scholarly journals The strategy of Science Learning in Curriculum 2013 to Increase the Value of Science’s Program for International Student Assessment (PISA)

2022 ◽  
Vol 8 (1) ◽  
pp. 79-85
Author(s):  
Hartono Hartono ◽  
Ratu Ilma Indra Putri ◽  
Rita Inderawati ◽  
Melly Ariska
Keyword(s):  
Science Education ◽  
Learning Strategies ◽  
Creative Thinking ◽  
Science Learning ◽  
International Student ◽  
Student Assessment ◽  
Thinking Skills ◽  
Pure Science ◽  
International Student Assessment ◽  
High Level

Natural Science subjects consisting of Physics, Chemistry and Biology are given to all students starting from elementary school to equip students with logical, analytical, systematic, critical, and creative thinking skills, as well as the ability to work together. According to the Organization for Economics Cooperation and Development (OECD) in 2013, the conception of Science literacy in the PISA (Program for International Student Assessment) supports the importance of students developing a solid understanding of the concepts of pure science and science education and the benefits involved in exploration in the abstract world that exists. on the universe. This study resulted in an analysis of science learning strategies for students of the Department of Science Education that support higher order thinking skills in Science. Two (2) parts of the material will be discussed more focused, namely (a) learning materials and (b) learning strategies. With the learning syllabus that supports the High Order Thinking Skills (HOTS) questions, the opportunity to increase the value of Science education (Physics, Chemistry, Biology) is greater, one of which is the preparation of challenging questions. Challenging science questions will meet the criteria for high-level questions (PISA has question levels from level 1 to level 6). HOTS questions support the development of a solid understanding of pure Science and Science Education concepts. The data sources used in the preparation of this research are the results of the 2000, 2003, 2006, 2009, 2012, 2015 and 2018. PISA surveys and the 2013 curriculum book sourced from the Ministry of Education and Culture.

scholarly journals ANALISIS STRATEGI PEMBELAJARAN MATEMATIKA KURKULUM 2013 DALAM RANGKA MENINGKATKAN NILAI PISA MATEMATIKA

2018 ◽  
Vol 5 (1) ◽  
pp. 42-64
Author(s):  
Mochamad Soekardjo ◽  
Lipur Sugiyanta
Keyword(s):  
Elementary School ◽  
Critical Thinking ◽  
Creative Thinking ◽  
International Student ◽  
Mathematical Thinking ◽  
Student Assessment ◽  
Thinking Skills ◽  
Mathematical Concepts ◽  
International Student Assessment ◽  
Level 1

