scholarly journals Development of mathematics learning device based on guided discovery of program of international student assessment model orientation (preliminary research)

2020 ◽  
Vol 1481 ◽  
pp. 012130
Author(s):  
C Afrilia ◽  
Yerizon ◽  
D Permana ◽  
Armiati
Keyword(s):  
International Student ◽  
Mathematics Learning ◽  
Student Assessment ◽  
Assessment Model ◽  
Guided Discovery ◽  
International Student Assessment ◽  
Preliminary Research

scholarly journals PENGEMBANGAN KURIKULUM MATEMATIKA UNTUK MENINGKATKAN KEMAMPUAN SISWA DALAM PENALARAN DAN PEMECAHAN MASALAH

2019 ◽  
Vol 1 (1) ◽  
pp. 15-27
Author(s):  
Yogi Anggraena
Keyword(s):  
Problem Solving ◽  
International Student ◽  
Mathematical Reasoning ◽  
Mathematics Learning ◽  
Student Assessment ◽  
National Council ◽  
Mathematical Literacy ◽  
Mathematical Concepts ◽  
International Student Assessment ◽  
Study Results

The Trending topic in International Mathematics and Science Study (TIMSS) and the Program for International Student Assessment (PISA) have become a new standard for mathematics learning. One of the objectives of the study from TIMSS and PISA is to know the students' abilities in reasoning, identifying, and understanding, and using the basic mathematics needed in daily life. Or in other words, students must have mathematical literacy. The concept of mathematical literacy is intended the ability of individuals to formulate, use, and interpret mathematics in various contexts. This includes mathematical reasoning and using mathematical concepts, procedures, facts, and equipment to describe, explain, and predict phenomena or events (OECD, 2013). Indonesia has participated in TIMSS and PISA studies several times, from the TIMSS and PISA study results, it shows that students have not been able to develop optimally about their thinking abilities in mathematics schools and are still low in ability (1) to understand complex information, (2) theory , analysis and problem solving, (3) using tools, procedures and problem solving and (4) conducting investigations. In 2014, the National Council of Teachers of Mathematics (NCTM) stated that learning mathematics today is still too formal, lacks connection with the meaning, understanding, and application of mathematical concepts, and fails to give sufficient attention to the ability of reasoning and solving problem. These results indicate that there needs to be a change in curriculum orientation, which is not to burden students with content but prioritize the aspects of essential abilities needed by all citizens to participate in developing their country in the 21st century. Therefore it is necessary to develop a mathematics curriculum that enhances students' abilities in reasoning and problem solving in order to improve the quality of mathematics for students knowledge and skill in this global era.

PEMBELAJARAN MATEMATIKA REALISTIK INDONESIA DENGAN ASESMEN BERNUANSA PISA

1970 ◽  
Vol 13 (1) ◽  
Author(s):  
Santika Pramesti
Keyword(s):  
Research Method ◽  
International Student ◽  
Mathematics Learning ◽  
Student Assessment ◽  
Learning Tools ◽  
Ability Test ◽  
Effective Learning ◽  
International Student Assessment ◽  
Realistic Mathematics ◽  
Class Viii

Penelitian ini merupakan penelitian pengembangan perangkat pembelajaran realistik dengan asesmen bernuansa Programme For International Student Assessment (PISA). Pengembangan perangkat pembelajaran penelitian ini dibatasi pada pengembangan perangkat pembelajaran SMP kelas VIII. Perangkat pembelajaran yang dikembangkan antara lain: Silabus, Rencana Pelaksanaan Pembelajaran (RPP), Lembar Kerja Siswa (LKS), Buku Siswa, dan Tes Kemampuan Pemecahan Masalah Bernuansa PISA. Penelitian pengembangan ini bertujuan untuk: (1) mengetahui karakteristik perangkat pembelajaran matematika realistik Indonesia dengan asesmen bernuansa PISA; (2) memperoleh perangkat pembelajaran matematika realistik Indonesia dengan asesmen bernuansa PISA yang valid, praktis, dan efektif. Metode penelitian menggunakan 4D Thiagarajan yang telah dimodifikasi menjadi 3D, yakni: define, design, and develop. Penelitian ini menghasilkan perangkat pembelajaran matematika realistik dengan asesmen bernuansa PISA yang valid. This research is the development of realistic learning devices with a nuanced assessment of Programme for International Student Assessment (PISA). The development of learning tools limited on the development of learning tools of junior class VIII. Learning tools developed includes Syllabus, Learning Implementation Plan (RPP), Student Worksheet (LKS), Student Books, and Problem Solving Ability Test based on PISA. This study aims to: (1) determine the characteristics of realistic mathematics learning device with a nuanced assessment of PISA; (2) obtain a realistic mathematics learning device with a nuanced assessment of PISA that has a valid, practice, and effective learning. The research method using 4D Thiagaraj which has been modified into 3D, namely: define, design, and develop. The result of this research is a realistic mathematics learning devices with a nuanced valid PISA's assessment.

