Learning Loss Due To The Pandemic: How Indonesia is Addressing and Improving PISA Rankings?

 The report "PISA 2022 and Learning Recovery in Indonesia" provides an overview of the state of Indonesia's education amid the pandemic on a global scale. PISA, which assesses the reading, mathematics, and science skills of 15-year-old students, reveals a global decline in learning outcomes due to the COVID-19 pandemic, including in Indonesia. Although Indonesia's literacy scores dropped, the country's ranking increased by 5-6 positions compared to 2018, indicating the resilience of the education system in facing the pandemic.This rise in ranking is partly due to the implementation of the Emergency Curriculum, which focused on literacy and numeracy, helping to mitigate the impact of learning loss. The government also launched various initiatives, such as the "Learning from Home" program, internet quota assistance, teacher training, and curriculum simplification. These programs were further strengthened by the implementation of the Merdeka Curriculum, which provided greater flexibility in the learning process, along with the National Assessment (AN) used to evaluate educational progress in each school.

The report suggests that learning recovery efforts should continue to be enhanced through the implementation of the Merdeka Curriculum and the utilization of the Merdeka Teaching Platform by teachers. Additionally, the results from the National Assessment should be used to evaluate and improve the quality of learning. Cooperation between schools, teachers, and the government is needed so that the quality of education can continue to develop, helping to overcome the impact of the pandemic and provide better education for all students in Indonesia.

I believe that the report "PISA 2022 and Learning Recovery in Indonesia" provides an optimistic view of the efforts to recover education post-pandemic in Indonesia. Although student learning outcomes have inevitably declined, I appreciate the government's steps, such as the implementation of the Emergency Curriculum and the Merdeka Curriculum, which focused on literacy and numeracy. These actions demonstrate Indonesia's commitment to gradually improving the quality of education.

In my opinion, it is important for the government to continue maintaining innovations such as internet quota assistance and teacher training. These programs successfully supported schools and students during difficult times and can serve as a foundation for improving the education system moving forward. Indonesia's rise in PISA rankings amid a global crisis shows that the policies implemented have been quite effective in mitigating the pandemic's impact on education.

However, on the other hand, I also feel that this report highlights the significant challenges Indonesia must face, especially in ensuring equal access to quality education. Not all schools have the same access to technology and government-provided support, resulting in disparities in the implementation of the Merdeka Curriculum and the National Assessment. The government needs to give special attention to schools in disadvantaged areas so they can also benefit from these programs.

Overall, I believe that this report not only highlights results but also calls on all elements of education to work together to achieve equitable and sustainable recovery. The steps taken by the government can provide a strong foundation, but there are still many improvements to be made to achieve inclusive and high-quality education for all students in Indonesia.