The Importance of a Positive School Climate

Oct 13, 2025 by talynt.org 6 views

The Role of School Climate Towards Higher Order Thinking Skills (HOTS) in Mathematical Literacy Students in Indonesia

Introduction

Education in Indonesia has been increasingly advanced, with the government participating in providing the best programs and focusing on Higher Order Thinking Skills (HOTS) and participating in the PISA (Program for International Student Assessment). However, the effectiveness of these programs in improving mathematical literacy among Indonesian students remains a concern. This study aims to determine the role of school climate on the ability of high-level thinking (HOTS) in student mathematics literacy in Indonesia.

Background

Education in Indonesia is generally accepted in schools, with the government participating in providing the best programs and focusing on HOTS and participating in the PISA. However, the effectiveness of these programs in improving mathematical literacy among Indonesian students remains a concern. The government has been implementing various programs to improve education in Indonesia, including the development of HOTS and participating in the PISA. However, the results of these programs have been mixed, with some students showing significant improvement in mathematical literacy, while others continue to struggle.

Methodology

This study used secondary data downloaded from the OECD.Org website and employed quantitative research methods. The data used consisted of 12,098 students in Indonesia with education from junior high schools (SMP) and high school (SMA) with a maximum age of 15 years. The data were analyzed using multiple linear regression tests.

Results

The results of the study showed that only harassment played a role in improving the high-level thinking skills (HOTS) of mathematics students in Indonesia. However, overall, the results of the study showed that there was no role in the school climate on the high-level thinking ability (HOTS) of students' mathematics literacy in Indonesia.

Further Analysis

These findings present a number of important questions about the school climate and their influence on students' high-level thinking skills. Why harassment, which should be a negative factor, actually correlates positively with HOTS in mathematical literacy? Chances are, students who experience harassment feel encouraged to develop strategies to overcome pressure and improve their abilities in solving problems. They may be more active in learning, more creative in finding solutions, and more persistent in facing challenges.

The Importance of a Positive School Climate

However, it is essential to emphasize that harassment is not a solution to increase HOTS. A positive and supportive school climate is far more effective in encouraging the development of high-level thinking skills. A safe, inclusive, and respectful learning environment can help students:

Feeling comfortable to ask questions and explore ideas: Students who feel safe and valued will be bolder to ask questions and explore new ideas, which are the basis of HOTS.
Collaborate with peers: Cooperation and collaboration in learning to help students develop critical thinking skills, communication, and problem-solving.
Developing self-confidence and motivation: A positive school climate increases student confidence and motivation, so they are more encouraged to learn and achieve their best potential.

Recommendation

The results of this study become an important reminder for education stakeholders in Indonesia to pay attention to school climate and create a positive and supportive learning environment. The focus is not only on the increase in HOTS, but also to build student character, develop a positive attitude, and foster strong self-confidence.

Conclusion

Improving the quality of mathematics learning in Indonesia requires a comprehensive approach that involves not only subject matter, but also school climate and student character development. By creating a positive and supportive learning environment, we can help Indonesian students achieve their full potential in mathematical literacy and various other fields.

Implications for Education Policy

The findings of this study have significant implications for education policy in Indonesia. Firstly, the government should prioritize the development of a positive and supportive school climate, which is essential for the development of high-level thinking skills. Secondly, the government should focus on building student character, developing a positive attitude, and fostering strong self-confidence. Finally, the government should ensure that education programs are comprehensive and inclusive, addressing the needs of all students, including those who experience harassment.

Future Research Directions

This study highlights the need for further research on the role of school climate in the development of high-level thinking skills. Future studies should investigate the impact of different types of school climate on student outcomes, including HOTS. Additionally, future studies should explore the relationship between school climate and student character development, including the development of a positive attitude and strong self-confidence.