Discipline, motivation, and achievement in mathematics learning: An exploration in Shanghai

2020 ◽  
Vol 41 (6) ◽  
pp. 595-611
Author(s):  
Bo Ning
Keyword(s):  
Mathematics Achievement ◽  
Learning Outcomes ◽  
International Student ◽  
Academic Motivation ◽  
Mathematics Learning ◽  
Student Assessment ◽  
Mathematics Classrooms ◽  
International Student Assessment ◽  
Instrumental Motivation ◽  
The Relationship

Utilizing the Programme for International Student Assessment 2012 Shanghai dataset ([Formula: see text]), this study examined the relationship between school disciplinary climate aggregated from mathematics classrooms and student mathematics learning outcomes, including mathematics achievement and intrinsic and instrumental motivation to learn mathematics, from the perspective of the self-determination theory of academic motivation. The results of the analyses demonstrated challenges supporting students in Shanghai schools to simultaneously perform well in the three mathematics learning outcomes. Meanwhile, an orderly school disciplinary climate might hurt students’ instrumental motivation, although it is beneficial to students’ mathematics achievement.

scholarly journals The impact of mathematics anxiety on self-regulated learning and mathematical literacy

2020 ◽  
Vol 64 (3) ◽  
pp. 227-242
Author(s):  
Florence Gabriel ◽  
Sarah Buckley ◽  
Abhinava Barthakur
Keyword(s):  
Mathematics Anxiety ◽  
Structural Equation ◽  
International Student ◽  
Mathematics Learning ◽  
Student Assessment ◽  
Mathematical Literacy ◽  
Self Regulated Learning ◽  
International Student Assessment ◽  
Regulated Learning ◽  
The Impact

Self-regulated learning has been shown to have a positive and long-lasting impact on students’ academic development, employability and career progression. Emotions, motivation and metacognition play an important role in students’ ability to monitor and regulate their learning, particularly when studying and engaging with Science, Technology, Engineering and Mathematics content. In this study, we investigated motivational, emotional and cognitive factors involved in self-regulated learning and their role in mathematics learning. Specifically, we analysed the impact of mathematics anxiety and self-regulated learning on mathematical literacy using the Australian subset of Programme for International Student Assessment 2012. Mathematics anxiety is a barrier to mathematical learning and is thought to hinder students’ engagement and the efficiency of their metacognitive processes. Using structural equation modelling, we showed that instrumental motivation and self-concept affect mathematics anxiety, which in turn negatively impacts mathematical literacy by affecting perseverance and self-efficacy. We consider the practical implications of our results and discuss how interventions to reduce students’ mathematics anxiety will allow for the development and/or improvement of self-regulated learning skills in mathematics.

Three Paradoxical Effects on Academic Self-Concept Across Countries, Schools, and Students

2019 ◽  
Vol 24 (3) ◽  
pp. 231-242 ◽  
Author(s):  
Herbert W. Marsh ◽  
Philip D. Parker ◽  
Reinhard Pekrun
Keyword(s):  
International Student ◽  
Student Assessment ◽  
Cross Cultural ◽  
Frame Of Reference ◽  
School Level ◽  
Self Concept ◽  
Positive Effects ◽  
International Student Assessment ◽  
Country Level ◽  
Starting School

