Although some researchers tend to u

Although some researchers tend to use the PISA ques-tionnaire to refer to “private tutoring” or “supplementary
¨
tutoring” (Unal et al. 2010; Choi et al. 2011), a careful reading of the survey instrument suggests cautionary inter-pretation of the PISA data. As Bray (2010, p. 7) has pointed out, the PISA questionnaire did not ask about “location, motivation, costs, the nature of learning, or multiple other aspects that many analysts of shadow education would like to have learned about.” It is a coarse instrument for the purpose of providing information regarding tutoring. Its main merit is to provide comparable data across educational systems. In fact, the question very explicitly instructed students to include extra lessons that “may be given at your school, at your home or somewhere else” and did not mention at all the degree of supplementation or the privateness of such lessons. In this sense, the PISA measure focused on any extra learning activities outside regular school time. Despite its ambiguity, the PISA measure can still fulfill our purpose of examining the correlation between family SES and students’ extra learning opportunities in general, be they private or not. The extra lessons are considered supplementary to the school curriculum because the PISA question specifically asks about information on out-of-school-time lessons in the tested language, mathematics, and sciences, all of which are components of the core curriculum in school systems. However, to avoid confusion, we will use the term “extra lessons/classes” for our dependent variable instead of terms such as “tutoring”.

Hasil (Bahasa Indonesia) 1:

Meskipun beberapa peneliti cenderung menggunakan PISA ques-tionnaire merujuk kepada "privat" atau "tambahan¨tutoring” (Unal et al. 2010; Choi et al. 2011), a careful reading of the survey instrument suggests cautionary inter-pretation of the PISA data. As Bray (2010, p. 7) has pointed out, the PISA questionnaire did not ask about “location, motivation, costs, the nature of learning, or multiple other aspects that many analysts of shadow education would like to have learned about.” It is a coarse instrument for the purpose of providing information regarding tutoring. Its main merit is to provide comparable data across educational systems. In fact, the question very explicitly instructed students to include extra lessons that “may be given at your school, at your home or somewhere else” and did not mention at all the degree of supplementation or the privateness of such lessons. In this sense, the PISA measure focused on any extra learning activities outside regular school time. Despite its ambiguity, the PISA measure can still fulfill our purpose of examining the correlation between family SES and students’ extra learning opportunities in general, be they private or not. The extra lessons are considered supplementary to the school curriculum because the PISA question specifically asks about information on out-of-school-time lessons in the tested language, mathematics, and sciences, all of which are components of the core curriculum in school systems. However, to avoid confusion, we will use the term “extra lessons/classes” for our dependent variable instead of terms such as “tutoring”.

Hasil (Bahasa Indonesia) 2:

Meskipun beberapa peneliti cenderung menggunakan PISA ques-tionnaire untuk merujuk kepada "les privat" atau "pelengkap
¨
les" (Unal et al 2010;.. Choi et al 2011), hati-hati membaca instrumen survei menunjukkan peringatan antar-pretation dari data PISA. Sebagai Bray (2010, p. 7) telah menunjukkan, kuesioner PISA tidak bertanya tentang "lokasi, motivasi, biaya, sifat pembelajaran, atau beberapa aspek lain yang banyak analis pendidikan bayangan ingin belajar tentang." ini adalah instrumen kasar untuk tujuan memberikan informasi mengenai les. Kelebihan utamanya adalah untuk menyediakan data yang sebanding di seluruh sistem pendidikan. Bahkan, pertanyaan yang sangat eksplisit menginstruksikan siswa untuk memasukkan pelajaran ekstra yang "dapat diberikan di sekolah Anda, di rumah atau di tempat lain" dan tidak menyebutkan sama sekali tingkat suplementasi atau privateness pelajaran tersebut. Dalam hal ini, ukuran PISA difokuskan pada kegiatan belajar tambahan di luar waktu sekolah reguler. Meskipun ambiguitas, yang mengukur PISA masih dapat memenuhi tujuan kami memeriksa korelasi antara keluarga SES dan kesempatan belajar tambahan siswa pada umumnya, baik itu pribadi atau tidak. Pelajaran tambahan dianggap pelengkap untuk kurikulum sekolah karena pertanyaan PISA khusus bertanya tentang informasi di pelajaran out-of-sekolah-waktu dalam bahasa diuji, matematika, dan ilmu, yang semuanya merupakan komponen dari kurikulum inti dalam sistem sekolah. Namun, untuk menghindari kebingungan, kita akan menggunakan istilah "pelajaran tambahan / kelas" untuk variabel kita tergantung bukan istilah seperti "les".