
reference among countries for which data is available on each variable. Data for the latest
available year is preferred and some countries may have provided data refering to a more
recent or late year. To know more about possible exceptions on data please click on the
"Download Indicator" link on each variable. When a year of reference corresponds to a
school year encompassing two years, the reference reads as follows: 2018 for school year
2017/2018.

*TALIS averages are based on all countries participating in the TALIS survey, including
partner countries and economies. This explains the difference between the OECD average
and the TALIS averages. Data from the TALIS survey and Education at a Glance (EAG) may
differ. See Annex E of the TALIS technical report and Annex 3 of EAG 2021 for more details
about the data collections.

B-S-J-Z (China) refers to the four PISA-participating provinces/municipalities of the

People's Republic of China: Beijing, Shanghai, Jiangsu and Zhejiang.

For additional notes, please refer to annexes in the list of links below the introductory
country profile text.
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