Hasil kualitas pendidikan apakah ditentukan oleh sekolah atau pelajarnya? Di negara maju, kualitas lebih banyak ditentukan oleh kualitas pelajarnya. Di negara berkembang, kualitas sangat dipengaruhi oleh kualitas sekolahnya. Argumennya adalah kualitas pendidikan di negara berkembang umumnya tidak merata, sehingga sangat berpengaruh pada kualitas anak didik. Fenomena ini dikenal sebagai Heyneman-Loxley effect".
Literatur #
Berikut ini paper tentang Heyneyman-Loxley effect: “The role of socioeconomic status and school quality in the Philippines: Revisiting the Heyneman–Loxley effect”
In 1983, Heyneman and Loxley stated that in low income countries, school-level factors could account for a greater proportion of variance in student achievement as compared to student-level characteristics. The phenomenon has come to be known as the “HL effect” and signaled the important role of schools in developing countries. This study investigated the presence of the HL effect using a longitudinal sample of 1790 11.5-year-old students from 60 schools in a developing country, the Philippines. The main variables of interest were related to socioeconomic status and proxy measures of school quality. The correlates of achievement were explored using two-level multilevel modeling, while controlling for students’ prior ability. While findings did not support the presence of the HL effect in the sample, with schools accounting for only 3–5% of overall conditional variance, schools were found to be important in the production of higher achievement scores.
Berikut ini paper tentang kualitas pendidikan di negara maju. “Education and Intelligence: Pity the Poor Teacher because Student Characteristics are more Significant than Teachers or Schools”
Education has not changed from the beginning of recorded history. The problem is that focus has been on schools and teachers and not students. Here is a simple thought experiment with two conditions: 1) 50 teachers are assigned by their teaching quality to randomly composed classes of 20 students, 2) 50 classes of 20 each are composed by selecting the most able students to fill each class in order and teachers are assigned randomly to classes. In condition 1, teaching ability of each teacher and in condition 2, mean ability level of students in each class is correlated with average gain over the course of instruction. Educational gain will be best predicted by student abilities (up to r = 0.95) and much less by teachers’ skill (up to r = 0.32). I argue that seemingly immutable education will not change until we fully understand students and particularly human intelligence. Over the last 50 years in developed countries, evidence has accumulated that only about 10% of school achievement can be attributed to schools and teachers while the remaining 90% is due to characteristics associated with students. Teachers account for from 1% to 7% of total variance at every level of education. For students, intelligence accounts for much of the 90% of variance associated with learning gains. This evidence is reviewed.