How can international studies such as the international mathematics and science study and the programme for international student assessment be used to inform practice, policy and future research in science education in New Zealand?

2005 ◽  
Vol 27 (2) ◽  
pp. 145-157 ◽  
Author(s):  
Robyn Baker ◽  
Alister Jones
Keyword(s):  
Science Education ◽  
New Zealand ◽  
International Student ◽  
Student Assessment ◽  
Future Research ◽  
International Studies ◽  
Science Study ◽  
International Student Assessment ◽  
Mathematics And Science

scholarly journals A Comparison of Rural Educational Disadvantage in Australia, Canada, and New Zealand Using OECD’s PISA

SAGE Open ◽  
2018 ◽  
Vol 8 (4) ◽  
pp. 215824401880579 ◽  
Author(s):  
Kevin Sullivan ◽  
Andrew McConney ◽  
Laura B. Perry
Keyword(s):  
New Zealand ◽  
Rural Communities ◽  
Educational Outcomes ◽  
International Student ◽  
Strong Predictor ◽  
Student Assessment ◽  
Future Research ◽  
International Student Assessment ◽  
Educational Disadvantage ◽  
Student Reading

This study compares rural educational disadvantage across Australia, Canada, and New Zealand using data from the Organisation for Economic Co-operation and Development’s Programme for International Student Assessment (PISA). Across the three countries, student reading literacy and school learning environments are less positive in rural communities than in urban. Furthermore, rural disadvantage in educational outcomes (reading) and opportunities is greater in Australia than Canada or New Zealand. This could be seen as surprising as student socioeconomic status (SES), typically a strong predictor of educational outcomes, is similar for rural communities in Australia and Canada, but lower in New Zealand. Rural school principals in Australia are most likely among the three countries to report that shortages of teaching personnel hinder learning. This could suggest that policies and structures can play a role in ameliorating or exacerbating rural educational disadvantage. We conclude with questions and recommendations for future research.

scholarly journals Literasi Matematika Dalam Kurikulum 2013

2017 ◽  
Author(s):  
Syahlan
Keyword(s):  
International Student ◽  
Student Assessment ◽  
Education For All ◽  
Science Study ◽  
Learning Society ◽  
International Student Assessment ◽  
Mathematics And Science

Keikutsertaan Indonesia di dalam studi International seperti Trends in International Mathematics and Science Study (TIMSS) dan Program for International Student Assessment (PISA) sejak tahun 1999 menunjukkan bahwa capaian anak-anak Indonesia tidak menggembirakan dalam beberapa kali laporan yang dikeluarkan TIMSS dan PISA, menuntut adanya perubahan besar dalam tujuan pendidikan Indonesia.Kurikulum 2013 yang mengusung paradigma belajar abad 21 memiliki tujuan agar siswa memiliki kompetensi sikap, keterampilan, dan pengetahuan yang lebih baik, yang pada akhirnya akan mewujudkan terciptanya masyarakat belajar (learning society), dimana setiap anggota masyarakat berhak mendapatkan pendidikan (education for all) dan menjadi pembelajar seumur hidup (longlive education). Dengan literasi matematika, siswa akan mampu melakukan, memahami, dan menerapkan matematika, tidak hanya di dalam kelas tetapi juga dalam kehidupan sehari-hari, selain itu siswa diajak untuk berpikir kritis terhadap instruksi yang diberikan. Kesempatan untuk mengembangkan literasi matematika dapat sekaligus memperdalam pengetahuan mereka terhadap matematika, pemahaman konseptual dan keterampilan sehingga tujuan pendidikan nasional akan tercapai. Disarankan untuk mengkaji secara mendalam kurikulum tahun 2013 untuk lebih memahaminya dan dapat menerapkannya secara efisien dan efektif. Mempertimbangkan upaya-upaya yang tepat sehingga kompetensi inti yang telah ditetapkan berdasarkan standar kompetensi lulusan (SKL) dapat tercapai. Menerapkan dan mengembangkan kemampuan peserta didik dengan menggunakan literasi matematika sehingga siswa dapat lebih menikmati matematika, bukan sebagai suatu momok yang harus dihindari.

scholarly journals A Comparison of Educational Reform in Finland and Washington State, USA

2016 ◽  
Vol 3 (2) ◽  
Author(s):  
Karin Manns
Keyword(s):  
Educational Reform ◽  
International Student ◽  
Student Assessment ◽  
The United States ◽  
Washington State ◽  
Reform Initiatives ◽  
Science Study ◽  
Childhood Poverty ◽  
International Student Assessment ◽  
Mathematics And Science

