Human Development Index and Junior Secondary National Exam Scores in Indonesia

Abstract

This study analyzes the correlation between the average results of the national junior high school exam and the achievement of the Human Development Index (HDI), which is oriented towards formal education indicators, including expectations and average length of schooling. Although the role of education is recognized, the underlying empirical studies are still minimal. This linear regression research examines the influence of literacy access, student-teacher ratio, and educational participation. Data sources come from 440 districts/cities in Indonesia in 2009. The analysis approach meets the applicable goodness-of-fit standards through the R², ANOVA, and t-test. The study's results indicate that the range of registrants, participation, and number of teachers greatly affect the results of the national exam and the Human Development Index. The increase in higher scores has been proven to affect efforts to improve educational standards and human development outcomes. This study's results present a strong empirical foundation for developing data-driven education policies to strengthen sustainable development in Indonesia. The findings underscore the importance of investing in educational resources and infrastructure to enhance student performance and overall human development. Policymakers can use these insights to allocate funds more effectively, focusing on increasing teacher recruitment, improving student participation rates, and expanding access to educational opportunities. Furthermore, the study's results can serve as a blueprint for other developing nations seeking to improve their education systems and human development indices through data-driven decision-making.