scholarly journals Problem Possing Dalam Pembelajaran Matematika

2018 ◽  
Vol 2 (2) ◽  
pp. 85-94
Author(s):  
Andi Ika Prasasti Abra
Keyword(s):  
Problem Posing ◽  
Timss 2003 ◽  
Education Achievement ◽  
Mathematics And Science

Di Indonesia, nilai matematika berdasarkan hasil tes Trends in international Mathematics and science studi (TIMSS) 2003 yang dikoordinir oleh The international for Evaluation of Education Achievement (IEA) menempatkan mahasiswa Indonesia di peringkat 34 penguasaan matematika dan peringkat 36 penguasaan sains. Dibandingkan dengan dua Negara tetangga, Singapura dan Malaysia, posisi ini jauh tertinggal. Singapura berada pada peringkat, pertama, baik matematika maupun Sains, Malaysia peringkat 10 Matematika dan peringkat 23 bidang sains (Balitbang Depdiknas, 2004). Menurut hasil studi yang dilakukan oleh Suryanto dan Soemerset terhadap 16 SLTP pada beberapa propinsi di Indonesia juga menemukan bahwa hasil tes mata pelajaran matematika mahasiswa sangat rendah, utamanya pada soal cerita matematika. Problem Posing merupakan salah satu pendekatan pembelajaran non-konvensional yang dalam proses kegiatannya membangun struktur kognitif mahasiswa. Proses ini dilakukan mahasiswa dengan cara mengaitkan skemata yang dimilikinya. Bahkan beberapa hasil penelitian memberikan gambaran, bahwa problem posing merupakan salah satu bentuk kegiatan dalam pembelajaran matematika yang dapat mengaktifkan mahasiswa, mengembangkan kemampuan berpikir mahasiswa dalam menyelesaikan masalah, dan menimbulkan sikap positif terhadap matematika

Highlights From the Trends in International Mathematics and Science Study (TIMSS) 2003

2004 ◽  
Author(s):  
Patrick Gonzales ◽  
Juan Carlos Guzman ◽  
Lisette Partelow ◽  
Erin Pahlke ◽  
Leslie Jocelyn ◽  
...  
Keyword(s):  
Science Study ◽  
Timss 2003 ◽  
Mathematics And Science

scholarly journals Mathematics And Science Performance Of Persian And Non–Persian Language Students

2012 ◽  
Author(s):  
Ebrahim Mohammadpour ◽  
Mohamed Najib Abdul Ghafar ◽  
Rohani Othman
Keyword(s):  
Statistical Tests ◽  
Science Students ◽  
Self Confidence ◽  
Persian Language ◽  
Learning Mathematics ◽  
Fourth Grade Students ◽  
Timss 2003 ◽  
Science Performance ◽  
Mathematics And Science ◽  
At Home

This study examined mathematics and science performance of students who frequently, sometimes or never spoke Persian at home. The data were obtained from 1914 Iranian fourth–grade students who participated in TIMSS 2003. One–way ANOVA and Kruskal–Wallis statistical tests were used to analyze the data. The results showed mathematics and science performance differs significantly among students who frequently, sometimes or never spoke Persian at home. Students who frequently spoke Persian achieved higher scores in both subjects than those who sometimes or never spoke the language at home. In addition, students who sometimes spoke Persian achieved higher scores in both subjects than those who never spoke it. Furthermore, the results indicated that having access to home educational resources, doing homework on mathematics and science, students’ self–confidence in learning mathematics and science were significantly different among the three groups and the differences were in favour of students who frequently and sometimes spoke Persian respectively. Key words: Mathematics; performance; Persian; science; students; TIMSS

Improving the Planning and Teaching of Mathematics by Reflecting on Research

2008 ◽  
Vol 13 (7) ◽  
pp. 412-417
Author(s):  
Lauren R. Hoffman ◽  
Daniel J. Brahier
Keyword(s):  
United States ◽  
Mathematics Achievement ◽  
The United States ◽  
Video Study ◽  
The Past ◽  
Timss 2003 ◽  
Research Questions ◽  
Teaching Of Mathematics ◽  
Mathematics Research ◽  
Mathematics And Science

Much has been written in the past decade about the Third International Mathematics and Science Study (TIMSS), including the 1999 Video Study and the TIMSS 2003 test. The primary goals of the study were to evaluate mathematics achievement levels in several countries and to attempt to understand and explain the reasons for the differences (Stevenson 1998). The TIMSS case studies were compiled in Germany, Japan, and the United States and included videos of class sessions that were analyzed by an international team of researchers (TIMSS Video Mathematics Research Group 2003). The summaries of the research have been a basis for suggestions and changes in American classrooms. Specifically, the study clearly showed differences in the ways that teachers in Japan and in the United States conduct their classes that, in turn, may affect the academic achievement of their students. Several of the key findings will be discussed in this article. Then, based on the research, questions will be presented and recommendations for teachers will be suggested concerning how U.S. mathematics teachers might rethink their methods of planning and teaching.

Mathematics Beliefs and Achievement of a National Sample of Native American Students: Results from the Trends in International Mathematics and Science Study (TIMSS) 2003 United States Assessment

2009 ◽  
Vol 104 (2) ◽  
pp. 439-446 ◽  
Author(s):  
J. Daniel House
Keyword(s):  
United States ◽  
Native American ◽  
Test Scores ◽  
National Sample ◽  
Science Study ◽  
Mathematics Beliefs ◽  
Native American Students ◽  
American Students ◽  
Timss 2003 ◽  
Mathematics And Science

Recent mathematics assessment findings indicate that Native American students tend to score below students of the ethnic majority. Findings suggest that students' beliefs about mathematics are significantly related to achievement outcomes. This study examined relations between self-beliefs and mathematics achievement for a national sample of 130 Grade 8 Native American students from the Trends in International Mathematics and Science Study (TIMSS) 2003 United States sample of ( M age =14.2 yr., SD = 0.5). Multiple regression indicated several significant relations of mathematics beliefs with achievement and accounted for 26.7% of the variance in test scores. Students who earned high test scores tended to hold more positive beliefs about their ability to learn mathematics quickly, while students who earned low scores expressed negative beliefs about their ability to learn new mathematics topics.

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