Ijciet 10 02_042

http://www.iaeme.com/IJCIET/index.asp 393 editor@iaeme.com
International Journal of Civil Engineering and Technology (IJCIET)
Volume 10, Issue 02, February 2019, pp. 393-406, Article ID: IJCIET_10_02_042
Available online at http://www.iaeme.com/ijciet/issues.asp?JType=IJCIET&VType=10&IType=02
ISSN Print: 0976-6308 and ISSN Online: 0976-6316
© IAEME Publication Scopus Indexed
THE STRUGGLE OF INDONESIAN STUDENTS
IN THE CONTEXT OF TIMSS AND PISA HAS
NOT ENDED
Alberthus Fenanlampir
Pattimura University, Ambon, Indonesia
John Rafafy Batlolona
Pattimura University, Ambon, Indonesia
Imelda Imelda
Hasanuddin University, Makasar, Indonesia
ABSTRACT
This study provides reports that Indonesian students are still struggling from
underdevelopment. TIMSS and PISA is a challenging vehicle in the 21st century. TIMSS
and PISA as a very comprehensive evaluation material in monitoring and providing
information on the state of education in the form of mathematics and science of a
country. Indonesia still lags far behind other Southeast Asian countries such as
Singapore, Malaysia and Thailand. Based on the results mentioned in 2015, Indonesia
is at number 44 of 49 countries. The slumped condition makes Indonesian students still
struggle to be at a better level. The weaknesses, for examples, are the distribution of
education for educators, access to places of education and limited learning facilities.
Indonesia is an archipelago country that stretches with thousands of islands from
Sabang to Merauke so that education is still not evenly distributed. Limitations do not
make Indonesian students break up. The implication of this paper is to give an overview
of the major Indonesia's achievements obstacles that is not able to achieve a better
ranking in TIMSS and PISA
Keywords: struggle, math, science, TIMSS, PISA
Cite This Article: Alberthus Fenanlampir John Rafafy Batlolona and Imelda Imelda,
The Struggle of Indonesian Students in the Context of Timss and Pisa has not Ended,
International Journal of Civil Engineering and Technology, 10(2), 2019, pp. 393-406
http://www.iaeme.com/ijciet/issues.asp?JType=IJCIET&VType=10&IType=02

Alberthus Fenanlampir John Rafafy Batlolona Imelda Imelda
1. INTRODUCTION
Around the World, One Area That Attracts the Attention of Scientists Is the Comparative Study
of Educational Achievement Among Countries, In the Context of Mathematics, Science and
Reading. PISA Is an International Survey Aimed at Evaluating Education Worldwide by
Testing the Skills and Knowledge of Students at The Age Of 15. This Study Has Been
Implemented Since 2000 And Evaluates Education Every Three Years. While TIMSS Has
Been Implemented Every Four Years Since 1995 And Measured the Math and Science Skills
of Fourth and Eighth Grade Students (Tucker, 2011; Shi Et Al., 2016). The TIMSS And PISA
Studies Suggest That Chinese And Japanese Students Outperform American Students in
Mathematics but At the Same Time, American Students Have More Positive Self-Concept
Than Their Chinese And Japanese Counterparts Do. (Abu-Hilal Et Al., 2013).
In Other Countries Such as Jordan, It Provides A Good Curriculum, Adequate Textbooks
and Highly Qualified Teachers According to Established Standards to Improve the Quality of
Education. Materials for Learning Have Been Formatted or Setup with Emphasis on Critical
Thinking, Creative, Problem Solving. In Addition, Learning Should Bring Students' Lives in
A Contextual Direction. The Teaching Materials Are Designed to Help Students Apply
Information in Their Academic Life and Daily Life (Ministry of Education 2005a, 2005b).
In the United States, Britain, Many Countries in Eastern Europe And Australia,
Mathematics Is A Subject of Great Interest and Favored by Children of Productive Age,
Especially Men, Making Them Academically Successful and Launching Their Careers (Ahmad
& Spencer, 2017). In the US and UK Mathematics Learning Is Particularly Becoming One of
The Second Choices for Female Students. Therefore, Female Students Are Facilitated by
Special Education to Train Their Math Skills in Order to Compete with Male Students (Halpern
Et Al. (2007). The Other Study Explains the TIMSS Results In 2007 For Italia That Fourth
Grade Students Generally Show Positive Attitude Toward Science. It Is Proven By 77 Percent
of High Ability Students, 12 Percent of Middle-Ability Students And 11 Percent of Low Ability
Students. Unfortunately, TIMSS’ Results Do Not Explain the Causes of The Different Student's
Ability in Detail Related to Student Interest in The Context of Scientific Work (Mullis Et Al.,
2007).
The Average International Score Is 500 While The 400 Score Is Considered A Low
Benchmark for Math Skills (Foy And Olson, 2009). Students in Developing Countries
Typically Have Relatively Low Levels of Mathematical Skills (Hanushek & Woessmann,
2008). As Shown in Colombia State, Fourth Grade Students of The Population as Many As
355, Have A Mathematical Value with Sufficient Category. In Addition, 95% Of Students Are
Under the Score 500 (ICFES, 2010).
In Addition to The Acquisition of TIMSS And PISA Results for Several Countries,
Indonesia Continues to Fail and Collapse in International Judgments in The Context of
Mathematics and Science, Despite Many Efforts and Breakthroughs That Have Been Done by
The Ministry of Education and Culture Of Republic Indonesia. PISA 2012 And 2015 Results
Still Put Indonesian Students at The Bottom. When We Observe the Performance of East Asian
Countries in Both Mathematics, Science, And Reading, Singapore Has the Best Skills in
Southeast Asia Even in The World as Well as China. The Position of Indonesia Is Still Low If
Compared with Vietnam, Thailand, And Malaysia, Which Are in The Same Region of
Southeast Asia (Suprapto, 2016). The PISA 2012 Report States Clearly That Indonesian
Students Are in Very Low Positions (64 Out Of 65 Countries) (OECD, 2014a). Another Thing
Is Also Evidenced by The Rank of Human Development Index (HDI) Indonesia Is Still
Relatively Low, Which Is Ranked 113 With A Value Of 0, 689 In 2015. Previously, HDI
Ratings for Indonesia in 2014 Is The 110th. In 2014, Paraguay Is Ranked One Under Indonesia

