Volume I of the PISA 2025 results for 15-year-olds reveals that Indonesian students rank among the highest globally in environmental agency and commitment despite scoring below the OECD average in environmental-science proficiency, according to data outlined by Adides Gidson Simanjuntak, an Environmental Systems and Societies teacher at Beacon Academy in Jakarta. The assessment measures student performance across four connected dimensions: environmental-science proficiency, environmental attitudes, environmental commitment, and opportunities for environmental learning at school.
Academic Assessment and Science Proficiency Gaps
The PISA academic assessment evaluates students’ understanding of Earth systems, human impacts, scientific evidence interpretation, and socio-ecological solutions. On this metric, Indonesia scores below the OECD average, with roughly 39.5% of students reaching Level 2 or higher. At Level 2, students can describe how human activities affect Earth systems, explain practical solutions to socio-ecological challenges, and justify decisions on environmental risks using clear reasoning. Students falling below this threshold are classified as low performers by PISA standards.
Data highlights substantial internal disparities in environmental-science proficiency based on socioeconomic status and geography. Advantaged Indonesian students record an average score of about 425 points, whereas disadvantaged students average roughly 375 points—a gap of about 50 points. Location presents a similar divide, with urban students scoring around 422 points compared to 364 points for rural students, marking a rural-urban proficiency gap of roughly 58 points.
High Environmental Attitudes, Agency, and Commitment
While formal science proficiency trails behind, Indonesian students report remarkably high beliefs in personal and collective capacity to generate environmental change. Approximately 94.4% of students believe that cooperative human efforts can resolve environmental issues, and over 90% state that looking after the global environment is personally important to them.
This translates into strong short-term and long-term commitments. Around 94.5% of Indonesian students reported participating in at least one measured environmental activity during the previous year, positioning the country among the highest-performing participants. A total of 92.5% of Indonesian students expressed interest in contributing to environmental protection through future jobs. Even among disadvantaged students, about 92.7% reported participating in at least one environmental activity, and roughly 90.3% indicated career interest in environmental protection.
A notable paradox exists within these figures: 54.7% of Indonesian students care about the environment yet remain below Level 2 proficiency in environmental science. The report notes that strong environmental concern does not consistently align with demonstrated academic proficiency in science.
School Learning Support and Relational Connections
The fourth PISA dimension examines learning opportunities at school, where Indonesian students report significant support from teachers. Students indicate that instructors introduce environmental issues in class, discuss solutions, provide research opportunities, and assess knowledge. While these school offerings may support awareness and agency, PISA data does not establish a direct causal link.
To explain the disconnect between lower scientific scores and high practical engagement, Simanjuntak points to students’ everyday interactions with nature. Indonesian students frequently encounter environmental issues through communities, local landscapes, classrooms, and direct contact with the natural environment. This relational understanding of environmental education—where direct experiences with place, nature, and community shape care and action—may foster a strong willingness to protect the land independent of standardized test scores.
Future Outlook and Scenario Analysis
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