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This study aims to identify the effect of ict literacy on mathematics achievement in grade 8 by using Indonesian Student Competency Assessment’s (AKSI) 2019 questionnaire data. A multistage probability sample of 13,079 students was analyzed using a two-level hierarchical linear model (HLM) with which student achievement scores are the first level laid in schools as the second level. The results of the analysis revealed that SES, the students' smartphones and computers, the availability of digital devices at home and school, the use of digital devices for education, and perspective on the benefits of ICT have positive influence on mathematics achievement, while the easiness of access to use of digital devices in schools has negative influence at the student level. At the school level, the high mathematics achievement of students are influenced by the location of the school and the number of certified teachers. School accreditation and completeness of learning facilities in schools are not factors upon better students toward their mathematics achievement. However, the interaction between the easiness of access to use of digital devices in schools and the completeness of learning facilities in schools have an influence in increasing students' mathematics achievement. Based on the diversity component, it is known that the diversity of students' mathematical achievement explained by the student level and school level variables are 33.24 and 0.18, respectively. |