The Struggle of Indonesian Students in the Context of Timss and Pisa has not Ended
And By 2015 Paraguay Follows One Rank Above Indonesia. Under Indonesia There Is
Currently Palestine Which Is Ranked 114th. (HDI, 2015).
Specifically, Pereyra, Et Al (2011) Mentions That TIMSS And PISA Have Been One of
The Most Popular Educational Progress Measures Over the Last Decade to Evaluate School
Quality, Equity and Efficiency. PISA Assesses the Extent to Which the Younger Generation
Of 15 Years Has Good Knowledge and Life Skills as An Important Key in the 21st Century.
This Paper Gives A Different Color to The Previous Writings to Analyze the Weakness of
Education in Indonesia, Which Became the Root Cause of Failure of Indonesian Students in
Every 3 Years Or 4 Years for The Context of TIMSS and PISA. It Is Analyzed to Be the Root
Cause of Failure of Indonesian Students Are; Educational Equity for Educators, Access to
Educational Facilities, Limited Learning Facilities, The Existence of Indonesia As an
Archipelagic Country and Nutrient Deposition That Greatly Affects Students' Cognitive. Thus,
The Purpose of This Study Was to Analyze the Root Causes of Indonesian Students’ Failures
for TIMSS And PISA From 2007 To 2015.
2. METHODS
This research was conducted with literature study based on TIMSS and PISA development
around the world and Indonesia from 2007 to 2015. The research process was conducted with
three important stages of planning, paraphrasing, and reporting (Suprapto & Pai, 2015). The
research data was taken through valid references such as OECD, PISA, TIMSS and
conversations of the Minister of Education and Culture of the Republic of Indonesia (Muhadjir
Effendy) and Head of Research and Development Agency (Balitbang) Kemdikbud (Totok
Suprayitno) taken from the official website of the Ministry of Education and Culture. The
results, then, were analyzed to find out the root causes of the failure of Indonesian students for
TIMSS and PISA and to address the problems and demands to get out of the prolonged crisis
from 1995 to 2015.
3. RESULT AND DISCUSSION
This section will explain the results of TIMSS and PISA in detail from 2007 to 2015 as well as
analysis of the causes of Indonesian student failures for math, reading and science. The results
of a study in Colombia suggest that schools and teachers are often blamed for having very low
grades of cognitive learning outcomes. Studies in various countries have consistently shown
that family characteristics, such as parental education and family income, are important
determinants of student achievement outcomes (Parcel & Dufur, 2009). Due to the limited
educational opportunities historically for most children in developing countries, most parents
are only poorly educated and have little income. These limitations affect the achievements of
their children in school. The TIMSS and PISA 2007 results for some countries can be shown
in Figure 1.
The result of the study mentioned that the characteristics of school and the learning method
that was implemented at school as the root cause of student failure to get good learning result.
This is seen in developing countries including Indonesia and Colombia (Breton, 2014). The
TIMSS and PISA outcomes for several years became a model or overview of student learing
outcomes around the world to improve the educational system towards better and improved
teacher academic capacity and student achievement (OECD, 2010, 2013c; Fuchs &
Woessmann, 2004).

