Analysis of PISA 2018 results in Indonesia: Perspective of socioeconomic status and school resources

Abstract

Many research believed that socioeconomic status and school resources were variables that played a significant role in the mathematical achievement of students. This study analyzed the relationship between socioeconomic status and school resources to mathematics achievement. Data were drawn from 9,979 students in 338 schools in Indonesia who participated in the Programme for International Student Assessment (PISA) 2018. Multilevel analyses found that the level of mother's education, the existence of an internet network at home, learning resource books at home, the quality of teachers at school, and school learning facilities were statistically significant and positively correlated with students' mathematical achievement.