Beyond the Score Uptick: Foundational Proficiency, Cognitive Agency, and AI-Era Learning in Indonesia’s PISA 2025
DOI:
https://doi.org/10.59890/mjst.v3i9.342Keywords:
PISA 2025, Indonesia, Foundational Learning, Mathematical Literacy, Reading Literacy, Science Literacy, Cognitive Activation, Generative Artificial Intelligence, Digital Distraction, Educational EquityAbstract
Indonesia’s PISA 2025 results present a paradox. Reading and science scores increased nominally from 2022, educational participation among 15-year-olds expanded substantially, and several indicators of curiosity, perseverance, teacher support, and self-regulation appear favourable. Yet the OECD concludes that average performance in mathematics, reading, and science did not change significantly from 2022, while proficiency remains critically low. Only 17% of Indonesian students reached at least Level 2 in mathematics, 27% in reading, and 37% in science. This qualitative literature review synthesises PISA 2025 evidence with recent peer-reviewed literature published predominantly between 2020 and 2026 to reinterpret Indonesia’s performance through an access–learning–cognition–digital ecology framework. The review identifies five interacting challenges: an access–quality paradox; a foundational-proficiency deficit, particularly in mathematics; a gap between teacher support and cognitive activation; socioeconomic and school-level constraints; and an emerging digital-learning paradox in which extensive device and generative-AI use can either augment or substitute for productive cognitive effort. The analysis argues that neither international ranking nor nominal score changes provide an adequate diagnosis. Indonesia’s next educational challenge is to convert expanded schooling, supportive learning environments, and digital access into deeper reading, mathematical modelling, scientific reasoning, self-regulated learning, and epistemically responsible AI use. Policy implications emphasise diagnostic remediation, cognitively demanding instruction, disciplined technology integration, AI literacy, family engagement, and proficiency-based monitoring
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