How well students perform at junior

How well students perform at junior secondary school has a crucial
role to play in whether they chose to progress to senior secondary school or
indeed whether they have the qualifications to do so.
In reading, the average PISA performance of 15-year-old students
preparing to enrol in senior secondary school was well below the OECD
average. Some 55% of students did not reach the PISA baseline Level 2
in reading proficiency, which means that they will be ill-equipped for
further study through either the academic or vocational route. Similarly,in mathematics and science the PISA data show a poor performance for
Indonesian 15-year-olds, with 76% and 67% respectively failing to reach
basic proficiency (OECD, 2014). These results in language, mathematics and
science need to be improved if students are to be well prepared for senior
secondary education and beyond. Even for those not progressing to senior
secondary school, this is too low a level of performance to be able to adapt to
a changing and competitive world.
The data on general senior secondary education found that 8.5% of pupils
are over 18 years old, which is older than the formal enrolment age of 16-18
years old for senior secondary education. This problem of “over age” students
is most apparent in remote areas such as Papua and Nusa Tenggara where
over 17% of pupils are over 18. This could be one of the results of the high
repetition rates throughout basic and senior secondary education in these
remote areas.

Hasil (Bahasa Indonesia) 1:

How well students perform at junior secondary school has a crucialrole to play in whether they chose to progress to senior secondary school orindeed whether they have the qualifications to do so.In reading, the average PISA performance of 15-year-old studentspreparing to enrol in senior secondary school was well below the OECDaverage. Some 55% of students did not reach the PISA baseline Level 2in reading proficiency, which means that they will be ill-equipped forfurther study through either the academic or vocational route. Similarly,in mathematics and science the PISA data show a poor performance forIndonesian 15-year-olds, with 76% and 67% respectively failing to reachbasic proficiency (OECD, 2014). These results in language, mathematics andscience need to be improved if students are to be well prepared for seniorsecondary education and beyond. Even for those not progressing to seniorsecondary school, this is too low a level of performance to be able to adapt toa changing and competitive world.The data on general senior secondary education found that 8.5% of pupilsare over 18 years old, which is older than the formal enrolment age of 16-18years old for senior secondary education. This problem of “over age” studentsis most apparent in remote areas such as Papua and Nusa Tenggara whereover 17% of pupils are over 18. This could be one of the results of the highrepetition rates throughout basic and senior secondary education in thesedaerah-daerah terpencil.

Hasil (Bahasa Indonesia) 2:

Seberapa baik siswa tampil di sekolah menengah pertama memiliki penting
peran dalam apakah mereka memilih untuk maju ke sekolah menengah atas atau
bahkan apakah mereka memiliki kualifikasi untuk melakukannya.
Dalam membaca, kinerja PISA rata-rata siswa 15 tahun
mempersiapkan untuk mendaftar di sekolah menengah atas jauh di bawah OECD
rata-rata. Beberapa 55% dari siswa tidak mencapai PISA dasar Level 2
dalam kemampuan membaca, yang berarti bahwa mereka akan sakit-dilengkapi untuk
studi lebih lanjut baik melalui jalur akademis atau kejuruan. Demikian pula, dalam matematika dan sains data PISA menunjukkan kinerja yang buruk untuk
anak-anak usia 15 tahun Indonesia, dengan 76% dan 67% masing-masing gagal mencapai
kemampuan dasar (OECD, 2014). Hasil ini dalam bahasa, matematika dan
ilmu pengetahuan perlu ditingkatkan jika siswa untuk dipersiapkan dengan baik untuk senior yang
pendidikan menengah dan seterusnya. Bahkan bagi mereka yang tidak maju ke atas
sekolah menengah, ini terlalu rendah tingkat kinerja untuk dapat beradaptasi dengan
berubah dan dunia yang kompetitif.
Data pada pendidikan menengah atas umum menemukan bahwa 8,5% dari siswa
berusia lebih dari 18 tahun, yang lebih tua dari usia pendaftaran formal 16-18
tua untuk pendidikan menengah atas tahun. Ini masalah "di atas usia" siswa
paling jelas di daerah terpencil seperti Papua dan Nusa Tenggara di mana
lebih dari 17% dari murid lebih 18. Ini bisa menjadi salah satu hasil tinggi
tingkat pengulangan seluruh pendidikan dasar dan menengah atas di ini
daerah terpencil.