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

Abstract

References

  • Amat Jaedun, V. Lilik Hariyanto, Nuryadin, E. R. (2014). An evaluation of the implementation of Curriculum 2013 at the building construction department of vocational high schoos in Yogyakarta. Journal of Education, 7(1), 14–22.
  • Argina, A. W., Mitra, D., Ijabah, N., & Setiawan, R. (2017). INDONESIAN PISA RESULT : WHAT FACTORS AND WHAT SHOULD BE FIXED ? Proceedings Education and Language International Conference, 1(1), 69–79.
  • Carnoy, M., Khavenson, T., Loyalka, P., Schmidt, W. H., & Zakharov, A. (2016). Revisiting the Relationship Between International Assessment Outcomes and Educational Production : Evidence From a Longitudinal. American Educational Research Journal, 53(4), 1054–1085. https://doi.org/10.3102/0002831216653180
  • Chow, J. C., & Ekholm, E. (2018). Language domains differentially predict mathematics performance in young children. Early Childhood Research Quarterly, 46, 179–186. https://doi.org/10.1016/j.ecresq.2018.02.011
  • Coşkun, S., Kayıkcı, Y., & Gençay, E. (2019). Adapting Engineering Education to Industry 4.0 Vision. Technologies, 7(10), 1–13. https://doi.org/10.3390/technologies7010010
  • Dekant, K., Sungur, S., & Yerdelen, S. (2018). Predicting Science Engagement with Motivation and Teacher Characteristics : a Multilevel Investigation. International Journal of Science and Mathematics Education, 17(1), 67–88.
  • Fung, D. (2019). Re-thinking the higher education curriculum: Challenges, possibilities, and dreams. Places of Engagement, 82–87.
  • Hayes, A. (2013). PROCESS model templates. New York, NY: Guilford. https://doi.org/978-1-60918-230-4
  • Ilma, Z., & Pratama, R. K. (2015). Transformation in Indonesian Language Curriculum: Pros and Cons between KTSP 2006 and Curriculum 2013 in Indonesia, 2013–2016. https://doi.org/10.15242/icehm.ed0315007
  • Jansen, M., Schroeders, U., Lüdtke, O., & Marsh, H. W. (2019). The dimensional structure of students ’ self-concept and interest in science depends on course composition. Learning and Instruction, 60(October 2018), 20–28. https://doi.org/10.1016/j.learninstruc.2018.11.001
  • Kaleli-Yılmaz, G., & Hanci, A. (2015). Examination of the 8th grade students ’ TIMSS mathematics success in terms of different variables. International Journal of Mathematical Education in Technology, 47(5), 674–695. https://doi.org/10.1080/0020739X.2015.1102977
  • Lam, T. Y. P., & Lau, K. C. (2014). International Journal of Science Examining Factors Affecting Science Achievement of Hong Kong in PISA 2006 Using Hierarchical Linear Modeling. International Journal of Science Education, 36(15), 2463–2480. https://doi.org/10.1080/09500693.2013.879223
  • Lan, T., & Vu, A. (2018). Building CDIO Approach Training Programmes against Challenges of Industrial Revolution 4 . 0 for Engineering and Technology Development, 11(7), 1129–1148.
  • Lieu, T. T. B., Duc, N. H., Gleason, N. W., Hai, D. T., & Tam, N. D. (2018). Approaches in Developing Undergraduate IT Engineering Curriculum for the Fourth Industrial Revolution in Malaysia and Vietnam. Creative Education, 9(December), 2752–2772. https://doi.org/10.4236/ce.2018.916207
  • Martin, M. O., & Mullis, I. V. (2016). TIMSS: Purpose and design. Dalam S. J. Howie & T. Plomp (Eds.), Contexts of learning mathematics and science—Lessons learned from TIMSS. In Contexts of learning mathematics and science—Lessons learned from TIMSS. Routledge.
  • Mcconney, A., & Perry, L. B. (2010). Science and mathematics achievement in Australia : the role of school socioeconomic composition in educational equity and effectiveness. International Journal of Science and Mathematics Education, 8(3), 429–452. https://doi.org/10.1007/s10763-010-9197-4
  • Moyer-packenham, P. S., Lommatsch, C. W., Litster, K., Ashby, J., Bullock, E., Roxburgh, A. L., … Symanzik, J. (2018). How Design Features in Digital Math Games Support Learning and Mathematics Connections. Comupter in Human Behavior, 91, 316–332. https://doi.org/10.1016/j.chb.2018.09.036
  • Mullis, I. V. S., Martin, M. O., Foy, P., & Arora, A. (2011). TIMSS 2011 International Results in Mathematics. TIMSS & PIRLS International Study Center, Lynch School of Education, Boston College Chestnut Hill, MA, USA.
  • Mullis, I. V. S., Martin, M. O., Ruddock, G. J., Sullivan, C. Y. O., & Preuschoff, C. (2009). TIMSS 2011 Assessment Frameworks. TIMSS & PIRLS International Study Center Lynch School of Education, Boston College.
  • OECD. (2013). PISA 2012 Assessment and Analytical Framework: Mathematics, Reading, Science, Problem Solving and Financial Literacy. OECD.
  • OECD. (2015). PISA 2015 Results (Volume I): Excellence and Equity in Education, PISA (Vol. I). OECD Publishing, Paris.
  • Retnawati, H. (2017). Why are the Mathematics National Examination Items Difficult and What Is Teachers ’ Strategy to Overcome It ?, 10(3), 257–276.
  • Retnawati, H., Hadi, S., & Nugraha, A. C. (2016). Vocational High School Teachers ’ Difficulties in Implementing the Assessment in Curriculum 2013 in Yogyakarta Province of Indonesia. International Journal of Instruction, 9(1), 33–48.
  • Scheerens, J. (2019). School self-evaluation : Origins , definition , approaches , methods and implementation. In School-based evaluation: An international perspective (pp. 35–69).
  • Stacey, K. (2011). The PISA View of Mathematical Literacy in Indonesia. Journal on Mathematics Education, 2(2), 95–126. Trisnawati, Gunawan, & Nongkeng, H. (2016). Perbandingan implementasi kurikulum tingkat satuan pendidikan (KTSP) dan kurikulum 2013 di SMAN 1 Sinjai Utara. Jurnal Mirai Management, 1(1), 1–9.
  • Wu, M. (2010). Comparing the Similarities and Differences of PISA 2003 and TIMSS. OECD Education Working Papers, (32).