Mathematics courses are given to students from elementary school to higher education which equip them with logical, analytical, systematic, critical, and creative thinking skills, as well as the ability to work together. According to the Organization for Economics Cooperation and Development (OECD) year 2013, the concep of mathematical literacy in Programme for International Student Assessment (PISA) supports the importance of developing strong understanding of pure mathematical concepts and the benefits involved in exploration in the abstract world of mathematics. This research produces a Mathematics strategic learning analysis of grade IX that supports high-order mathematical thinking skills (HOMT). Two (2) parts of the materials will be discussed more focused, ie (a) learning materials and (b) learning strategies. With a learning syllabus that supports the HOMT, the opportunity to increase the value of Mathematics education is greater, one of which is formulate challenging questions. Challenging Mathematical questions will meet the criteria of high-level questions (PISA has a level of questions from level 1 to level 6). HOMT supports the development of a strong understanding of pure mathematical concepts and is useful in exploration in the abstract world of mathematics. The sources of data used in the preparation of this reseach are the results of the PISA survey in 2006 and 2012 and the 2013 curriculum book sourced from the Ministry of Education and Culture.  Keywords: Mathematics grade IX, 2013 curriculum, PISA, HOMT   Abstrak Mata pelajaran Matematika diberikan kepada semua peserta didik mulai dari sekolah dasar untuk membekali peserta didik dengan kemampuan berpikir logis, analitis, sistematis, kritis, dan kreatif, serta kemampuan bekerja sama. Menurut Organization for Economics Coopration and Development (OECD) tahun 2013, konsepsi literasi matematika dalam Program for International Student Assessment PISA mendukung pentingnya siswa mengembangkan pemahaman yang kuat tentang konsep-konsep matematika murni dan manfaat yang terlibat dalam eksplorasi dalam dunia abstrak matematika. Penelitian ini menghasilkan sebuah analisis trategi pembelajaran matematika Kelas IX yang mendukung kemampuan berpikir tingkat tinggi matematika (HOMT). Dua (2) bagian dari materi akan dibahas lebih fokus, yaitu (a) materi pembelajaran dan (b) strategi pembelajaran. Dengan silabus pembelajaran yang mendukung HOMT tersebut maka peluang untuk meningkatkan nilai pendidikan Matematika lebih besar, salah satu di antaranya adalah dapat disusunnya soal-soal yang menantang. Soal-soal matematika yang menantang akan memenuhi kriteria soal level tinggi (PISA memiliki tingkatan soal dari level 1 hingga level 6). HOMT mendukung pengembangan pemahaman yang kuat tentang konsep-konsep matematika murni dan bermanfaat dalam eksplorasi dalam dunia abstrak matematika. Sumber data yang digunakan dalam penyusunan buku penelitian  ini adalah hasil survey PISA tahun 2006 dan 2012 dan buku kurikulum 2013 yang bersumber dari Kementerian Pendidikan dan Kebudayaan. Kata Kunci: Matematika kelas IX, Kurikulum 2013, PISA, HOMT   References B. Johnson. 2002. Contextual Teaching and Learning: What it is and why it’s here to stay. Corwin Press,Inc. California. A. Dahlan. 2009. Pengembangan model computer based e-learning untuk meningkatkan kemampuan high order mathematical thinking siswa SMA. LPPM UPI. Bandung. Watson and E. M. Glaser. 1980. Critical Thinking Appraisal. Harcourt Brace Jovanovich, Inc. New York. Hakim. 2016. Analisis Gambaran Kompetensi Guru Terhadap Prestasi Belajar Siswa SMP            Pada Ujian Nasional Tahun 2015 Provinsi Daerah Istimewa Yogyakarta. Pusat                    Data dan Statistik Pendidikan dan Kebudayaan. Jakarta. Abdurrahman. 2003. Pendidikan Bagi Anak Berkesulitan Belajar. Rineka Cipta. Jakarta. Nata. 2009. Perspektif Islam Tentang Strategi Pembelajaran. Kencana Prenada Media              Group. Jakarta. Purwanto. 2004. Psikologi Pendidikan. Remaja Rosdakarya. Bandung OECD. 2012. OECD Programme for International Student Assessment 2012. OECD.                      Westat. OECD. 2006. OECD Programme for International Student Assessment 2006. OECD.                      Westat. P. P. Kemdikbud. 2016. Penilaian yang Berkualitas untuk Pendidikan yang Berkualitas [Online]. Available:http://litbang.kemdikbud.go.id/pengumuman/Mengenal%20Puspendik%205%20Jan %202015-2.pdf. [Accessed 07 Feb 2016]. K. d. Perbukuan. 2015. Buku Guru Matematika Kelas IX SMP/MTs. Kementerian Pendidikan dan Kebudayaan. Jakarta. H. Ennis. 1985. Critical Thinking. University of lllinois. New Jersey: Prentice Hall. W. Weisberg. 2006. Expertise and Reason in Creative Thinking: Evidence from Case Studies and the Laboratory. Cambridge University Press. Cambridge. Mariana. 2011. Penerapan pendekatan kontekstual dengan pemberian tugas mind map setelah pembelajaran terhadap peningkatan kemampuan koneksi matematis siswa SMP. Krulik and J. A. Rudnick. 1995. The New Sourcebook for Teaching Reasoning and Problem Solving in Elementary School. Allyn & Bacon. Needham Heights. Sardiman. 1987. Interaksi dan Motivasi Belajar Mengajar. Rajawali Pers. Jakarta. Suwarma and D. Mayadiana. 2009. Suatu Alternatif Pembelajaran Kemampuan                           Berpikir  Kritis Matematika. Cakrawala Maha Karya. Jakarta Gustiningsi. 2015. Pengembangan Soal Matematika Model Pisa Untuk Mengetahui Kemampuan Berpikir Kritis Matematis Siswa Kelas VII. Jurnal Pendidikan Matematika JPM RAFA , vol. Vol.1, no. No.1, September 2015. Y. E. Siswono. 2016. Berpikir Kritis dan Berpikir Kreatif sebagai Fokus Pembelajaran Matematika in Seminar Nasional Matematika Dan Pendidikan Matematika (1st SENATIK). Semarang.

scholarly journals Analysis of Language Literacy Skills in Biological Learning Contexts

