In a comprehensive analysis
published in September 2026, researcher Loso Judijanto from IPOSS Jakarta
evaluated Indonesia’s latest Programme for International Student Assessment
(PISA) 2025 performance. The evaluation synthesizes PISA 2025 evidence alongside
peer-reviewed literature to examine how expanding educational access,
foundational literacy deficits, and artificial intelligence interact in modern
Indonesian classrooms. Despite nominal increases in reading and science scores
compared to 2022, the study underscores that overall student performance
remains critically low, with a vast majority of 15-year-olds failing to reach
basic proficiency thresholds. The findings matter because relying solely on
score increases hides severe learning deficits that require structural reform
as digital technologies and generative AI transform everyday study habits.
Background and Context
International assessments like
PISA serve as vital diagnostic tools to measure how effectively national
education systems prepare students for real-world reasoning. Indonesia’s PISA
population coverage expanded significantly, reaching approximately 90% of
15-year-olds in 2025 compared to just 46% in 2003. While this structural
expansion represents major progress in educational inclusion, it coincides with
widespread challenges in foundational competencies. Today’s students navigate a
learning landscape saturated with digital devices and generative AI tools.
Understanding how these technologies impact learning has become a critical
priority for policymakers, educators, and social leaders attempting to bridge
the gap between school attendance and true intellectual capability.
Research Methodology
The study utilized a qualitative
literature review incorporating thematic synthesis. The researcher integrated
newly released PISA 2025 country data with recent peer-reviewed academic
publications from 2020 through 2026. Data triangulation focused on official
OECD report figures—representing 14,168 Indonesian students across 419
schools—and evaluated five core domains: assessment performance, foundational
learning, teaching quality and equity, digital distraction, and generative AI
utilization. Through iterative coding, the review constructed an
"Access-Learning-Cognition-Digital Ecology Framework" to examine how
external inputs translate into cognitive outcomes.
Key Findings
The synthesis highlights several
critical insights into Indonesia's educational landscape:
- Nominal vs. Statistically Significant Recovery:
Science scores reached 389 (up from 383 in 2022) and reading scores
reached 365 (up from 359), while mathematics stood at 364 (down from 366).
However, the OECD concluded that performance in all three domains remained
statistically unchanged from 2022 and below 2015 levels.
- Severe Foundational Proficiency Gap: Only
17% of Indonesian 15-year-olds attained baseline Level 2 proficiency in
mathematics, compared to an OECD average of 65%. Baseline proficiency was
reached by 27% of students in reading (versus 69% OECD average) and 37% in
science (versus 74% OECD average).
- The Teacher-Support Paradox: While over 80%
of students reported high emotional and instructional support from
teachers, this high perceived support did not automatically yield high
cognitive activation or independent reasoning.
- Digital Distraction vs. AI Adoption: 23% of
students reported frequent peer distraction from digital devices during
science lessons. Simultaneously, 53% used AI chatbots weekly for learning,
39% used AI to summarize texts, 32% for preliminary research, and 30% for
drafting written assignments.
Real-World Impact and Policy
Implications
The research emphasizes that
Indonesia must shift focus from curriculum coverage and raw international
rankings toward building "cognitive agency"—the ability to
independently reason, evaluate evidence, and solve complex problems. To prevent
generative AI from replacing essential learning processes, schools must
implement "human-first" task sequencing where students complete
independent thinking before utilizing digital assistance. Policymakers and
educators can leverage these insights to establish diagnostic remediation in
foundational mathematics, enforce structured digital-device policies in
classrooms, and implement AI literacy programs that teach critical verification
rather than passive consumption.
Expert Commentary
Highlighting the core challenge
facing modern education, Loso Judijanto writes:
"In an age when machines can
generate answers in seconds, the comparative advantage of education is no
longer giving students access to answers. It is developing people capable of
deciding which questions matter, evaluating which answers deserve trust,
reasoning when no ready-made answer is sufficient, and learning independently
throughout their lives."
Author Profile
Loso Judijanto, M.Sc., is
a senior researcher affiliated with IPOSS Jakarta, Indonesia. His field of
expertise encompasses educational policy, statistical modeling, public
administration, and technology integration in learning environments.
Source Information
- Article Title: Beyond the Score Uptick:
Foundational Proficiency, Cognitive Agency, and AI-Era Learning in
Indonesia's PISA 2025
- Journal Name: Multitech Journal of Science
and Technology (MJST)
- Publication Year: 2026
- DOI: https://doi.org/10.59890/mjst.v3i9.342
- Official URL: https://slamultitechpublisher.my.id/index.php/mjst/index
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