Figure 1 Average results of mathematical skills for TIMSS 2007 ((Mullis et al., 2008)
4. TIMSS 2011 AND PISA 2012
Concrete data shows that students' mathematics difficulties in learning has reached 7% of the
student population for 50 countries as indicated in the 2011 TIMSS results (Mullis et al, 2012).
Furthermore, PISA 2012 results indicate that 23% of students did not reach level 2 in the
mathematical evaluation influenced by several factors include anxiety and excessive stresses
that are the main source of student failure to interfere with the process of math and student
science problem solving (OECD, 2013b). Student mathematics data by sex can be shown in
Figure 2.
Figure 2 TIMSS Achievements by Sex for eighth grade Students in Hungary, Indonesia and Iran
(TIMSS, 2011)
The average achievement of Indonesian students is still relatively low and unable to reach
500. The data obtained based on graphics is male students who achieve the value 379 and 395
while female students reach 392 and 399. When compared with Hungary and Iran, the
achievement of value in mathematics is above 400. PISA results in 2012 and TIMSS 2011
results state that Indonesia is at a low and bad level. At PISA 2012, Indonesia ranks 64th out
of 65 participating countries while in TIMSS 2011, Indonesia is ranked 36th out of 40. Under
these circumstances, all stakeholders, both government and education experts, work hard out
of the existing crisis to build an educational system better. The quality of Indonesian students
is very lagging behind other Asian countries like Singapore and Hong Kong as shown in table
1

Table 1 Educational scores and assessments in Singapore and Hong Kong
School Class
Number of Math
Teachers
Number of
Students
Rank
Average score of
learning results
Singapura 177 354 378 5041 2 599
Hong Kong 126 147 151 3791 1 607
Report on the results of mathematics learning TIMSS 2007 ((Mullis et al.2008a).
From 11 countries in Southeast Asia and 4 four participating countries namely Indonesia,
Malaysia, Singapore, and Thailand in TIMSS 2011 only Singapore state that show the best
performance and performance (Lay & Chandrasekaran, 2016). As shown in Table 2 which
compares the learning outcomes of Malaysia and Singapore.
Table 2 TIMSS Achievements for eight Grade Students from 1995 to 2011, The State of Malaysia
and Singapore (Adaptation of Lay & Chandrasekaran, 2016).
Year Number of Countries
Score for the 8th grade student learning
outcomes
Malaysia Singapore
1995 45 - 580
1999 38 492 568
2003 46 510 578
2007 59 471 567
2011 63 426 590
PISA 2012 quoted from OECD (2014) states as follows that, 1) the mean in science for
OECD participating countries increased to 501 points; 2) China, Hong Kong, Singapore, Japan,
and Finland are the top five PISA 2012; 3) Between 2006 and 2012, and between 2009 and
2012, Italy, Poland, Qatar, and Estonia, Israel and Singapore improved their best performance.

