PISA Indonesia 2001–2025: Perluasan Akses, Pembiayaan, dan Dinamika Capaian Belajar
https://doi.org/10.51574/jrip.v6i3.5905
Keywords:
PISA, Akses Pendidikan, Pembiayaan Pendidikan, Kualitas PembelajaranAbstract
Perluasan akses dan pembiayaan pendidikan perlu ditelaah bersama perkembangan kompetensi serta perubahan populasi yang dinilai. Penelitian ini mengkaji keterkaitan tersebut dalam perjalanan Programme for International Student Assessment (PISA) Indonesia pada 2001–2025. Analisis dokumen komparatif longitudinal dipadukan dengan kajian literatur integratif atas laporan asesmen, dokumen anggaran, dan penelitian pembelajaran. Seri membaca digunakan sejak pelaksanaan awal, matematika sejak 2003, dan sains sejak 2006 sesuai titik acuan keterbandingannya. Hasil memperlihatkan perbaikan pada beberapa periode, penurunan pada periode berikutnya, dan perubahan yang tidak signifikan pada 2022–2025. Cakupan populasi meningkat dari sekitar 46% pada 2003 menjadi 90% pada 2025. Perubahan keterwakilan dan moda asesmen menjadi konteks penafsiran tren, sedangkan pandemi mengganggu kesinambungan belajar. Pembiayaan mencakup berbagai jenjang, tujuan, penerima, dan rentang waktu hasil. Komposisi alokasi nasional memberikan konteks penyediaan layanan, tetapi tidak mengestimasi dampak pembiayaan terhadap skor pada tahun yang sama. Sintesis mengidentifikasi keterhubungan sumber daya, layanan pendidikan, penguasaan prasyarat, dan kegiatan belajar sebagai jalur yang perlu diperiksa. Keingintahuan murid dan dukungan guru menyediakan dasar bagi pengembangan pembelajaran. Kajian menyimpulkan bahwa akses, pembiayaan, dan capaian perlu dibaca melalui indikator yang sesuai dengan tujuan serta jangkauan masing-masing, disertai pengujian lebih lanjut atas mekanisme pembelajaran.
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