This paper addresses aspects of global educational reform initiatives in the first two decades of the 21st century, comparing and contrasting these with the efforts of Finland, a nation in which students have recently and repeatedly outperformed other countries on international assessments. Utilizing the thesis that lessons from Finland can be used to support the educational reform work in the United States, a proposal for such implementation in Washington state is presented. Since strategies are often contextual, rooted in the history, beliefs, politics, and more of a country, such implementation must necessarily include sound analysis and adaptations to suit the new circumstances. While this paper focuses on educational efforts, an analysis of the Programme for International Student Assessment (PISA) and Trends in Mathematics and Science Study (TIMSS) data by poverty identifies an important factor outside education that impacts academic achievement, namely, childhood poverty. The paper concludes with a practical look at possible next steps to improve education within the current educational context.

scholarly journals Teacher Praise and Encouragement: Towards an Education for Democracy

2008 ◽  
Vol 2 (1) ◽  
Author(s):  
Herner Saeverot
Keyword(s):  
International Education ◽  
International Student ◽  
Student Assessment ◽  
Science Study ◽  
Teacher Praise ◽  
International Student Assessment ◽  
Education For Democracy ◽  
Goals And Objectives ◽  
Mathematics And Science

International education tests, such as the Organization for Economic Co-operation and Development (OECD) International Student Assessment (PISA) and Trends in International Mathematics and Science Study (TIMSS), steer the debate about education, form the image of a school, and specify the goals and objectives of the curriculum. Thus praise, prizes and other positive reinforcements become common methods in school. Through Franz Kafka's Letter to his Father I examine encouragement and teacher praise, which are, when we look into it, held in the grip of behaviourism. I take issue with this dominant thinking and make an attempt to go beyond praise and encouragement as positive reinforcements of desired behaviours that are postulated in advance. I make an educational argument out of Heidegger's phenomenological term, Ereignis, and suggest that teachers ought to praise that which the student is suited for and not only when they have fulfilled the demands of the curriculum. I also make an educational argument out of two Derridaean terms, hospitality and forgiveness, and claim that teachers ought to give back -- through praise and encouragement -- the students' self-respect, whatever their faults. Instead of being manipulative and serving narcissistic needs, praise ought to serve an education for democracy.

scholarly journals Keefektivan Perangkat Rencana Pelaksanaan Pembelajaran melalui Penelitian Berbasis Perancangan

2020 ◽  
Vol 1 (2) ◽  
pp. 74
Author(s):  
Muhammad Zaini ◽  
Nurul Hidayati
Keyword(s):  
Small Group ◽  
Field Test ◽  
International Student ◽  
Student Assessment ◽  
Science Study ◽  
Self Evaluation ◽  
International Student Assessment ◽  
One To One ◽  
Mathematics And Science

Riset Program for International Student Assessment (PISA) yang memfokuskan pada literasi bacaan, matematika, dan IPA memperlihatkan peringkat Indonesia hanya menduduki 10 terbawah dari 65 negara. Riset Trends international Mathematics and Science Study (TIMSS) menunjukkan siswa Indonesia berada pada rangking amat rendah dalam kemampuan 1) memahami informasi yang komplek, 2) teori,analisis dan pemecahan masalah, 3) pemakaian alat, prosedur dan pemecahan masalah dan 4) melakukan investigasi. Salah satu cara yang mungkin dapat mengatasi masalah kelemahan siswa Indonesia adalah memperbaiki perangkat RPP. Penelitian ini bertujuan menentukan keefektivan perangkat RPP IPA-biologi melalui penelitian berbasis perancangan. Penelitian menggunakan Model Tessmer dengan tahapan self evaluation, expert reviews, one-to-one, small group, dan field test sebagai fokus penelitian. Subjek penelitian siswa kelas VIIA berjumlah 40 orang. Jenis data meliputi 1) hasil belajar kognitif, 2) keterampilan kinerja, 3) perilaku berkarakter, 4)  keterampilan sosial, dan 5) keterampilan berpikir kritis. Hasil belajar kognitif melalui tes dianalisis berdasarkan KKM. Keterampilan kinerja melalui pengamatan menggunakan rubrik rincian tugas kinerja. Perilaku berkarakter dan keterampilan sosial melalui pengamatan menggunakan rubrik perilaku berkarakter. Keterampilan berpikir kritis melalui LKS dengan rubrik kuantitatif. Hasil penelitian perangkat RPP efektif digunakan berdasarkan 1) hasil belajar siswa (produk dan proses) telah melampaui ketuntasan klasikal, 2) keterampilan kinerja siswa sangat baik, 3) perilaku berkarakter siswa (disiplin dan tanggung jawab) sangat baik, 4) keterampilan sosial siswa (bekerja sama dan menyumbang ide) sebagian besar sangat baik, dan 5) keterampilan berpikir kritis siswa sudah baik.

