Indonesian students consistently underperform in mathematics on international assessments, with PISA 2022 results placing Indonesia among the lowest-performing countries, ranking 66th out of 81 participating nations with an average score of 366, significantly below the OECD average of 472 OECD (The state of learning and equity in education, OECD Publishing, 2023) . This persistent achievement gap underscores the urgency of identifying modifiable factors that can improve mathematics outcomes. This study investigates three potentially modifiable factors influencing mathematics achievement: learning discipline (students’ self-regulatory behaviors, adherence to study routines, and sustained attention to academic tasks), student independence (autonomous learning capacity, self-directed problem-solving, and intrinsic motivation to learn without external supervision), and parental attention (family involvement in educational support, supervision of learning activities, and provision of conducive home learning environments). The research examines both individual and collective influences of these factors among Indonesian Grade XI Science students, addressing gaps in understanding multifactor relationships in Asian educational contexts. An ex-post facto research design was employed with 86 students from SMA Negeri 2 Balaesang, selected through proportional random sampling. Data collection utilized validated questionnaires measuring learning discipline (α = 0.847), student independence (α = 0.818), and parental attention (α = 0.886), alongside mathematics achievement tests (α = 0.855). Multiple regression analysis using SPSS 25 examined individual and simultaneous factor effects. Individual analyses revealed learning discipline explained 34.7% of mathematics achievement variance, student independence contributed 26.6%, and parental attention demonstrated the strongest effect at 42.1%. The combined model explained 43.3% of variance (F = 20.834, p < 0.001). Notably, when examined simultaneously, parental attention remained highly significant (p < 0.001) while student factors became non-significant, suggesting complex mediating relationships. This research provides the first comprehensive analysis of these three factors’ interactive effects in Indonesian secondary mathematics education. The finding that parental attention maintains dominance over individual student characteristics challenges Western-oriented student-centered educational theories and contributes novel insights for Asian educational development. Results suggest mathematics achievement interventions should prioritize family engagement components rather than focusing solely on student-centered approaches.
Idris et al. (Wed,) studied this question.