This systematic review aims to understand the different studies have been undertaken in Indonesia so far, and how they link to student literacy and numeracy outcomes. Teaching and school factors have the highest pooled effect on both literacy and numeracy learning outcomes. Amongst school factors, principal preparedness to implement school-based management contributed the most to the numeracy learning outcomes. There is strong evidence that using teaching strategies based on students’ needs and difficulties can improve learning outcomes. This review also suggest that teachers should have sufficient comprehension of the subject matter, pedagogical knowledge and adequate social skills to understand the problems in the classroom, and to choose and implement the most appropriate teaching strategy. Based on the quality assessment employed for all screened individual studies, the current review also strongly suggests that more rigorous studies on learning quality needs to be undertaken in Indonesia.
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