The 2025 PISA results bring news worthy of appreciation for\nIndonesian education. Reading scores increased from 359 in 2022 to 365\nin 2025, while science scores rose from 383 to 389. This six-point\nincrease in both fields signals a positive trend, suggesting that\nefforts to improve learning quality are beginning to yield results.<\/p>\n
In mathematics, scores dipped slightly from 366 to 364. This area\nclearly requires more intensive national effort and sharper strategies.\nOverall, Indonesia\u2019s achievements remain below the OECD average.\nHowever, viewing PISA solely as a list of deficiencies would mean\nmissing important lessons from the progress that has been made (OECD,\n2026).<\/p>\n
This positive direction aligns with national data. Education reports\nshow that the proportion of students reaching minimum literacy\ncompetence increased from 59.49% in 2022 to 70.03% in 2024. In numeracy,\nthe increase was even greater, rising from 45.24% to 67.94% (Ministry of\nPrimary and Secondary Education, 2025). This data is vital as it\ndemonstrates that improvements in learning are not stagnating. The\nchallenge now is to maintain consistency, expand impact, and ensure this\nprogress reaches all student groups.<\/p>\n
The story behind the scores is equally compelling. The report\nprovides more than just scores; it reveals the narrative of how students\nlearn, how they face difficulties, and how teachers support the learning\nprocess. Approximately 80% of Indonesian students expressed curiosity\nabout many things, higher than the OECD average of 73%. Furthermore, 74%\nstated they increase their effort when tasks become difficult, compared\nto the OECD average of 60%. Only 9% consider school a waste of time, far\nbelow the OECD average of 24% (OECD, 2026).<\/p>\n
This learning capital is further strengthened by self-regulation\nabilities. Around 90% of students seek help from teachers when needed,\nand 92% ask peers for assistance when they do not understand something.\nTeacher support is also encouraging: 82% of students stated that science\nteachers show attention to each student\u2019s learning, 85% said teachers\ncontinue teaching until students understand, and 80% receive additional\nhelp when required (OECD, 2026). In other words, there is a sufficiently\nstrong socio-pedagogical foundation to accelerate the improvement of\nlearning outcomes.<\/p>\n
However, this positive narrative also raises policy questions: why\nhas this relatively strong learning capital not fully converted into\nhigh academic achievement? One answer lies in the \u2018growth mindset\u2019. PISA\n2025 noted that only 30% of Indonesian students possess a growth\nmindset, compared to the OECD average of 69%. In Indonesia, students\nwith a growth mindset achieved science scores approximately 17 points\nhigher than those with a fixed mindset, after accounting for\nsocio-economic backgrounds of students and schools (OECD, 2026).<\/p>\n
This figure should not be read as a new stigma against Indonesian\nstudents. Instead, it indicates a very concrete area for intervention. A\ngrowth mindset is not an innate talent, but the belief that abilities\ncan develop through effort, proper strategies, feedback, practice, and a\nwillingness to continue learning. When students believe that abilities\ncan grow, mistakes are no longer perceived as a final verdict, but as\ninformation to improve learning methods.<\/p>\n
This is where Deep Learning (DL) gains strategic relevance. DL can\nserve as a bridge to transform curiosity into investigative skills,\nperseverance into problem-solving abilities, teacher support into\nlearning independence, and reflection into an awareness of continuous\ngrowth. The principles of mindfulness, meaning, and enjoyment must be\npresent in the experience of understanding, applying, and reflecting.\nThus, DL is not an administrative addition, but a way to deepen the\nlearning process that already possesses significant positive\ncapital.<\/p>\n
PISA 2025 also shows that 53% of Indonesian students use AI chatbots\nto assist their learning at least once a week, which is higher than the\nOECD average of 46% (OECD, 2026). This presents a massive opportunity\nbut also demands clear pedagogical direction. Without Deep Learning, AI\ncould easily become a shortcut for obtaining instant answers. With Deep\nLearning, AI can be used to ask questions, compare arguments, seek\nevidence, test ideas, and deepen reasoning.<\/p>\n
All these findings are relevant to the mission of the Minister of\nPrimary and Secondary Education, Prof.\u00a0Abdul Mu\u2019ti: \u2018Quality Education\nfor All\u2019, which emphasises equal access alongside quality assurance\n(Ministry of Primary and Secondary Education, 2025). The word \u2018quality\u2019\ndemands an increase in achievement, while \u2018for all\u2019 demands that\nprogress is not only enjoyed by elite schools or specific student\ngroups. Therefore, future success should not be measured solely by the\nrise in national average achievement, but also by the ability of the\neducation system to uplift the most disadvantaged students.<\/p>\n
PISA 2025 gives us reason to be optimistic yet to work harder.\nReading and science scores have increased, national literacy and\nnumeracy are improving, and student curiosity and perseverance are\nstrong, with teacher support showing a promising foundation. Mathematics\nstill requires serious attention, while the growth mindset needs to be\nsystematically strengthened among both students and teachers.<\/p>\n
The policy task now is to convert all this positive capital into\nhigher, deeper, and more equitable learning outcomes. If Deep Learning\ncan play that role, PISA will no longer be merely a triennial report on\nIndonesia\u2019s position, but a compass to bring us closer to the ideal of\nQuality Education for All.<\/p>", "url": "https:\/\/jawawa.id\/newsitem\/pisa-results-growth-mindset-and-the-role-of-deep-learning-1788994316", "image": "" }, "sponsor": "Okusi Associates", "sponsor_url": "https:\/\/okusiassociates.com" }