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All Journal Pythagoras: Jurnal Matematika dan Pendidikan Matematika JURNAL MATEMATIKA STATISTIKA DAN KOMPUTASI Journal on Mathematics Education (JME) Jurnal Riset Pendidikan Matematika Indonesian Journal of Science and Mathematics Education Jurnal Pengabdian Masyarakat MIPA dan Pendidikan MIPA Southeast Asian Mathematics Education Journal Prosiding Seminar Nasional Official Statistics Jurnal Natural STATISTIKA Jurnal Statistika dan Sains Data Jurnal Kajian dan Terapan Matematika Algoritma: Jurnal Matematika, Ilmu Pengetahuan Alam, Kebumian dan Angkasa Jurnal Pendidikan Progresif Mathematics Education Journal Journal on Mathematics Education
Kismiantini Kismiantini
Statistics Study Program, Universitas Negeri Yogyakarta
Agriculture, Biological Sciences & Forestry Humanities Astronomy Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Energy Engineering Immunology & microbiology Mathematics Neuroscience Physics Social Sciences Other

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How Economics-Socio-Cultural Status affect Indonesian Students’ Performance in Mathematics? an Insight from PISA 2012-2022 Setiawan, Ezra Putranda; Kismiantini, Kismiantini; Montesinos-López, Osval A.
Jurnal Pendidikan Progresif Vol 14, No 3 (2024): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

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Abstract

How Economics-Socio-Cultural Status affect Indonesian Students’ Performance in Mathematics? an Insight from PISA 2012-2022. To date, the average mathematics performance of Indonesian students in PISA tends to be unchanged, and lower than that of OECD countries. However, PISA participants in Indonesia consist of students from five to six different grades. Objectives: This research aims to determine how Economic-Socio-Cultural Status (ESCS) and student grades influence Indonesian students' mathematics performance. Methods: We apply a quantitative approach using multiple linear regression analysis methods using the PISA 2012, 2015, 2018, and 2022 datasets. In this analysis, we also use the weight of each sample and the overall plausible value for mathematics performance. Findings: we found a significant relation between education level and ESCS regarding students' overall mathematics performance in PISA from 2012 to 2022. The interaction coefficient increases as the level increases from grade 8 of junior secondary school to grade 11. Conclusion: ESCS has a contribution to the diversity of students' mathematics performance at the same grade. From 2012 to 2022, the relative position of Indonesian students' ESCS compared to all participant has declined, although its influence on student mathematics performance tends to decline. Keywords: PISA, mathematics, Indonesia.DOI: http://dx.doi.org/10.23960/jpp.v14.i3.2024122
Growth mindset, school context, and mathematics achievement in Indonesia: A multilevel model Kismiantini; Setiawan, Ezra Putranda; Pierewan, Adi Cilik; Montesinos-López, Osval Antonio
Journal on Mathematics Education Vol. 12 No. 2 (2021): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

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Shifting students to a growth mindset can increase their achievements. Nevertheless, only a few studies have been conducted on this topic in developing countries. This study aims to examine the relationship between growth mindset, school context, and mathematics achievement in Indonesia. Using a multilevel model on the PISA 2018 data, this study explored the variables that contributed to mathematics achievement. The multilevel analysis showed that students’ gender, growth mindset, index of economic social, and cultural status were statistically significant predictors of students’ mathematics achievement. Girls have been reported to have a higher mathematics achievement than boys in Indonesia. As the students’ growth mindset increases, so do their mathematics achievement.
Pengaruh Kecemasan dan Mindset terhadap Hasil Asesmen Standardisasi Pendidikan Daerah (ASPD) Mata Pelajaran Matematika SMP Yosica Nadilla Zahara; Kismiantini Kismiantini
Algoritma : Jurnal Matematika, Ilmu pengetahuan Alam, Kebumian dan Angkasa Vol. 3 No. 5 (2025): Algoritma : Jurnal Matematika, Ilmu pengetahuan Alam, Kebumian dan Angkasa
Publisher : Asosiasi Riset Ilmu Matematika dan Sains Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62383/algoritma.v3i5.764

Abstract

This study aimed to examine the relationships among mindset, anxiety, and the achievement of the Assessment of Regional Education Standardization (ASPD) results among ninth-grade students in public junior high schools in Yogyakarta City. Using a quantitative survey approach, the study involved 871 students selected through stratified random sampling based on the TPM stage 1 test scores from schools categorized into high, medium, and low strata for the 2022/2023 academic year. Data were collected using a questionnaire instrument, validated by two expert validators, and construct validity was confirmed through standardized loading factors, showing all items to be valid. Reliability was measured using Cronbach's Alpha, yielding 0.508 for mindset and 0.724 for anxiety. Data analysis employed Structural Equation Modelling (SEM) in R Studio, with model fit assessed through RMSEA, GFI, AGFI, and CFI criteria. Results revealed that the mindset measurement model demonstrated an excellent fit, and the anxiety measurement model also fit the data well after minor modifications. Structural model testing confirmed a good overall fit. Findings indicated that anxiety directly influenced ASPD achievement, with higher anxiety associated with lower results. Mindset did not have a direct effect on ASPD outcomes but negatively influenced anxiety, meaning a stronger growth mindset led to lower anxiety levels. Furthermore, mindset indirectly affected ASPD achievement through its impact on anxiety, demonstrating that fostering a growth mindset can enhance students’ performance by reducing anxiety.
Path Analysis of Teachers’ Cognitive Activation and Students’ Mathematics Achievement in PISA 2022 Indonesia Salma Calista; Kismiantini
Jurnal Riset Pendidikan Matematika Vol. 12 No. 2 (2025): November 2025
Publisher : Fakultas Matematika dan Ilmu Pengetahuan Alam Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jrpm.v12i2.84865

