The Effect of National Examination and Curriculum on Students’ Performance in Solving TIMSS Model Mathematics Problems

Anwaril Hamidy, J. Jailani, Fathur Rahman

Abstract


This study was aimed to investigate effect of National Examination (UN) and curriculum also their interaction effect on students’ performance in solving TIMSS model Mathematics problems. This study was carried out with 300 8th graders of East Kalimantan students. The participants were from three mathematic National Examination result school categories on 2016 (low, moderate and high) and two implemented curriculum types (KTSP and Currciculum 2013). Data collection used 28 items TIMSS model Mathematics problems (α = 0.837) which contained content and cognitive domain. Data analysis used two ways analysis of variance. Data analysis revealed that there were significance main effect of national examination and curriculums, also interaction  effect between of them on mathematic achievement. There were significance main effect of national examination and curriculums on content domain. But, there was no significance interaction effect between of them on performance in solving geometry. There were significance main effect of national examination and curriculums on cognitive domain. But, there was no significance interaction effect between of them on knowing thinking level.

Keywords


national examination, curriculum, TIMSS, mathematics achievement

Full Text:

PDF

References


Badan Standar Nasional Pendidikan. (2017). Prosedur operasional standar penyelenggaraan ujian nasional. Jakarta: Author.

Balitbang Kemendikbud. (2011). Survei internasional TIMSS. Retrieved on July 23rd 2016, from http://litbang.kemdikbud.go.id/index.php/survei-internasional-timss/tentang-timss

Carnoy, M., Khavenson, T., Loyalka, P., et al. (2016). Revisiting the relationship between international assessment outcomes and educational production: evidence from a longitudinal PISA-TIMSS sample. American Educational Research Journal, 20(10), 1-32, DOI: 10.3102/000283121665318.

Ghasemi, E., & Burley, H. (2019). Gender, affect, and math: a cross-national meta-analysis of Trends in International Mathematics and Science Study 2015 outcomes. Large-Scale Assessments in Education, 7(1), 1–25. https://doi.org/10.1186/s40536-019-0078-1

Indartono, S., & Hamidy, A. (2019). The Contribution of Test Type and Curriculum Difference on the Effect of the National Test Score at International Mathematic Test Score: The Challenge of IR 4.0 Curriculum. Eurasian Journal of Educational Research, 19(82), 1–12. https://doi.org/10.14689/ejer.2019.82.10

Jaedun, A., Hariyanto, V. L., & Rahardjo, N. E. (2014). An evaluation of the implementation of Curriculum 2013 at the building construction department of vocational high schoos in Yogyakarta. Journal of Education, 7(1), 14–22.

Kemendikbud. (2012). Dokumen kurikulum 2013. Jakarta: Author.

Lam, T. Y. P., & Lau, K. C. (2014). Examining factors affecting science achievement of Hong Kong in PISA 2006 using hierarchical linear modeling. International Journal of Science Education, 36(15), 2463-2480, doi: http://dx.doi.org/10.1080/09500693.2013.879223

Martin, M. O., & Mullis, I. V. (2006). TIMSS: Purpose and design. Dalam S. J. Howie & T. Plomp (Eds.), Contexts of learning mathematics and science—Lessons learned from TIMSS (pp. 17-30). New York, NY: Routledge.

McConney, A., & Perry, L. B. (2010). Science and mathematics achievement in Australia: The role of school socioeconomic composition in educational equity and effectiveness. International Journal of Science and Mathematics Education, 8(3), 429-452, doi: https://doi.org/10.1007/s10763-010-9197-4

Mullis, I. V., Martin, M. O., Foy, P., & Arora, A. (2012). TIMSS 2011 international results in mathematics. International Association for the Evaluation of Educational Achievement. Herengracht 487, Amsterdam, 1017 BT, The Netherlands.

Mullis, I. V. S., Martin, M. O., Foy, P., & Hooper, M. (2016). TIMSS 2015 International Results in Mathematics. Retrieved from Boston College, TIMSS & PIRLS International Study Center website: http://timssandpirls.bc.edu/timss2015/international-results/

Mullis, I. V., Martin, M. O., Ruddock, G. J., O'Sullivan, C. Y., & Preuschoff, C. (2009). TIMSS 2011 Assessment Frameworks. International Association for the Evaluation of Educational Achievement. Herengracht 487, Amsterdam, 1017 BT, The Netherlands.