BIOEDUSCIENCE ◽  
2020 ◽  
Vol 4 (2) ◽  
pp. 157-165
Author(s):  
Jihan Azhaar Ramadhanty ◽  
Vita Meylani ◽  
Edi Hernawan
Keyword(s):  
Mixed Methods Research ◽  
International Student ◽  
Student Assessment ◽  
Thinking Skills ◽  
Literacy Skills ◽  
International Student Assessment ◽  
Learning Contexts ◽  
Average Grade ◽  
Language Literacy ◽  
Biological Learning

Background: The results of PISA showed that Indonesian students' literacy skills in the field of science are still low. Until now, the cause of the problem is still little information reported. This study was conducted to analyze the language literacy skills of students in biological learning contexts. Methods: the methods used in the research is mixed methods research. This research involved 72 science program students who were selected by purposive sampling. The data were gained by observations, interviews and giving the posttest consisting of 17 questions of multiple-choice based on the Programme for International Student Assessment (PISA) indicator for language literacy in biological learning. Results: That the analysis of language literacy in the context of Biological learning has an excellent literacy with a high category. The research showed that the highest average grade of language literacy was in the integrate and interpret aspects of 75,00. Meanwhile, the lowest average grade in the reflect and evaluate aspects was 57,00. The average overall grade in the language literacy on Biological learning was 70,22. Conclusion: Sustainable literacy activities stimulate higher-order thinking skills, especially in the field of science, because language literacy skills can indirectly affect students' outcomes on scientific skills.    

scholarly journals Literature Circle and Critical Reading Across EYL Learning Strategies

2020 ◽  
Author(s):  
Sri Rachmajanti .
Keyword(s):  
Primary School ◽  
Learning Strategies ◽  
International Student ◽  
Student Assessment ◽  
Control Group ◽  
Critical Reading ◽  
School Students ◽  
Significance Level ◽  
International Student Assessment ◽  
Literature Circle

The results of survey of Program of International Student Assessment (PISA), it was evident that in 2009 Indonesian lower secondary school students’ literacy ranked 57 out of 65 countries obtaining 396 (compared to Organization for Economic Cooperation and Development/OECD scoring 493), and in 2013 achieved the same score while OECD increased, 496 (Indonesia Curriculum Document, 2013). Inasmuch as the empirical evidence, and a few studies on this, the study was conducted aiming at improving students’ critical reading through literature circle strategy adopting a quasi experimental design by comparing two strategies, conventional and literature circle, for two intact groups in post test at primary school implementing a blended curriculum (Tuckman, 1978; Creswell, 2008). The subjects were composed of 42 students of Grade 5, 5 A for the control group and 5B for the experimental one. The instruments used consisted of posttest for the critical reading competence, observation sheet, underlying relevant documents, interview guide, and questionnaire, and all were validated and tried out. Based on the results of t-test (.002<.05), it revealed that in the significance level of.05 the null hypothesis was rejected meaning that literature circle strategy was verified effective and meaningful in improving the students’ critical reading, specifically in making judgments and producing a summary. It is recommended that the strategy should be implemented as early as primary school, especially for the upper classes to improve their critical thinking for future life.   Keywords: Literature circle strategy, critical reading, across learning strategies, English for Young Learners

Teacher Behaviours Explaining Turkish and Dutch Students’ Mathematic Achievements

2017 ◽  
Vol 6 (2) ◽  
pp. 174
Author(s):  
Seher Yalcın
Keyword(s):  
The Netherlands ◽  
Formative Assessment ◽  
Student Performance ◽  
International Student ◽  
Latent Class ◽  
Student Assessment ◽  
Teacher Behavior ◽  
Student Orientation ◽  
International Student Assessment ◽  
High Level

The purpose of this study was to examine the differences between Turkish and Dutch students’ mathematics achievement and to examine the predictive level of teacher behaviours for student performance. The participants were 3210 students and principals from 168 schools in Turkey and 2541 students and principals from 156 schools in the Netherlands, who attended the Program for International Student Assessment in 2012. According to the results of the multilevel latent class and three-step analyses, for both countries, teacher behavior related to student orientation, teacher focus on student achievement and formative assessment predicted the mathematical achievement. It is seen that a high level of teacher behavior related to student orientation and formative assessment plays an important role in schools’ achievement at very low, low, and low-medium levels for Turkey and at medium and medium-high levels for the Netherlands. Furthermore, it was determined that the students who had low- or medium-level achievement were more affected by teacher characteristics/behaviours.