Table 3 The highest and lowest ranking countries for performance in science (PISA 2012)
No
PISA (Mathematics, Reading,
and Science) *
Science
Country rank Mean scores
Annual change in
score points
1 China** 587.67 China** 580 1.8
2 Singapore*** 555.33 Hong Kong** 555 2.1
3 Hong Kong** 553.67 Singapore*** 551 3.3
4 Taiwan** 535.33 Japan** 547 2.6
5 Korea** 542.67 Finland 545 -3.0
6 Macao** 522.67 Estonia 541 1.5
7 Japan** 540.33 Korea** 538 2.6
8 Liechtenstein 525.33 Vietnam*** 528 -
9 Switzerland 518.33 Poland 526 4.6
10 Netherland 518.67 Liechtenstein 525 0.4
11 Estonia 526.00 Canada 525 -0.5
12 Canada 529.33 Taiwan** 523 1.4
OECD average 494 OECD average 501 0.5
60 Tunisia 396.67 Colombia 399 1.8
61 Jordan 398.00 Tunisia 398 2.2
62 Colombia 392.67 Albania 397 2.2
63 Qatar 382.67 Qatar 384 5.4
64 Indonesia*** 384.33 Indonesia*** 382 -.19
65 Peru 375.00 Peru 373 1.3
(Reorganized from OECD, 2014b)
*mean was counted from PISA data; the PISA 2012 survey focused on mathematics, with
reading, science and problem-solving minor areas of assessment ** East Asia countries ***
Southeast Asia countries.
Figure 1 shows a very rapid change between 2006 and 2012. The positive results are shown
in Macao-China, Hongkong, Ireland, Israel, Italy, Japan, Korea, Latvia, Poland, Romania and
Thailand. PISA data for Indonesia and several other countries still tends to keep the
achievement fixed from 2006 to 2012.
Figure 3 PISA results of several countries from 2006 to 2012.
4.1. TIMSS and PISA 2015
This data is derived from TIMSS data 2015 for mathematics results for grade 4 students. From
the existing data of processing scores of 630, 607 and 600 for Singaporean students for
Indonesian Students obtaining 399, 394 and 385 points this shows Indonesian students still

have many shortcomings therefore much improvement is needed to improve students'
mathematical skills. The following is shown in Table 3 to show the results of TIMSS from the
countries of the world. PISA 2015 put science as the top priority while reading, math as a small
domain. CMEC (2015) states that around 70 countries / have participated, including Indonesia.
The 2015 PISA results published in December 2016 state that Indonesia still has great hopes
of improving ratings or improving scores in science, math, reading.
Table 4 Results Mathematics learning for 4th grade students of TIMSS participants (TIMSS, 2015)
4.3. PISA through the Analysis of the Ministry of Education and Culture of the
Republic of Indonesia.
Ministry of Education and Culture of the Republic of Indonesia released the achievement of
the Program for International Student Assessment (PISA), on Tuesday, December 6, 2016, in
Jakarta. This release was conducted in conjunction with 72 countries participating in the PISA
survey. The results of the 2015 survey showed significant educational attainment in Indonesia
by 22.1 points. The result puts Indonesia in fourth place in terms of student achievement
improvement compared to previous survey results in 2012, from 72 countries.
Minister of Education and Culture of the Republic of Indonesia (ME) revealed:
"The existing achievements are not part of or joy for the Indonesian
people, but it becomes a very hard homework to improve the quality of
education because the achievements are still under OECD countries
such as China, Singapore, United States, Italy and Russia. If the rate of
increase in performance is maintained, then in 2030 the achievement
will be the same as OECD average". http://gtk.kemdikbud.go.id/