scholarly journals Pemanfaatan Model Belajar Window Shopping Dalam Upaya Peningkatan Hasil Belajar

PEDAGOGIKA ◽  
2021 ◽  
Vol 12 (2) ◽  
pp. 184-193
Author(s):  
Angga Prasetyo
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
International Student ◽  
Student Assessment ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Science Study ◽  
International Student Assessment ◽  
Basic Concepts ◽  
Mathematics And Science

ABSTRAK Model pembelajaran merupakan representasi maupun rencana yang digunakan dalam proses belajar dan mengajar oleh guru maupun siswa untuk mencapai tujuan pendidikan menggunakan pola/ prosedur yang sistematis. Berdasarkan skor Trends In International Mathematics and Science Study (TIMSS) dan Programme for International Student Assessment (PISA) tahun 2018 I ndonesia menempati peringkat dalam kategori rendah dalam hal literasi sains dan kemampuan sains sehingga dibutuhkan terobosan yang baru dalam pembelajaran, sehingga diperlukan suatu model pembelajaran yang interaktif agar membuat suasana belajar menjadi menyenangkan, salah satunya model pembelajaran tipe windows shopping. Tujuan penelitian melihat pengaruh penerapan model windows shopping terhadap ketuntasan belajar dan peningkatan hasil belajar peserta didik, metode yang digunakan quassy experiment dengan pengambilan sampel secara purposive sampling dan analisis data menggunakan uji N-gain. Hasil penelitian menunjukkan model pembelajaran windows shopping pada materi konsep dasar IPA dapat meningkatkan hasil belajar sebesar 0,78 yang termasuk kategori tinggi dibandingkan kelas kontrol. Selain itu penerapan model pembelajaran windows shopping juga dapat meningkatkan angka ketuntasan belajar pada peserta didik. Berdasarkan hasil penelitian didapatkan model pembelajaran windows shopping dapat meningkatkan hasil belajar peserta didik pada materi konsep dasar IPA. Kunci Kunci : Konsep Dasar IPA; Hasil Belajar; Windows Shopping ABSTRACT The learning model is a representation and plan used in the teaching and learning process by teachers and students to achieve educational goals using systematic patterns / procedures. Based on the scores of Trends In International Mathematics and Science Study (TIMSS) and the Program for International Student Assessment (PISA) 2018, Indonesia is ranked in the low category in terms of scientific literacy and scientific abilities so that new breakthroughs are needed in learning, so a learning model is needed. which is interactive in order to make the learning atmosphere fun, one of which is the windows shopping type of learning model. The research objective was to see the effect of the application of the windows shopping model on learning completeness and the improvement of student learning outcomes. The method used was a quassy experiment with purposive sampling and data analysis using the N-gain test. The results showed that the windows shopping learning model on the basic concepts of science can improve learning outcomes by 0.78 which is in the high category compared to the control class. In addition, the application of the windows shopping learning model can also increase the learning completeness rate of students. Based on the research results, it was found that the windows shopping learning model can improve student learning outcomes in the basic concepts of science material. Keyword : Basic Concepts of Science; Learning Outcomes; Windows Shopping

scholarly journals Política educacional, exames internacionais de desempenho e a busca da escolarização de classe mundial: uma análise crítica

2017 ◽  
Vol 28 (68) ◽  
pp. 302
Author(s):  
Paul Morris
Keyword(s):  
Comparative Education ◽  
Critical Analysis ◽  
International Student ◽  
Student Assessment ◽  
Science Study ◽  
International Student Assessment ◽  
Pupil Achievement ◽  
National Tests ◽  
Mathematics And Science ◽  
Cross National

