The Contribution of Test Type and Curriculum Difference on the Effect of the National Test Score at International Mathematic Test Score: The Challenge of IR 4.0 Curriculum

Year 2019, Volume: 19 Issue: 82, 191 - 202, 31.07.2019

Setyabudi Indartono Anwaril Hamıdy

Abstract

Purpose: The students’ competencies of
math are required to be assessed by using an international scale of evaluation.
Thus, education policies and learning evaluation are developed by educational
policymakers to improve the education system and result quality. Hence, the
purpose of this research was to investigate The Contribution of International
Mathematics Test Type and Curriculum Difference on the Effect of the National
Test Score on International Mathematics Test Score.

Research Methods: This study employed 600 students
of private and public Junior High Schools in Indonesia. The Mathematics Test
Types included were PISA-like and TIMSS-like. They were used to represent the
type of test. The model of curriculums applied in Junior High School in
Indonesia used in this study was KTSP and K13. The multiple regression was used
to analyze the data.

Findings: The National Test Score had a
stronger effect on International Mathematics Test Score for KTSP curriculum
implementation rather than K13 curriculum, and National Test Score had a
stronger effect on International Mathematics Test Score for PISA type of
International mathematic test rather than TIMSS one. These results showed that
the different curriculum used at the mathematics learning process and test
types had a moderate effect of National on International test score in a
mathematics course.

Implications for Research and
Practice: It implies an
increase in the policymakers to pay more attention to the curriculum design and
type of learning evaluation. It is suggested that future research should
include learning and teaching types to find out a deeper behavioral and attitudinal
understanding of learning and teaching of mathematics.

Keywords

Learning evaluation, educational policy

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