Widayanti, Sri Enggar Kencana Dewi, Resti Septikasari, Intan Puspita Qomariyah, Ajeng Primaning Wahyu
Using data collected from 4025 students from the Trends in Mathematics and Science Study (TIMSS) 2015, we explored three mediators between student backgrounds and TIMSS outcomes in science among Indonesian fourth graders. The objectives of the study were. First, we analyze the composite form, second, we analyze latent grains, and third, we analyze regression and factor analysis of the frequency of computer use, bullying, and sense of belonging to students' science learning achievement. We analyzed TIMSS data using R. We found that there was a direct and indirect influence on the three independent variables (computer use, bullying, and sense of belonging) on student achievement. The biggest indirect influence on bullying is through a sense of belonging and achievement. Furthermore, the frequency of direct or indirect use of computers and the sense of belonging to the school affect learning achievement directly, while bullying does not directly affect student achievement. © 2026 Author(s)
Department Physics Education, Universitas Nurul Huda, OKU Timur, Indonesia; Graduate School, Educational Research and Evaluation, Universitas Negeri Yogyakarta, Yogyakarta, Indonesia; Department Madrasah Ibtidaiyah Teacher Education, Universitas Nurul Huda, OKU Timur, Indonesia
