Rian Efendi, Kismiantini, Andhika Wildan Krisnamurti
Many researchers believe that the availability of ICT resources, the many books' students have, grade repetitions, the school background play an important role in students' mathematics achievement. However, these factors have no influence on students' mathematical theory in some countries. This study analyzes the relationship between the availability of ICT resources, the number of books students have, grade repetition, and school background on mathematics achievement in Indonesia. The data used were 9711 students from 331 schools in Indonesia who participated the 2018 PISA test. Data analysis in this study used multilevel modeling because the data analyzed was nested data with student level as level one and school level as level two. The results of the multilevel analysis found that the factors that influence student mathematics in Indonesia are the number of books owned by students (positive influence), repetition of negative effects, the presence of a computer at home, the influence of the internet network at home. positive), class size in schools (positive influence), and public schools (more influential on private schools). However, the ownership of educational software has no effect on student mathematics in Indonesia. © 2024 Author(s).
Department of Mathematics Education, Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta, Yogyakarta, Indonesia; Department of Statistics, Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta, Yogyakarta, Indonesia