Limitations of the Study

This study has several limitations. Firstly, the data used were secondary data, which may not be representative of the entire population of Indonesian students. Secondly, the study only focused on the role of school climate in the development of high-level thinking skills, and did not investigate other factors that may influence student outcomes. Finally, the study only used quantitative research methods, which may not provide a comprehensive understanding of the complex relationships between school climate and student outcomes.

Conclusion

In conclusion, this study highlights the importance of school climate in the development of high-level thinking skills among Indonesian students. While harassment may play a role in improving HOTS, a positive and supportive school climate is far more effective in encouraging the development of high-level thinking skills. The findings of this study have significant implications for education policy in Indonesia, and highlight the need for further research on the role of school climate in the development of high-level thinking skills.
Frequently Asked Questions (FAQs) About the Role of School Climate Towards Higher Order Thinking Skills (HOTS) in Mathematical Literacy Students in Indonesia

Q: What is the main focus of this study?

A: The main focus of this study is to determine the role of school climate on the ability of high-level thinking (HOTS) in student mathematics literacy in Indonesia.

Q: What type of data was used in this study?

A: The data used in this study was secondary data downloaded from the OECD.Org website.

Q: How many students were involved in this study?

A: A total of 12,098 students in Indonesia with education from junior high schools (SMP) and high school (SMA) with a maximum age of 15 years were involved in this study.

Q: What was the research method used in this study?

A: The research method used in this study was quantitative research methods, specifically multiple linear regression tests.

Q: What were the findings of this study?

A: The findings of this study showed that only harassment played a role in improving the high-level thinking skills (HOTS) of mathematics students in Indonesia. However, overall, the results of the study showed that there was no role in the school climate on the high-level thinking ability (HOTS) of students' mathematics literacy in Indonesia.

Q: Why did harassment have a positive correlation with HOTS?

A: Chances are, students who experience harassment feel encouraged to develop strategies to overcome pressure and improve their abilities in solving problems. They may be more active in learning, more creative in finding solutions, and more persistent in facing challenges.

Q: What is the importance of a positive school climate?

A: A positive and supportive school climate is far more effective in encouraging the development of high-level thinking skills. A safe, inclusive, and respectful learning environment can help students:

Feeling comfortable to ask questions and explore ideas: Students who feel safe and valued will be bolder to ask questions and explore new ideas, which are the basis of HOTS.
Collaborate with peers: Cooperation and collaboration in learning to help students develop critical thinking skills, communication, and problem-solving.
Developing self-confidence and motivation: A positive school climate increases student confidence and motivation, so they are more encouraged to learn and achieve their best potential.

Q: What are the implications of this study for education policy in Indonesia?

A: The findings of this study have significant implications for education policy in Indonesia. Firstly, the government should prioritize the development of a positive and supportive school climate, which is essential for the development of high-level thinking skills. Secondly, the government should focus on building student character, developing a positive attitude, and fostering strong self-confidence. Finally, the government should ensure that education programs are comprehensive and inclusive, addressing the needs of all students, including those who experience harassment.

Q: What are the limitations of this study?

A: This study has several limitations. Firstly, the data used were secondary data, which may not be representative of the entire population of Indonesian students. Secondly, the study only focused on the role of school climate in the development of high-level thinking skills, and did not investigate other factors that may influence student outcomes. Finally, the study only used quantitative research methods, which may not provide a comprehensive understanding of the complex relationships between school climate and student outcomes.

Q: What are the future research directions based on this study?

A: This study highlights the need for further research on the role of school climate in the development of high-level thinking skills. Future studies should investigate the impact of different types of school climate on student outcomes, including HOTS. Additionally, future studies should explore the relationship between school climate and student character development, including the development of a positive attitude and strong self-confidence.

Q: What are the recommendations for education stakeholders in Indonesia based on this study?

A: The results of this study become an important reminder for education stakeholders in Indonesia to pay attention to school climate and create a positive and supportive learning environment. The focus is not only on the increase in HOTS, but also to build student character, develop a positive attitude, and foster strong self-confidence.