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

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.

References

  • Amat Jaedun, V. Lilik Hariyanto, Nuryadin, E. R. (2014). An evaluation of the implementation of Curriculum 2013 at the building construction department of vocational high schoos in Yogyakarta. Journal of Education, 7(1), 14–22.
  • Argina, A. W., Mitra, D., Ijabah, N., & Setiawan, R. (2017). INDONESIAN PISA RESULT : WHAT FACTORS AND WHAT SHOULD BE FIXED ? Proceedings Education and Language International Conference, 1(1), 69–79.
  • Carnoy, M., Khavenson, T., Loyalka, P., Schmidt, W. H., & Zakharov, A. (2016). Revisiting the Relationship Between International Assessment Outcomes and Educational Production : Evidence From a Longitudinal. American Educational Research Journal, 53(4), 1054–1085. https://doi.org/10.3102/0002831216653180
  • Chow, J. C., & Ekholm, E. (2018). Language domains differentially predict mathematics performance in young children. Early Childhood Research Quarterly, 46, 179–186. https://doi.org/10.1016/j.ecresq.2018.02.011
  • Coşkun, S., Kayıkcı, Y., & Gençay, E. (2019). Adapting Engineering Education to Industry 4.0 Vision. Technologies, 7(10), 1–13. https://doi.org/10.3390/technologies7010010
  • Dekant, K., Sungur, S., & Yerdelen, S. (2018). Predicting Science Engagement with Motivation and Teacher Characteristics : a Multilevel Investigation. International Journal of Science and Mathematics Education, 17(1), 67–88.
  • Fung, D. (2019). Re-thinking the higher education curriculum: Challenges, possibilities, and dreams. Places of Engagement, 82–87.
  • Hayes, A. (2013). PROCESS model templates. New York, NY: Guilford. https://doi.org/978-1-60918-230-4
  • Ilma, Z., & Pratama, R. K. (2015). Transformation in Indonesian Language Curriculum: Pros and Cons between KTSP 2006 and Curriculum 2013 in Indonesia, 2013–2016. https://doi.org/10.15242/icehm.ed0315007
  • Jansen, M., Schroeders, U., Lüdtke, O., & Marsh, H. W. (2019). The dimensional structure of students ’ self-concept and interest in science depends on course composition. Learning and Instruction, 60(October 2018), 20–28. https://doi.org/10.1016/j.learninstruc.2018.11.001
  • Kaleli-Yılmaz, G., & Hanci, A. (2015). Examination of the 8th grade students ’ TIMSS mathematics success in terms of different variables. International Journal of Mathematical Education in Technology, 47(5), 674–695. https://doi.org/10.1080/0020739X.2015.1102977
  • Lam, T. Y. P., & Lau, K. C. (2014). International Journal of Science Examining Factors Affecting Science Achievement of Hong Kong in PISA 2006 Using Hierarchical Linear Modeling. International Journal of Science Education, 36(15), 2463–2480. https://doi.org/10.1080/09500693.2013.879223
  • Lan, T., & Vu, A. (2018). Building CDIO Approach Training Programmes against Challenges of Industrial Revolution 4 . 0 for Engineering and Technology Development, 11(7), 1129–1148.
  • Lieu, T. T. B., Duc, N. H., Gleason, N. W., Hai, D. T., & Tam, N. D. (2018). Approaches in Developing Undergraduate IT Engineering Curriculum for the Fourth Industrial Revolution in Malaysia and Vietnam. Creative Education, 9(December), 2752–2772. https://doi.org/10.4236/ce.2018.916207
  • Martin, M. O., & Mullis, I. V. (2016). TIMSS: Purpose and design. Dalam S. J. Howie & T. Plomp (Eds.), Contexts of learning mathematics and science—Lessons learned from TIMSS. In Contexts of learning mathematics and science—Lessons learned from TIMSS. Routledge.
  • Mcconney, A., & Perry, L. B. (2010). Science and mathematics achievement in Australia : the role of school socioeconomic composition in educational equity and effectiveness. International Journal of Science and Mathematics Education, 8(3), 429–452. https://doi.org/10.1007/s10763-010-9197-4
