scholarly journals Achievement and response of students at favorite junior high schools in sukabumi on trends in international mathematics and science study (timss) questions

Biosfer ◽  
1970 ◽  
Vol 11 (2) ◽  
pp. 126-133 ◽  
Author(s):  
Suhendar Suhendar ◽  
Ayi Wahyuni
Keyword(s):  
Junior High Schools ◽  
Cognitive Domain ◽  
Teacher Response ◽  
Multiple Choice Questions ◽  
Science Study ◽  
Cognitive Domains ◽  
The Poor ◽  
Class Viii ◽  
Academic Year ◽  
Mathematics And Science

The research is aimed to know student achievement and teacher response on TIMSS. The research method used is descriptive. This achievement is captured the TIMSS questions in 2007 and 2011 on the ecosystem concept. The test contains 20 questions consisting of 14 essays and 6 multiple choice questions. The TIMSS questions also consist of several cognitive domains of knowing, applying and reasoning. Responses of students and teachers were collected through questionnaires and interviews. The study subjects are class VIII B 1 of School A and class VIII E School B 2 of Sukabumi in the academic year of 2015/2016. The results show that average achievement in School A is in the poor category (41%) and School B is in the fair category (56%). The achievements based on cognitive domain, 80% for knowing the domain, 43% for applying domain and 53% reasoning domain. Some students of School A and most of the students of School B  feel interested in TIMSS problem, while the teachers think that TIMSS questions will be used if it already familiar.

scholarly journals Are the Mathematics Textbooks for Eighth-Grade Meet the Trends in International Mathematics and Science Study (TIMSS) 2019 Mathematics Framework?

2020 ◽  
Vol 3 (2) ◽  
pp. 129
Author(s):  
Annis Pertiwi ◽  
Wahidin Wahidin
Keyword(s):  
Cognitive Domain ◽  
Eighth Grade ◽  
Mathematics Textbooks ◽  
Ministry Of Education ◽  
Science Study ◽  
Knowledge Domain ◽  
Mathematics Textbook ◽  
Content Domain ◽  
Descriptive Approach ◽  
Mathematics And Science

Abstract. This study aims to determine the suitability of mathematics textbooks for eighth-grade with Trends in International Mathematics and Science Study (TIMSS) 2019 Mathematics Framework. This research uses a qualitative research method with a descriptive approach and content analysis techniques. The data of this research are the eighth-grade mathematics textbook. In the textbook analysis, the researcher used three textbooks, namely Penerbit Erlangga, Yudhistira, and the Ministry of Education and Culture (Kemendikbud). The analysis carried out was the analysis of the content domain and knowledge domain based on the TIMSS 2019 Mathematics Framework. The content domain contains numbers, algebra, geometry, and data, and probability. While the knowledge domain contains aspects of understanding, application, and reasoning. In the Penerbit Erlangga book, there are only 2 out of 4 pieces of content contained in TIMSS, while the cognitive domain is 2 out of 3 aspects. Yudhistira book 2 of 4 content contained in TIMSS, while the cognitive domain is 1 of 3 aspects. Kemendikbud’s book is 1 of 4 content domains in TIMSS, while the cognitive domain is 1 of 3 aspects. Therefore the three eighth-grade mathematics textbooks as a whole are still not suitable for the TIMSS 2019 Mathematics Framework.   Abstrak. Penelitian ini bertujuan menentukan kecocokan buku ajar matematika kelas VIII dengan Trends in International Mathematics and Science Study (TIMSS) 2019 Mathematics Framework. Penelitian ini merupakan penelitian kualitatif dengan pendekatan deskriptif dan teknik analisis isi. Data yang dianalisis adalah buku ajar matematika kelas VIII. Dalam analisis buku ajar, peneliti menggunakan tiga buku ajar yaitu terbitan Erlangga, Yudhistira, dan Kementerian Pendidikan dan Kebudayaan (Kemendikbud). Analisis dilakukan terhadap content domain dan knowledge domain berdasarkan TIMSS 2019 Mathematics Framework. Content domain terdiri dari bilangan, aljabar, geometri, dan data dan peluang. Sedangkan knowledge domain terdiri dari aspek pemahaman, penerapan dan penalaran. Dalam buku Erlangga, terdapat dua dari 4 content domain, sedangkan cognitive domain hanya 2 dari 3 aspek. Buku Yudhistira memuat 2 dari 4 content domain dan hnaya 1 dari 3 aspek cognitive domain. Pada buku Kemendikbud hanya terdapat 1 dari 4 content domain dan hanya 1 dari 3 aspek cognitive domain. Jadi, tiga buku ajar matematika kelas VIII tersebut secara keseluruhan belum sesuai dengan TIMSS 2019 Mathematics Framework.