scholarly journals THE EFFECTS OF USING BAR MODEL TOWARDS ALGEBRAIC THINKING SKILL IN ALGEBRAIC PROBLEM SOLVING AMONG STUDENTS

2021 ◽  
Vol 6 (44) ◽  
pp. 38-51
Author(s):  
Janet Jahudin ◽  
Nyet Moi Siew
Keyword(s):  
International Student ◽  
Student Assessment ◽  
Thinking Skills ◽  
Algebraic Thinking ◽  
International Student Assessment ◽  
Significant Difference ◽  
Post Test ◽  
Inference Test ◽  
Quasi Experimental ◽  
The Mean

Algebraic thinking skills are one of the elements emphasized in the benchmarking of PISA (Program for International Student Assessment). However, the algebraic thinking skills among students were found to be still at a very weak level. The purpose of this study was to look at the effect of the bar model method on students’ algebraic thinking skills. Pre-test and post -test were used as research instruments. The study was an experimental study conducted on 90 Form One students from a school in Tuaran District, Sabah. This study used a quasi-experimental design of pre-and post-test. The sample was divided into 3 groups, namely the group of learning methods i) Bar Model (MB, n = 30), ii) Bar Model and Cooperative Learning (MBPK, n = 30), and conventional (TR, n = 30). Statistical inference test, One-way Analysis of Variances Test (ANOVA) was used to analyze the findings of this study. The results of one-way ANOVA analysis showed that there was a significant difference in the mean score of the post-test between the MB group, MBPK group, and TR group (F (2, 87) = 9.316, p <.05). Significant differences in mean scores for post-test could only be seen between TR group with MB group (P = 0.019) and between TR group with MBPK group (P = 0.000) while insignificant differences were shown between MB and MBPK group (P = 0.304). Therefore, it is suggested that mathematics teachers use the Bar Model as a teaching aid to improve students' algebraic thinking skills.

The impact of professional capital on educational excellence and equality in Estonia

2016 ◽  
Vol 1 (3) ◽  
pp. 237-252 ◽  
Author(s):  
Maie Kitsing ◽  
Alan Boyle ◽  
Hasso Kukemelk ◽  
Jaan Mikk
Keyword(s):  
Education System ◽  
International Student ◽  
Student Assessment ◽  
General Level ◽  
Content Type ◽  
Professional Capital ◽  
International Student Assessment ◽  
Wide Range ◽  
High Level ◽  
The Impact

Purpose – Estonia’s results in programme for international student assessment (PISA) studies between 2006 and 2012 showed both high-level attainment and social equity. The combination of excellence and equity makes Estonia stand out from other countries. The purpose of this paper is to explore the wide range of factors that influence Estonian students’ performance in these tests and note how professional capital fits into the overall picture. Design/methodology/approach – First the authors present a brief analysis of the outcomes in terms of the PISA results. Then the authors describe a wide range of contextual factors in Estonia such as: the country’s general level of human development; historical and cultural factors; demographics and social factors. These are the inputs to the education system. Finally the authors explore the interplay between features of the education system itself – the schooling processes – and note the impact of professional capital. Findings – The authors judge that the interplay between professional capital with other factors that work in harmony explains why the system is highly effective. This coherence is not accidental; it is the outcome of a series of deliberate reforms and investment over a single generation. Originality/value – Between 2009 and 2012 Estonia increased its share of top performers in PISA tests while, at the same time, reduced the proportion of low performers. This is commonly referred to as “raising the bar and closing the gap”. Individual schools struggle to close attainment gaps between different groups of students. Estonia is one of a very small number of countries to achieve both excellence and equality across the whole national system.

scholarly journals ANALISIS KEMAMPUAN BERPIKIR REFLEKTIF DAN ANALITIK PESERTA DIDIK SMP DALAM MENYELESAIKAN SOAL MODEL PROGRAMME FOR INTERNATIONAL STUDENT ASSESSMENT (PISA)

2020 ◽  
Vol 2 (2) ◽  
pp. 46-59
Author(s):  
Hasan Bashri Hadimu ◽  
Theresia Laurens ◽  
La Moma
Keyword(s):  
High School ◽  
Junior High School ◽  
International Student ◽  
Reflective Thinking ◽  
Student Assessment ◽  
Thinking Skills ◽  
International Student Assessment ◽  
Analytical Skills ◽  
Analytical Thinking ◽  
Thinking Ability