  • Moyer-packenham, P. S., Lommatsch, C. W., Litster, K., Ashby, J., Bullock, E., Roxburgh, A. L., … Symanzik, J. (2018). How Design Features in Digital Math Games Support Learning and Mathematics Connections. Comupter in Human Behavior, 91, 316–332. https://doi.org/10.1016/j.chb.2018.09.036
  • Mullis, I. V. S., Martin, M. O., Foy, P., & Arora, A. (2011). TIMSS 2011 International Results in Mathematics. TIMSS & PIRLS International Study Center, Lynch School of Education, Boston College Chestnut Hill, MA, USA.
  • Mullis, I. V. S., Martin, M. O., Ruddock, G. J., Sullivan, C. Y. O., & Preuschoff, C. (2009). TIMSS 2011 Assessment Frameworks. TIMSS & PIRLS International Study Center Lynch School of Education, Boston College.
  • OECD. (2013). PISA 2012 Assessment and Analytical Framework: Mathematics, Reading, Science, Problem Solving and Financial Literacy. OECD.
  • OECD. (2015). PISA 2015 Results (Volume I): Excellence and Equity in Education, PISA (Vol. I). OECD Publishing, Paris.
  • Retnawati, H. (2017). Why are the Mathematics National Examination Items Difficult and What Is Teachers ’ Strategy to Overcome It ?, 10(3), 257–276.
  • Retnawati, H., Hadi, S., & Nugraha, A. C. (2016). Vocational High School Teachers ’ Difficulties in Implementing the Assessment in Curriculum 2013 in Yogyakarta Province of Indonesia. International Journal of Instruction, 9(1), 33–48.
  • Scheerens, J. (2019). School self-evaluation : Origins , definition , approaches , methods and implementation. In School-based evaluation: An international perspective (pp. 35–69).
  • Stacey, K. (2011). The PISA View of Mathematical Literacy in Indonesia. Journal on Mathematics Education, 2(2), 95–126. Trisnawati, Gunawan, & Nongkeng, H. (2016). Perbandingan implementasi kurikulum tingkat satuan pendidikan (KTSP) dan kurikulum 2013 di SMAN 1 Sinjai Utara. Jurnal Mirai Management, 1(1), 1–9.
  • Wu, M. (2010). Comparing the Similarities and Differences of PISA 2003 and TIMSS. OECD Education Working Papers, (32).
There are 26 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Setyabudi Indartono This is me

Anwaril Hamıdy This is me

Publication Date July 31, 2019
Published in Issue Year 2019 Volume: 19 Issue: 82

Cite

APA Indartono, S., & Hamıdy, A. (2019). 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. Eurasian Journal of Educational Research, 19(82), 191-202.
AMA Indartono S, Hamıdy A. 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. Eurasian Journal of Educational Research. July 2019;19(82):191-202.
Chicago Indartono, Setyabudi, and Anwaril Hamıdy. “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”. Eurasian Journal of Educational Research 19, no. 82 (July 2019): 191-202.
EndNote Indartono S, Hamıdy A (July 1, 2019) 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. Eurasian Journal of Educational Research 19 82 191–202.
IEEE S. Indartono and A. Hamıdy, “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”, Eurasian Journal of Educational Research, vol. 19, no. 82, pp. 191–202, 2019.
ISNAD Indartono, Setyabudi - Hamıdy, Anwaril. “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”. Eurasian Journal of Educational Research 19/82 (July 2019), 191-202.
JAMA Indartono S, Hamıdy A. 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. Eurasian Journal of Educational Research. 2019;19:191–202.
MLA Indartono, Setyabudi and Anwaril Hamıdy. “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”. Eurasian Journal of Educational Research, vol. 19, no. 82, 2019, pp. 191-02.
Vancouver Indartono S, Hamıdy A. 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. Eurasian Journal of Educational Research. 2019;19(82):191-202.