Published January 16, 2026 | Version V1
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Comparative Study: A Comparison of Reading Literacy in Basic Education Systems in the United States and Indonesia

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  • 1. Mathematics Education Department, Faculty of Tarbiyah and Teacher Training (FTIK), Syekh Ali Hasan Ahmad Addary State Islamic University Padangsidimpuan, North Sumatra, Indonesia Mathematics Education, Department of Mathematics Education, Padang State University, Padang, Indonesia Reviewer, European Journal of STEM Education

Description

This study presents a comparative analysis of the education systems in the United States and Indonesia, focusing on the development of students' reading literacy. Employing a qualitative research design with a comparative analysis method, the study examines policy documents, research reports, and scholarly publications related to the educational systems and literacy programs in both countries. The findings reveal a significant disparity in literacy outcomes, as evidenced by the 2021 Programme for International Student Assessment (PISA) scores, which show a gap of 141 points (United States: 520, Indonesia: 379). Fundamental differences are identified in the systemic approach to education, the implementation of literacy initiatives, and the supporting infrastructure. The United States, with its more decentralized federal system, demonstrates effectiveness through nationally recognized, research-based programs such as the Teachers College Reading and Writing Project (TCRWP). Such initiatives have been documented to yield an average improvement of 25% in student reading proficiency. In contrast, Indonesia has demonstrated a strong commitment to improving literacy through national policy frameworks like the School Literacy Movement (Gerakan Literasi Sekolah - GLS) and innovative teacher training programs, including micro-credential certifications in literacy instruction, which have reached over 70,000 educators. However, challenges persist in the uniform implementation and equitable quality of these programs across the archipelago's diverse and extensive geographic regions. Key factors identified for enhancing literacy achievement include the need for continuous, high-quality teacher professional development, adequate provision of educational resources and infrastructure—such as access to diverse reading materials—and the contextual adaptation of evidence-based literacy programs to suit local linguistic and socio-cultural environments.

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2026-01-16
This study presents a comparative analysis of the education systems in the United States and Indonesia, focusing on the development of students' reading literacy. Employing a qualitative research design with a comparative analysis method, the study examines policy documents, research reports, and scholarly publications related to the educational systems and literacy programs in both countries. The findings reveal a significant disparity in literacy outcomes, as evidenced by the 2021 Programme for International Student Assessment (PISA) scores, which show a gap of 141 points (United States: 520, Indonesia: 379). Fundamental differences are identified in the systemic approach to education, the implementation of literacy initiatives, and the supporting infrastructure. The United States, with its more decentralized federal system, demonstrates effectiveness through nationally recognized, research-based programs such as the Teachers College Reading and Writing Project (TCRWP). Such initiatives have been documented to yield an average improvement of 25% in student reading proficiency. In contrast, Indonesia has demonstrated a strong commitment to improving literacy through national policy frameworks like the School Literacy Movement (Gerakan Literasi Sekolah - GLS) and innovative teacher training programs, including micro-credential certifications in literacy instruction, which have reached over 70,000 educators. However, challenges persist in the uniform implementation and equitable quality of these programs across the archipelago's diverse and extensive geographic regions. Key factors identified for enhancing literacy achievement include the need for continuous, high-quality teacher professional development, adequate provision of educational resources and infrastructure—such as access to diverse reading materials—and the contextual adaptation of evidence-based literacy programs to suit local linguistic and socio-cultural environments.

References

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