SA is a test system initiated by the Organization for Economic Cooperation Development
(OECD), to evaluate the education system of 72 countries around the world.
Head of Research and Development Agency (Balitbang) (ITS) said that:
The increase in Indonesia's performance in 2015 is quite
optimistic, although still low compared to the OECD average. Based
on the average value, the value of PISA Indonesia has increased in
the three competences tested. The largest increase seen in science
competence, from 382 points in 2012 to 403 points in 2015. In the
mathematical competence increased from 375 points in 2012 to 386
points in 2015. Reading competencies have not shown significant
increase, from 396 in 2012 to 397 points in 2015. The increase
elevates Indonesia's position to 6th place upward compared to the
second-ranked position from below in 2012.
Based on the median score, the achievement of Indonesian student reading increased from
337 points in 2012 to 350 points in 2015. The mathematical value jumped 17 points from 318
points in 2012, to 335 points in 2015. The highest spike was seen in the achievements of science
an increase from 327 points in 2012 to 359 points in 2015. This higher median improvement
of this mean is a good indicator of improving access and quality equity on an inclusive basis.
Based on the time of science learning, all OECD countries showed 94% of the average
students followed one science lesson in a week. However, in Indonesia, some 4% of students
recorded are not required to follow science learning. The policy of not required to follow
science subjects is greater than five percent in disadvantaged schools, compared to more
advanced schools. Meanwhile, advanced schools in Indonesia offer more science group
activities than disadvantaged schools. "Only 29% of students studying in disadvantaged
schools are given the opportunity to attend science study groups, while 75% of students in
advanced schools have more opportunities.
The results of this three-year study also revealed the variation in the achievement of science
literacy based on three aspects. First, the aspect of the role of the school proved to have an
effect on the students’ score achievement, students has been noted of getting high score for
science literacy because of the role of the principal, which fulfilled their responsibilities for
good school governance. The students are noted of getting high scores in science. If the
proportion of school principals who monitor student achievement and report it openly is higher,
then their PISA achievement rates prove higher. On the other hand, the proportion of principals
complaining of less subject matter is higher than in other countries, at 33% in Indonesia, 17%
in Thailand and 6% in other OECD countries.
Second, aspects of science achievement between students from private schools and public
schools show significant differences in achievement value. The fact that 4 out of 10 students
in Indonesia go to private schools is significantly higher than the average OECD countries and
neighboring countries such as Thailand and Vietnam. Indonesian students in public schools
scored 16 points higher in science competence than their counterparts in private schools, by
considering their socio-economic status.
Thirdly, the socio-economic background aspect, based on PISA 2015 results, 1 of 4
respondents of PISA Indonesia sample have parents who only finished primary school or did
not finish primary school. This amount is the second largest of all participating countries.
However, when compared with students in other countries who have parents of similar
educational background, the achievement of science of Indonesian students is still better than
22 other countries. It is noted that Indonesia's science score in PISA 2015 is 403, if the socio-

economic background of participating countries is equalized, the achievement of Indonesian
science score is at 445 and Indonesia's position is up by 11 rank.
The most important of these international benchmarking surveys such as PISA is how we
conduct follow-up based on the diagnoses generated from the survey. Increased achievements
that must be continued by improving the quality of education in Indonesia. If the 2012-2015
increase rate can be maintained, then by 2030 the achievement will be equal to the average
achievement of OECD countries. Optimistic is needed to keep working hard (Kemdikbud,
2016).
Table 4 Comparison of Median Score and Average Science between Countries
Year Database Veitnam Thailand Indonesia Brazil Peru
2012 Median 531 441 327 399 372
Average 528 444 382 402 373
2015 Median 522 416 359 394 392
Average 525 421 403 401 395
Increase Median -9 -25 32 -5 20
Average -3 -23 21 -1 22
Indonesia's achievements for PISA for the last few years (PISA 2015, Kemdikbud, 2016)
can be shown as follows

4.4. Analysis of Barriers to Education in Indonesia thus affecting TIMSS and
PISA ratings
4.4.1. Equity Education for Educators
The world of education in Indonesia still has enormous obstacles related to the quality of
education such as the limited access to education, the number of teachers who are not evenly
distributed, and the quality of teachers themselves are still considered to be lacking. Limited
access to education in Indonesia, especially in the region leads to increased urbanization to gain
access to better knowledge in urban areas. Then, to improve the quality of teachers, Ministry
of Education and Culture of the Republic of Indonesia will improve teacher qualification
through S-1 scholarship for elementary and junior high school teachers. The number of
elementary school teachers in public and private schools is around 1,850 thousand teachers. Of
these, only 60 percent of teachers who have qualified with an S-1 degree, while the other 40
percent have not met the qualifications. Each year, Ministry of Education and Culture of the
Republic of Indonesia also prepares scholarships for 100 thousand prospective teachers to
undertake S-1 education through the assistance of S-1 scholarships for elementary and junior
high school teachers. In the international world, Indonesia's education quality is ranked 64th
out of 120 countries worldwide based on UNESCO's annual Education for All Global
Monitoring Report 2012 while based on Education Development Index (EDI) 69 of 127
countries in 2011. This can be seen from the quality of education in Indonesia, especially
Maluku Province that is used as sample distribution of education personnel. As shown in Figure
4.
Figure 4 Distribution of undergraduate and undergraduate teachers in Maluku Province
(Disdikbud Maluku Province, 2018)
On the other hand, cases of dropouts in Indonesia are also still high. Based on 2010 data of
Ministry of Education and Culture of the Republic of Indonesia, there are more than 1.8 million
children each year cannot continue education in Indonesia. This is caused by three factors,
namely economic factors; children are forced to work to support the family economy; and
marriage at an early age. In the latest report of the UN Development Program 2013, Indonesia
ranks 121 out of 185 countries in the Human Development Index (HDI) with the number 0.629.
By that value, Indonesia lags behind two neighboring ASEAN countries namely Malaysia
(ranked 64) and Singapore (18), while HDI in the Asia Pacific region is 0.683.
As an international aid agency working in the socio-economic development sector, USAID
Indonesia places great emphasis on improving the quality of education through a number of