Abstract

PISA 2022 data show that Indonesian students’ mathematics performance remains low, with an average score of 366 and ranking 70th out of 81 participating countries. This highlights the need to identify factors influencing students’ mathematics achievement. Based on the teaching quality framework, cognitive activation is considered the most influential dimension in improving mathematics performance because it encourages students to think deeply, reason conceptually, and solve complex problems, beyond the effects of teacher support or classroom management. Previous studies mainly examined direct relationships among variables, while this study adds the mediating roles of disciplinary climate, teacher support, and proactive mathematics behavior as a form of contextual adaptation. This quantitative study used data from PISA 2022 Indonesia involving 13,439 students from 410 schools, with 12,209 students providing complete responses. Data were analyzed using a path mediation model based on structural equation modeling (SEM) with maximum likelihood estimation, and standard errors were obtained from 1,000 bootstrap samples. Model validation was conducted through confirmatory factor analysis, showing good model fit with CFI > 0.90 and RMSEA < 0.08. The results indicate that cognitive activation and gender have both direct and indirect effects on mathematics achievement through disciplinary climate and proactive behavior. Socioeconomic and cultural status also influence achievement through proactive mathematics behavior. Male students scored lower in disciplinary climate, proactive behavior, and mathematics performance compared to female students. These findings emphasize the importance of cognitively activating instruction and teacher capacity-building policies to foster disciplined, supportive learning environments that enhance students’ mathematical reasoning.
Multilevel modeling of the impact of bullying on Indonesian students' mathematics achievement based on PISA 2022 Data Sukowati, Diah; Kismiantini, Kismiantini
Indonesian Journal of Science and Mathematics Education Vol. 8 No. 3 (2025): Indonesian Journal of Science and Mathematics Education
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ijsme.v8i3.26670

Abstract

Bullying in schools negatively affects students' psychological well-being and academic performance. Despite anti-bullying policies, bullying remains prevalent in Indonesia, impacting students' mathematics achievement. This study examines the impact of different types of bullying on Indonesian students' mathematics achievement using Program for International Student Assessment (PISA) 2022 data through a multilevel modeling approach. Multilevel modeling is used to analyze the hierarchical effects of physical, verbal, and relational bullying on students' mathematics scores, considering socioeconomic and school-level factors. Physical bullying significantly lowers mathematics achievement by reducing concentration and motivation. Verbal bullying, however, is linked to higher scores as students strive to prove themselves. Relational bullying has no significant effect. Socioeconomic status and family support positively influence achievement, while school location also plays a role. Schools must strengthen anti-physical bullying programs to mitigate its negative academic impact. This research has implications for understanding the nuanced effects of bullying, which can help policymakers design targeted interventions to foster safer and more supportive learning environments, ultimately improving students' academic outcomes.
Co-Authors Adi Cilik Pierewan Agustina, Tri Rahayu Ariyadi Wijaya Bayutama Isnaini Bayutama Isnaini Brilliant, Indira Ihnu DHEWI, OKTIVA RAHMAWATI Dhoriva Urwatul Wustqa Dhoriva Urwatul Wutsqa Endang Listyani Eva Fridiyani Putri Ezra Putranda Setiawan Ezra Putranda Setiawan Ezra Putranda Setiawan Ezra Putranda Setiawan Fajar Ediyanto Fani Yunida Anggraheni Gunandi, Afriadi Hery Nugroho, Hery Hilmi, Irfan Husniyah, Fajra Inayati, Syarifah Isnaini, Bayutama Khariyani, Angeliya Milla Langiran, Andriati Latifah, Ayustina Intan Mathilda Susanti Montesinos-López, Osval A. Montesinos-Lopez, Osval Antonio Muhammad Fauzan Muhammad Fauzan Ningsih, Rr Putri Nadia Nur'aini, Rizky Osval A. Montesinos- López Osval Antonio Montesinos-Lopez Permana, Ryan Sidiq Putri Puspita sari Putri Yuniar Radite, Ramadian Ratnasari, Andika Putri Retno Subekti Rosita Kusumawati Rosita Kusumawati Sahid Sahid Sahid Sahid Salma Calista Sugiman Sugiman Sukowati, Diah Viryanto, Ferdy Agus Wirnaning Rokhimah Yosica Nadilla Zahara