NCTM. (2000). Principles and standards for school mathematics. Reston, VA: Author.

Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia Nomor 24 Tahun 2016. Kompetensi Inti dan Kompetensi Dasar pada Kurikulum 2013. 29 Juni 2016. Kementerian Pendidikan dan Kebudayaan Republik Indonesia. Jakarta.

Peraturan Menteri Pendidikan Nasional Nomor 22 Tahun 2006. Standar Isi. 23 Mei 2006. Kementerian Pendidikan Nasional Republik Indonesia. Jakarta.

Retnawati, H., Hadi, S., Nugraha, A.C. (2016). Vocational high school teachers’ difficulties in implementing the assessment in curriculum 2013 in Yogyakarta Province of Indonesia. International Journal of Instruction, 9(1), 33-48.

Retnawati, H., Djidu, H., Kartianom, Apino, E., & Anazifa, R. D. (2018). Teachers’ Knowledge about Higher-Order Thinking Skills and Its Learning Strategy. Problems of Education in the 21st Century, 76(2), 215–230. Retrieved from http://oaji.net/articles/2017/457-1524597598.pdf

Retnawati, H., Kartowagiran, B., Arlinwibowo, J. & Sulistyaningsih, E. (2017). Why are the Mathematics National Examination Items Difficult and What Is Teachers’ Strategy to Overcome It? International Journal of Instruction, 10(3), 257-276, doi: https://doi.org/10.12973/iji.2017.10317a

Saoudi, K., Chroqui, R., & Okar, C. (2019). Student Achievement in Moroccan Student Achievement in Moroccan Educational Reforms: A Significant Gap Between Aspired Outcomes and Current Practices. Interchange, (0123456789). https://doi.org/10.1007/s10780-019-09380-2

Suryapuspitarini, B. K., Wardono, W., & Kartono, K. (2018). Analisis Soal-Soal Matematika Tipe Higher Order Thinking Skill ( HOTS ) pada Kurikulum 2013 untuk Mendukung Kemampuan Literasi Siswa. Prisma, Prosiding Seminar Nasional Matematika, 1, 876–884. Retrieved from https://journal.unnes.ac.id/sju/index.php/prisma/article/view/20393

Stacey, K. (2011). The PISA view of Mathematical literacy in Indonesia. IndoMS Journal Mathematics Education, 2(2), 95-126, doi: http://dx.doi.org/10.22342/jme.2.2.746.95-126

Scheerens, J. (2002). School self-evaluation: Origins, definition, approaches, methods and implementation. In School-based evaluation: An international perspective (pp. 35-69). Emerald Group Publishing Limited.

Witri, G., Putra, Z. H., & Gustina, N. (2014). Analisis Kemampuan Siswa Sekolah Dasar Dalam Menyelesaikan Soal-Soal Matematika Model the Trends for International Mathematics and Science Study (TIMSS) Di Pekanbaru. Primary: Jurnal Pendidikan Guru Sekolah Dasar, 3(1), 32–39. https://doi.org/10.33578/jpfkip.v3i1.2111

Yilmaz, G. K. & Hanci, A. (2015). Examination of the 8th grade students' TIMSS mathematics success in terms of different variables. International Journal of Mathematical Education in Science and Technology, doi: 10.1080/0020739X.2015.1102977.

Yun, J. E. (2019). School Variability and Associated Factors in Within-school Gender Differences in Mathematics Performance. University of California.




DOI: https://doi.org/10.33394/j-ps.v8i1.1991

Refbacks

  • There are currently no refbacks.




Copyright (c) 2020 Anwaril Hamidy, J. Jailani, Fathur Rahman

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

This journal has been indexed in:

more

Creative Commons License
J-PS (Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram) p-ISSN (print) 2338-4530, e-ISSN (online) 2540-7899 is licensed under a Creative Commons Attribution 4.0 International License.

View My Stats


[Valid Atom 1.0]