DIGITALISASI PENDIDIKAN, KESENJANGAN SOSIAL EKONOMI, DAN CAPAIAN BELAJAR SISWA INDONESIA: ANALISIS SEKUNDER PISA 2022
DOI:
https://doi.org/10.64877/alirfan.v2i02.186Keywords:
PISA 2022, educational digitalization, socio-economic inequality, ICT use, IndonesiaAbstract
Indonesia has expanded the use of digital technology in education, yet learning outcomes remain low. This study examines the joint pattern of academic achievement, socio-economic inequality, and digital learning exposure among Indonesian 15-year-old students. It uses a descriptive-comparative secondary-data design based on OECD PISA 2022 country reports, complemented by a structured narrative synthesis of 20 peer-reviewed journal articles published between 2018 and 2025. Indonesian indicators are compared with OECD averages and interpreted through prior evidence on ICT use, digital divide, and learning outcomes. Indonesian students scored 366 in mathematics, 359 in reading, and 383 in science, compared with OECD averages of 472, 476, and 485. Only 18%, 25%, and 34% reached at least Level 2 in the respective domains. Meanwhile, the mathematics gap between the most advantaged and disadvantaged national socio-economic quartiles was 34 points, compared with 93 points across OECD countries, and socio-economic status explained only 6% of mathematics-score variation. Digital learning exposure was relatively high: 67% of Indonesian students used digital tools for learning for at least one hour per day at school, above the OECD average of 55%. The study identifies a low-performance equity paradox: a relatively narrow socio-economic achievement gap and high digital exposure coexist with low absolute proficiency. Its novelty lies in integrating achievement level, socio-economic compression, and digital-use intensity in one interpretive framework. Policy should move beyond device access toward purposeful use, digital competence, teacher integration, and evaluation of learning quality.
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