Understanding Indonesian Students’ Mathematics Performance: A Secondary Analysis of PISA Data

Mathematics education faces global challenges in student performance, with increasing awareness that cognitive, emotional, and contextual factors significantly influence learning outcomes. Recognizing these factors is essential for improving educational strategies. This study aims to identify factors affecting the achievement of Indonesian students in mathematics based on the last three periods of PISA data: 2012, 2015, and 2018. Structural Equation Modelling (SEM) was employed in this study. The population of this study was 15-year-old Indonesian students. On the other hand, the sample consists of 5,622 students, 6,513 students, and 12,098 students for each of the three periods. The data were obtained from the OECD website. The results show a high and positive relationship between mathematics achievement, mathematics self-concept, and socioeconomic status. The medium and positive effect can be seen in the motivation variable. It has also been determined that the variable mathematics anxiety has a negative and small effect on mathematics achievement. Despite these results, this study contributes to the development of science by providing empirical evidence on the psychological and contextual factors of academic performance in developing countries, helping to inform more targeted and effective educational interventions.