During this time, reflective thinking and analytical skills have not been one of the objectives of mathematics and learners have not demonstrated reflective activity and analytic learning. The ability of the students ' reflective thinking and analytics is an important aspect to be examined and developed so that the learner's math learning is more optimal. The study aims to describe the ability of the students ' reflective thinking and analytic of junior high school in solving the Programme for International Student Assessment (PISA) model. This research is a qualitative descriptive study describing the reflective thinking skills and analytical students of junior high school in solving the Programme for International Student Assessment (PISA) model. The subject in this study is a class IX student consisting of three learners with the details of each of the 1 learners with reflective thinking skills, 1 student with analytic thinking skills and 1 student with reflective and analytical thinking skills. The data collection techniques used are tests of reflective thinking and analytical skills as well as interviews. Test Data and interviews are analyzed based on indicators that meet the ability of reflective thinking and analytical thinking skills. Data analysis techniques refer to the Miles and Hiberman concepts which include data reduction, data presentation, and conclusion withdrawal. Data validity techniques use observer persistence, triangulation time and peer checking. The results of the study provide conclusions: 1) Subject 1 meets the indicator of the reflective thinking ability, subject 1 able to the reacting phase, comparing, less in the contemplating phase: 2) Subject 2 meets the analytical thinking ability indicator, subject 2 is capable at would phase, organizing and attributing: 3) Subject 3 meets the indicator of reflective thinking capabilities capable of the reacting, comparing, contemplating and subject 3, organizing and attributing

Stimulation of the Development of Inquiry Skills in Teaching Functions

2015 ◽  
Vol 4 (4) ◽  
pp. 4-18 ◽  
Author(s):  
Stanislav Lukáč
Keyword(s):  
Science Education ◽  
International Student ◽  
Interactive Learning ◽  
Technological Development ◽  
Student Assessment ◽  
Learning Activities ◽  
Linear Functions ◽  
Quadratic Functions ◽  
Inquiry Skills ◽  
International Student Assessment

Abstract High quality mathematics and science education can induce further acceleration of scientific and technological development of society. Despite the efforts to implement modern approaches to science education, reducing the level of students’ knowledge and skills is observable in some areas. The skills focused on the interpretation of data from tables and graphs and the ability to apply functions to solve problems were an important area for testing mathematical literacy in The OECD’s Programme for International Student Assessment (OECD PISA) 2012. Lack of skills in the use of different mathematical functions causes problems in mathematical modelling of real situations. Our research is currently aimed at developing inquiry skills of students in mathematics and diagnosing the level of their development. Inquiry based science education (IBSE) could bring improving conceptual understanding of mathematical knowledge and could increase the activity of students in learning. In the paper, we present our first experience with testing the level of development of selected students’ inquiry skills. We focus on the evaluation of tasks requiring working with different representations of data and understanding of linear functions. The paper presents also interactive learning activities that are part of our innovative methods based on applying inquiry approach to teaching linear and quadratic functions. The interactive learning activities for the investigation of the properties of functions are implemented in the dynamic geometric system Geogebra and in the spreadsheet MS Excel.

scholarly journals The Moderation Examination of ICT Use on the Association Between Chinese Mainland Students’ Socioeconomic Status and Reading Achievement

2019 ◽  
Vol 14 (15) ◽  
pp. 107 ◽  
Author(s):  
Ya Xiao ◽  
Jie Hu
Keyword(s):  
Socioeconomic Status ◽  
Reading Achievement ◽  
International Student ◽  
Student Assessment ◽  
Mainland China ◽  
Educational Equality ◽  
Moderation Effect ◽  
International Student Assessment ◽  
Ict Use ◽  
High Level

This study explores the moderation effect of the information and communication technology (ICT) on the association between students’ socioeconomic status and their reading achievement. In total, 9,596 samples of 15 years old from 268 schools in mainland China are drawn from the latest wave of the public database -- Program for International Student Assessment (PISA) 2015. This study applies the moderation model in multiple regression analysis to respectively analyze the moderation effect of 2 composite variables of students’ ICT use, i.e., ICT use for schoolwork and ICT use for leisure. Two significant results are reported: (1) stu-dents’ ICT use for schoolwork or for leisure can moderate the relationship be-tween their socioeconomic status and their reading achievement; (2) the high-level ICT use for schoolwork or for leisure may narrow the gap in students’ reading achievement caused by different socioeconomic status deduced from the buffer-ing moderation effect of the moderating variables. These findings might provide insights to future studies in educational equality promotion, infrastructure con-struction and pedagogy improvement in reading education.

Sign in / Sign up

Export Citation Format

Share Document