2011年-世界发展银行全球_Quality_of_Education_in_Madrasah_172页_8mb

Summary of the Quality of Education in Madrasah Study

Core Content

This report presents the findings of the Quality of Education in Madrasah (QEM) study, which was conducted between 2009 and 2010 to assess the quality of education in Indonesian Islamic Junior Secondary Schools (Madrasah Tsanawiyah, MTs). The study was funded by the Australia-Indonesia Basic Education Program (AIBEP) and carried out by a consortium of institutions including the Ministry of Religious Affairs (MoRA), ACER, UPI, and BEC-TF.

The study focused on Year 9 students in 150 MTs across Java, the East, and the West regions of Indonesia, involving 6,233 students. It used a combination of achievement tests, surveys, and school-level data collection to evaluate student performance in Mathematics, Science, Indonesian, and English, as well as student attitudes and school characteristics.

Main Study Objectives

• Assess the level of student achievement in key subjects.
• Compare student performance with international benchmarks.
• Evaluate students' attitudes to school life.
• Analyze school characteristics, staffing, and facilities.
• Explore the relationship between student background and achievement.
• Investigate the correlation between school-level factors and student performance.
• Provide policy recommendations based on findings.

Key Findings

Student Achievement

• Java students performed better in all four subjects compared to students in the East and West regions.
• West students outperformed East students in all tests, though the difference was marginal.
• The QEM sample scored lower than TIMSS participants in both Mathematics and Science.
• English performance showed no significant difference between QEM students and those from the Czech Republic.
• Female students outperformed male students in Indonesian and English, while male students performed better in Science.
• Grade repetition was common, with 10% of students having repeated a grade, and those who did had lower achievement.
• More lessons per week in a subject were associated with higher achievement.

Attitudes to School Life

• Students generally agreed with the SLQ statements, with an average rating of 3.17 on a scale of 1 to 4.
• Statements about the relevance of school learning to future received the strongest agreement.
• Statements about respect and status within the school received the lowest agreement.
• Gender differences were observed: girls showed more positive attitudes towards school, while boys had more positive attitudes towards science.

School Characteristics and Facilities

• Java MTs were better resourced than those in the East and West regions, especially in terms of multimedia equipment.
• On average, 40-50% of the Minimum Service Standards (MSS) items were met across all regions.
• Public MTs had a higher percentage of MSS items compared to private MTs.
• Urban MTs had better facilities than rural MTs.
• Principal gender in Java correlated with better MSS compliance.
• Student enrolment size and building condition were significant factors in MSS compliance in the East and West.

Correlations and Influences

• Student background factors, particularly home resources and study materials, had the strongest correlation with achievement.
• School resources were the most significant factor in student achievement, especially in Mathematics and English.
• Highly qualified teachers (with S1 degrees) were linked to better student performance.
• Principal monitoring and teacher lesson plans were also positively correlated with student achievement.

Policy Implications and Suggestions

• Professional development for teachers should focus on lesson planning, assessment, and feedback strategies.
• Training manuals should be developed to guide teachers in implementing effective practices.
• Efforts should be directed at improving resources for smaller and under-resourced MTs.
• English education should be enhanced, particularly for boys, with a focus on spoken and listening skills.
• Tutorials have limited impact on student performance, so careful consideration is needed before removing them.
• Further research should be conducted to understand absenteeism and its causes, especially in the East region.
• Enhanced data collection and analysis could help in developing targeted improvement strategies.

Conclusion

The study highlights regional disparities in the quality of education in Indonesian madrasahs, particularly in Mathematics and English, and underscores the importance of teacher qualifications, school resources, and student background in influencing academic outcomes. It also identifies the need for policy interventions to improve the professional development of teachers and the availability of resources in underperforming schools, especially in the East and West regions. The findings suggest that madrasahs play a crucial role in literacy and education access for underprivileged communities, particularly girls, and that international benchmarks should be used to evaluate and improve the system.

Key Information

• Project Duration: April 2009 – February 2011
• Funding: Australia-Indonesia Basic Education Program (AIBEP)
• Institutions Involved: MoRA, CSAS/AusAID, ACER, UPI, BEC-TF
• Sample Size: 6,233 students from 150 MTs
• Subjects Tested: Mathematics, Science, Indonesian, English
• Instruments Used: Achievement tests, SLQ, school inventory, principal interview schedule
• Key Correlates:
  • Student home resources and study materials
  • School resources and building condition
  • Teacher qualifications and lesson plans
  • Principal monitoring and school location

This comprehensive study provides a baseline for understanding the quality of education in madrasahs and offers actionable insights for improving educational outcomes in Indonesia.