programs currently underway, one of which is through the S2 USAID-PRESTASI fellowship
program. This year USAID-PRESTASI provides S2 scholarships to 31 Indonesian
professionals. The program is open to the public and is expected to support the development
of competent human resources in their respective fields - which will ultimately contribute
positively to their respective working environments after their return to the country (USAID,
2013). Therefore, nowadays there have been many studies and awards for gifted students
(Caleon & Subramaniam, 2008), students (Fulmer, 2014) and teachers (Chin, 2005) of science
which is the main subject of great interest to be studied. Many countries will be interested to
know students' attitudes toward science. For example, in Norway (Schreiner, 2006), USA
(Gibson & Chase, 2002), United Kingdom (Jenkins & Nelson, 2005), Taiwan (Chang et al.,
2009), Australia (Webster & Fisher, 2000) and Korea (Park et al., 2009).
4.4.2. Access to the place of education
Figure 5 A Primary school student of Inpres 657 Hulo, South Sulawesi rely on buying ropes to cross
the river when they go to school (Tempo, 2018), 4b SD students in Singapore take Bus to School
In Indonesia access to education is still very limited. For example, as shown in Figure 4a.
Students travel to school using a rope across the river in Hula Village, South Sulawesi,
Indonesia. This condition is very apprehensive for the students. However, the spirit to pursue
dream and education is extraordinary. When compared with the Singaporean country, students
travel to school using the bus. This distinction makes the Singaporean students advance from
the education side. Indonesian students must go to school wet and dirty due to river water and
bridges made of straps. Every day they go through to pursue formal education.
4.4.3. Limited Learning Facilities
Figure 6 Learning in the UK (Study British English, 2018), 5b Learning in Ambon, Maluku,
Indonesia
Indonesian students especially for learning in Ambon City is still relatively limited. This
can be seen with the elementary school learning facilities that are still limited when compared

with student learning in the UK. Commonly expressed language is the very far difference to be
parallel to the developed countries.
4.4.4. Indonesia Islands-Based
Based on data submitted by the Minister of Home Affairs (Minister of Home Affairs) RI Tjahjo
Kumolo, the number of Indonesian populations as of 30 June 2016 is 257,912,349 inhabitants
(Tribunjogja, 2018). Indonesia is an archipelagic country ranging from Sabang to Merauke
with thousands of islands. By a range of controls that limit by the sea so that, access to
education becomes limited, for example, one of the areas in Maluku is Southwest Maluku
District. The community must travel to Ambon City, as the capital of the Province. They must
pass the sea in a week by ship to arrive in Ambon City while compared to the City in Java,
Indonesia, that only take 30 minutes or 1 hour by plane or car. These obstacles greatly, affect
the progress of a nation in terms of education. The following Figure 4 shows Indonesia Country
Map by island-based. We can compare it to other countries such as Malaysia, Singapore and
UK that only consists of the mainland.
Figure 7 Map of the Unitary State of the Republic of Indonesia launched by the Coordinating
Ministry for the Ministry of Marine Affairs, Year 2017.
5. CONCLUSION
The results of literature studies and analysis show that Indonesia still needs a long time and
spirit to keep fighting at a better level. Many things to do by improving weaknesses in the
educational system, for example, equity education for educators, access to education, and
limited learning facilities. Therefore, gold thinking is needed for all parties in the world of
education in Indonesia to build and improve the quality of education to a better direction. The
implication of this paper is to give an overview about the major obstacles of Indonesia's
achievement for TIMSS and PISA that not being able to achieve a better ranking. Suggestions
for further research is to improve the quality of education through 21st
century learning with
the latest models that greatly contribute to improve the quality of education in Indonesia.

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