<p>As políticas educacionais no mundo todo estão cada vez mais dirigidas por um desejo de emular as “melhores práticas” de países que têm bom resultado em exames internacionais de desempenho de alunos, tais como o Programme for International Student Assessment (PISA) e o Trends in International Mathematics and Science Study (TIMSS). Este artigo traz uma análise crítica de como essa forma aplicada de educação comparada opera, a lógica e os pressupostos nos quais ela se baseia, e os atores essenciais envolvidos.</p><p><strong>Palavras-chave:</strong> PISA; TIMMS; Avaliação em Larga Escala; Políticas Educacionais.</p><p> </p><p><strong>Education policy, cross-national tests of pupil achievement, and the pursuit of world class schooling: a critical analysis</strong></p><p>Educational policy around the world is increasingly driven by a desire to emulate the “best practices” of nations that have performed well on cross national tests of pupil achievement such as Programme for International Student Assessment (PISA) and Trends in International Mathematics and Science Study (TIMMS). This article provides a critical analysis of how this applied form of comparative education operates; the logic and assumptions on which it is based and the key actors involved.</p><p><strong>Keywords:</strong> PISA; TIMMS; Large-Scale Assessment; Educational Policies.</p><p> </p><p><strong>Política educacional, tests internacionales de desempeño y la búsqueda de la escolarización de clase mundial: un análisis crítico</strong></p><p>Las políticas educacionales entodo el mundo están cada vez más dirigidas por un deseo de emular las “mejores prácticas” de países que obtienen buenos resultados en tests internacionales de desempeño de alumnos, como el Programme for International Student Assessment (PISA) y Trends in International Mathematics and Science Study (TIMSS). Este artículo contiene un análisis crítico de cómo opera esa forma aplicada de educación comparada, la lógica y los presupuestos en los que se basa, y los actores esenciales implicados.</p><p><strong>Palabras-clave:</strong> PISA; TIMMS; Evaluación en Gran Escala; Políticas Educacionales.<em><br /></em></p>

scholarly journals Peningkatan Hasil Belajar Konsep Dasar IPA Melalui Model Pembelajaran Jigsaw

2021 ◽  
Vol 1 (2) ◽  
pp. 21-29
Author(s):  
Angga Dwi Prasetyo
Keyword(s):  
International Student ◽  
Student Assessment ◽  
Science Study ◽  
Purposive Sampling ◽  
International Student Assessment ◽  
Mathematics And Science

Indonesia termasuk kedalam negara dengan peserta didik yang memiliki kemampuan literasi, sains serta matematika rendah berdasarkan skor Trends In International Mathematics and Science Study (TIMSS) dan Programme for International Student Assessment (PISA) tahun 2018, hal ini dapat dipengaruhi oleh banyak faktor seperti faktor internal maupun eksternal. Salah satu faktor eksternal yang mempengaruhi adalah pembelajaran yang terpusat pada pendidik dan metode penyampaian materi yang monoton, sehingga diperlukan suatu model pembelajaran yang interaktif, salah satunya model pembelajaran tipe jigsaw. Tujuan penelitian melihat pengaruh penerapan model jigsaw terhadap peningkatan hasil belajar peserta didik. Metode yang digunakan quassy experiment dengan pengambilan sampel secara purposive sampling dan analisis data menggunakan uji N-gain di kelas 4D dan 4C mahasiswa PGMI IAIN Surakarta. Hasil penelitian menunjukkan model jigsaw pada pembelajaran konsep dasar IPA dapat meningkatkan hasil belajar sebesar 0,72% yang termasuk kategori tinggi dibandingkan kelas kontrol. Selain itu penerapan model pembelajaran jigsaw juga dapat meningkatkan angka ketuntasan belajar pada peserta didik. Berdasarkan hasil penelitian, model pembelajaran jigsaw dapat meningkatkan hasil belajar peserta didik pada materi konsep dasar IPA.

scholarly journals Early tracking and different types of inequalities in achievement: difference-in-differences evidence from 20 years of large-scale assessments

2021 ◽  
Vol 33 (1) ◽  
pp. 139-167
Author(s):  
Andrés Strello ◽  
Rolf Strietholt ◽  
Isa Steinmann ◽  
Charlotte Siepmann
Keyword(s):  
Large Scale ◽  
International Student ◽  
Student Assessment ◽  
Difference In Differences ◽  
Seminal Paper ◽  
International Student Assessment ◽  
Units Of Analysis ◽  
Social Achievement ◽  
Mathematics And Science ◽  
Combined Data

AbstractResearch to date on the effects of between-school tracking on inequalities in achievement and on performance has been inconclusive. A possible explanation is that different studies used different data, focused on different domains, and employed different measures of inequality. To address this issue, we used all accumulated data collected in the three largest international assessments—PISA (Programme for International Student Assessment), PIRLS (Progress in International Reading Literacy Study), and TIMSS (Trends in International Mathematics and Science Study)—in the past 20 years in 75 countries and regions. Following the seminal paper by Hanushek and Wößmann (2006), we combined data from a total of 21 cycles of primary and secondary school assessments to estimate difference-in-differences models for different outcome measures. We synthesized the effects using a meta-analytical approach and found strong evidence that tracking increased social achievement gaps, that it had smaller but still significant effects on dispersion inequalities, and that it had rather weak effects on educational inadequacies. In contrast, we did not find evidence that tracking increased performance levels. Besides these substantive findings, our study illustrated that the effect estimates varied considerably across the datasets used because the low number of countries as the units of analysis was a natural limitation. This finding casts doubt on the reproducibility of findings based on single international datasets and suggests that researchers should use different data sources to replicate analyses.

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