scholarly journals Quality of Tests on Mathematics Questions for Year-End Assessment (PAT) Class VIII at SMPN 2 Bangkinang Kota

2020 ◽  
Vol 8 (3) ◽  
pp. 259
Author(s):  
Yola Putri Anggraini ◽  
Yenita Roza ◽  
Maimunah Maimunah
Keyword(s):  
Difficulty Level ◽  
Multiple Choice Questions ◽  
Reliability Level ◽  
School Year ◽  
Class Viii ◽  
Descriptive Approach ◽  
Quantitative Descriptive ◽  
High Level ◽  
Academic Year

This study aims to determine the quality of the test on multiple choice questions in mathematics for Year End Assessment (PAT) class VIII SMPN 2 Bangkinang Kota for the 2019/2020 academic year based on the level of question validity, reliability level, difficulty level, distinguishing power, and option effectiveness cheater). This research is an evaluation with a quantitative descriptive approach. The research was conducted with a sample of 30 student answer sheets. Techniques for collecting data are documentation techniques. After the data is collected, the data will be analyzed with the help of Excel. Judging from the results of this analysis, it can be seen that the End of Year Assessment (PAT) questions for class VIII SMPN 2 Bangkinang Kota for the 2019/2020 academic year were not carried out by quantitative reviewers. Judging from the level of validity, it consists of 14 valid questions, while the other 16 questions are said to be invalid. The PAT questions have a high level of reliability. As for the difficulty level of the questions, there are 7 items (23.33%) difficult, 18 items (60%) moderate, and 5 items (16.66%) easy. The distinguishing power is 8 questions that are bad (26.66%), 7 questions with sufficient criteria (23.33%), 7 questions with good criteria (23.33%), and 8 questions with very good criteria (26.66%) ). For the effectiveness of the option, 4 items (13.33%) were very good, 15 items (50%) were good, 9 items (30%) were bad, and 2 items (6.33%) were very bad. So that based on the results of the quantitative test, it turns out that most of the items were not of good quality for Class VIII Year End Assessment (PAT) for the 2019/2020 school year.

scholarly journals Analysis of Students' Mathematical Literacy Ability in Algebraic Concepts Based on Trends in International Mathematics and Science Study (TIMSS) Problems

2021 ◽  
Vol 21 ◽  
pp. 381-392
Author(s):  
Erimson Siregar ◽  
Sugeng Sutiarso ◽  
Zulhiyandi Yusuf
Keyword(s):  
Average Score ◽  
Mathematical Literacy ◽  
Science Study ◽  
Knowledge Application ◽  
Analysis Technique ◽  
Class Viii ◽  
Literacy Ability ◽  
Algebraic Concepts ◽  
Algebraic Concept ◽  
Mathematics And Science

This research uses descriptive qualitative. The aim is to examine students' mathematical literacy abilities and types of errors made by students of MTs Mathla’ul Anwar Kedondong in solving algebraic concept questions that were first accessed from TIMSS. The subjects of this study were all students of class VIII-A MTs Mathla’ul Anwar Kedondong, which had 30 students. The data was collected using tests and interviews. All student answers in the analysis of mathematical errors are based on empathy for students' mathematical literacy abilities, namely aspects of knowledge, application, and communication. Furthermore, for further analysis of the students 'mathematical errors, 2 students with the lowest scores were selected, representing the mathematical errors of all students based on the four aspects of the students' mathematical literacy abilities for interviews. The data analysis technique is by reducing data, presenting data, and drawing conclusions. The results of the analysis of the data collected, the mathematical literacy ability of students included in the medium category with an average score of 62.38 scores on a scale of 100. Based on the analysis of the mathematical literacy scheme capability mentioned, students can request solutions according to their needs and sufficient good at solving problems on the criminal aspect. However, judging from the mathematical mistakes made by students, students who made mistakes did not review the answers in solving the problems. This causes the problem solving is not correct.