Abstract. We simultaneously resolve three paradoxes in academic self-concept research with a single unifying meta-theoretical model based on frame-of-reference effects across 68 countries, 18,292 schools, and 485,490 15-year-old students. Paradoxically, but consistent with predictions, effects on math self-concepts were negative for: • being from countries where country-average achievement was high; explaining the paradoxical cross-cultural self-concept effect; • attending schools where school-average achievement was high; demonstrating big-fish-little-pond-effects (BFLPE) that generalized over 68 countries, Organisation for Economic Co-operation and Development (OECD)/non-OECD countries, high/low achieving schools, and high/low achieving students; • year-in-school relative to age; unifying different research literatures for associated negative effects for starting school at a younger age and acceleration/skipping grades, and positive effects for starting school at an older age (“academic red shirting”) and, paradoxically, even for repeating a grade. Contextual effects matter, resulting in significant and meaningful effects on self-beliefs, not only at the student (year in school) and local school level (BFLPE), but remarkably even at the macro-contextual country-level. Finally, we juxtapose cross-cultural generalizability based on Programme for International Student Assessment (PISA) data used here with generalizability based on meta-analyses, arguing that although the two approaches are similar in many ways, the generalizability shown here is stronger in terms of support for the universality of the frame-of-reference effects.

Are There Test Administrator Effects in Large-Scale Educational Assessments?

Methodology ◽  
2007 ◽  
Vol 3 (4) ◽  
pp. 149-159 ◽  
Author(s):  
Oliver Lüdtke ◽  
Alexander Robitzsch ◽  
Ulrich Trautwein ◽  
Frauke Kreuter ◽  
Jan Marten Ihme
Keyword(s):  
Large Scale ◽  
International Student ◽  
Student Assessment ◽  
Student Groups ◽  
Mathematics Scores ◽  
International Student Assessment ◽  
Sample Attrition ◽  
Educational Assessments ◽  
Test Administrator ◽  
Practical Implications

Abstract. In large-scale educational assessments such as the Third International Mathematics and Sciences Study (TIMSS) or the Program for International Student Assessment (PISA), sizeable numbers of test administrators (TAs) are needed to conduct the assessment sessions in the participating schools. TA training sessions are run and administration manuals are compiled with the aim of ensuring standardized, comparable, assessment situations in all student groups. To date, however, there has been no empirical investigation of the effectiveness of these standardizing efforts. In the present article, we probe for systematic TA effects on mathematics achievement and sample attrition in a student achievement study. Multilevel analyses for cross-classified data using Markov Chain Monte Carlo (MCMC) procedures were performed to separate the variance that can be attributed to differences between schools from the variance associated with TAs. After controlling for school effects, only a very small, nonsignificant proportion of the variance in mathematics scores and response behavior was attributable to the TAs (< 1%). We discuss practical implications of these findings for the deployment of TAs in educational assessments.

Effects of Different Types of Educational Tracking on Achievement and Achievement Variance

2013 ◽  
Vol 9 ◽  
Author(s):  
Erika Anne Leicht
Keyword(s):  
International Student ◽  
Educational Opportunity ◽  
Educational Achievement ◽  
Student Assessment ◽  
Minor Role ◽  
Highly Educated ◽  
International Student Assessment ◽  
Educational Backgrounds ◽  
Different Types ◽  
Educational Tracking

Despite their stated intention of providing equal educational opportunity for all, many democratic countries separate their students into different classes or even different schools based on their demonstrated academic ability and likely future career. This practice is often referred to as “tracking or “ability grouping.” This study aims to determine whether different types of educational tracking have different effects on students’ academic achievement. Specifically, this study investigates whether disparities in educational achievement between students of highly educated versus minimally educated parents are greater in countries that practice more explicit and complete forms of tracking. It also explores tracking’s effects on average achievement and overall achievement variance. Analysis of data from the 2009 Programme for International Student Assessment (PISA) indicates that tracking generally does increase score disparities between children from different educational backgrounds. Tracking is also associated with higher overall variance of scores. At the same time, tracking may have a slight positive effect on average achievement. However, results are not consistent across all countries, and patterns are different in different subject areas and for different types of tracking. The results of this study neither condemn nor extol tracking. Rather, they indicate that tracking plays a relatively minor role in determining the quality and equity of an education system.

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