scholarly journals Geoscience Literacy Profile of Junior High School Students

2021 ◽  
Vol 2 (3) ◽  
pp. 305-315
Author(s):  
Desy Suryani ◽  
Eko Hariyono
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Junior High ◽  
Junior High School Students ◽  
Cognitive Domain ◽  
Science Study ◽  
School Students ◽  
The Impact ◽  
Mathematics And Science

The purpose of this research is to find out the geoscience literacy profile of junior high school students in Surabaya. The method used in this research is quantitative method. The test is done online through google form. The problem used in the test instrument is an adaptation of the TIMSS (Trends in Mathematics and Science Study) question in the Earth Science sub-discussion. The question instrument contains 10 points of multiple choice questions, and 3 items of description questions that are the result of the development of indicator slices of TIMSS (Trends in Mathematics and Science Study) 2019 and basic competency indicators of curriculum 2013. The study subjects were 85 respondents who were grade VIII students of State and Private Junior High in Surabaya. The results showed that the geoscience literacy capability profile of junior high school students in Surabaya with an average score of 58.2% is included in the low criteria, there are two indicators that have low achievement criteria, namely identifying or describing changes in the earth's surface, and the impact of geological events; and describe the process of hydrological cycles and know the sun as a source of energy for the hydrology cycle, sufficient achievement criteria, contained in the domain of cognitive knowing and reasoning. While the criteria for achievement are low, it is found in the cognitive domain applying

TIMSS 1999 Video Study: Third International Mathematics and Science Study 1999 Video Study Technical Report, Volume 1: Mathematics

2003 ◽  
Author(s):  
Jennifer Jacobs ◽  
Helen Garnier ◽  
Ronald Gallimore ◽  
Hilary Hollingsworth ◽  
Karen Bogard Givvin ◽  
...  
Keyword(s):  
Science Study ◽  
Video Study ◽  
Technical Report ◽  
Mathematics And Science

Upaya meningkatkan hasil belajar IPA pada materi struktur dan fungsi jaringan tumbuhan melalui penerapan model pembelajaran mind mapping Siswa kelas VIII MTsN 2 Aceh Besar

2020 ◽  
Vol 1 (3) ◽  
pp. 299-306
Author(s):  
Nurdahri Nurdahri
Keyword(s):  
Learning Outcomes ◽  
Learning Model ◽  
Male Students ◽  
Observation Data ◽  
Mind Mapping ◽  
Planning Cycle ◽  
Class Viii ◽  
And Function ◽  
The Mind ◽  
Academic Year

he purpose of this study was to improve science learning outcomes on the structure and function of plant networks in class VIII students of MTsN 2 Aceh Besar in the 2017/2018 academic year. The learning model used in this study is the Mind Mapping Learning Model. The subjects of this study were students of class VIII MTsN 2 Aceh Besar with a total of 33 students consisting of 13 male students and 20 fe-male students. This research was conducted in the 2017/2018 Academic Year within a period of 3 months, namely from August 2017 to October 2017 in Odd Semester. The research methodology is Classroom Action Research (CAR) consisting of two cycles and each cycle consisting of two meetings. Each cycle consists of planning, implementing, observing and reflecting. The research procedure con-sisted of pre-research, planning cycle one, implementing action cycle one, observing cycle one, reflect-ing cycle one, planning cycle two, implementing action cycle two, observing cycle two and reflecting cycle two. The data collection technique is to collect test scores that are carried out at the end of each lesson in each cycle using a question instrument (written test). Observation data was carried out by look-ing at the activeness of teachers and students during the learning process. The learning outcome data were analyzed by means of percentage statistics, while the observation data were analyzed by means of a Likert scale. The results showed that there was an increase in the completeness of student learning outcomes from 39.39% in the pre-cycle increased to 60.60% in Cycle I and increased to 87.87% in Cy-cle II. Observation of teacher activity during PBM has increased from a total score of 88 good categories in Cycle I, increasing to a total score of 93 good categories in Cycle II. The application of the Mind Mapping learning model can improve science learning outcomes on the structure and function of plant tissue for class VIII students of MTsN 2 Aceh Besar for the 2017/2018 academic year.

Linguistic Distance and Translation Differential Item Functioning on Trends in International Mathematics and Science Study Mathematics Assessment Items

2021 ◽  
pp. 073428292110105
Author(s):  
Semirhan Gökçe ◽  
Giray Berberoğlu ◽  
Craig S. Wells ◽  
Stephen G. Sireci
Keyword(s):  
Differential Item Functioning ◽  
Test Scores ◽  
Mathematics Assessment ◽  
Paired Comparisons ◽  
Science Study ◽  
Linguistic Distance ◽  
Test Characteristic ◽  
Item Functioning ◽  
Mathematics And Science ◽  
Country Specific

The 2015 Trends in International Mathematics and Science Study (TIMSS) involved 57 countries and 43 different languages to assess students’ achievement in mathematics and science. The purpose of this study is to evaluate whether items and test scores are affected as the differences between language families and cultures increase. Using differential item functioning (DIF) procedures, we compared the consistency of students’ performance across three combinations of languages and countries: (a) same language but different countries, (b) same countries but different languages, and (c) different languages and different countries. The analyses consisted of the detection of the number of DIF items for all paired comparisons within each condition, the direction of DIF, the magnitude of DIF, and the differences between test characteristic curves. As the countries were more distant with respect to cultures and language families, the presence of DIF increased. The magnitude of DIF was greatest when both language and country differed, and smallest when the languages were same, but the countries were different. Results suggest that when TIMSS results are compared across countries, the language- and country-specific differences which could reflect cultural, curriculum, or other differences should be considered.

scholarly journals Adjunctive cognitive remediation for schizophrenia using yoga: an open, non-randomised trial

2012 ◽  
Vol 24 (2) ◽  
pp. 91-100 ◽  
Author(s):  
Triptish Bhatia ◽  
Akhilesh Agarwal ◽  
Gyandeepak Shah ◽  
Joel Wood ◽  
Jan Richard ◽  
...  
Keyword(s):  
Cognitive Function ◽  
Randomised Trial ◽  
Cognitive Remediation ◽  
Cognitive Domain ◽  
Medium Effect ◽  
Major Depressive ◽  
Treatment As Usual ◽  
Cognitive Domains ◽  
Yoga Therapy ◽  
Persons With Schizophrenia

Background:Yoga therapy (YT) improves cognitive function in healthy individuals, but its impact on cognitive function among persons with schizophrenia (SZ) has not been investigated.Objective:To evaluate the adjunctive YT for cognitive domains impaired in SZ.Methods:Patients with SZ received YT or treatment as usual (TAU;n= 65,n= 23, respectively). Accuracy and speed for seven cognitive domains were assessed using a computerised neurocognitive battery (CNB), thus minimising observer bias. Separately, YT was evaluated among patients with bipolar I disorder (n= 40), major depressive disorder (n= 37) and cardiology outpatients (n= 68). All patients also received routine pharmacotherapy. Patients were not randomised to YT or TAU.Results:In comparison with the SZ/TAU group, the SZ/YT group showed significantly greater improvement with regard to measures of attention following corrections for multiple comparisons; the changes were more prominent among the men. In the other diagnostic groups, differing patterns of improvements were noted with small-to-medium effect sizes.Conclusions:Our initial analyses suggest nominally significant improvement in cognitive function in SZ with adjunctive therapies such as YT. The magnitude of the change varies by cognitive domain and may also vary by diagnostic group.

Providing Data for Educational Policy in an International Context: The Third International Mathematics and Science Study (TIMSS)

1997 ◽  
Vol 13 (1) ◽  
pp. 49-58 ◽  
Author(s):  
Albert E. Beaton ◽  
Michael O. Martin ◽  
Ina V.S. Mullis
Keyword(s):  
International Perspective ◽  
Current Status ◽  
Informational Needs ◽  
Science Study ◽  
Educational Decisions ◽  
Comparative Performance ◽  
Policy Makers ◽  
International Context ◽  
The Third ◽  
Mathematics And Science

Policy-makers in many nations of the world are involved in educational reforms. In order to make effective educational decisions for the 21st century, policy-makers need information of a wide variety of kinds, for example, comparative performance data and curriculum information from other nations. National assessments can be valuable, but international surveys provide a broader base of information and allow countries to view their current status and planning within an international perspective. The purpose of this paper is to describe the goals of the Third International Mathematics and Science Study and the steps being followed to insure that the results from the study will meet the diverse informational needs of policy-makers.

Sign in / Sign up

Export Citation Format

Share Document