مدى تحقق متطلبات مشروع التوجهات الدولية لدراسة الرياضيات و العلوم ( TIMSS - 2015 ) في كتب علوم الصف الأول إلى الرابع الابتدائي في المملكة العربية السعودية : دراسة تحليلية = An Analytic Study of the Inclusion of the Trends in International Mathematics and Science Study ( TIMSS - 2015 ) Requirements 1st - 4th Grades Science Textbook in Saudi Arabia

2015 ◽  
Vol 15 (1) ◽  
pp. 111-132
Author(s):  
أماني بنت محمد الحصان
Keyword(s):  
Saudi Arabia ◽  
Analytic Study ◽  
Science Textbook ◽  
Science Study ◽  
Timss 2015 ◽  
Mathematics And Science

scholarly journals Meningkatkan Capaian Matematika Siswa Indonesia: Kajian Kesalahan Konsep Nilai Tempat

2019 ◽  
Vol 1 (1) ◽  
pp. 1
Author(s):  
Rahmawati Rahmawati ◽  
Nizam Nizam
Keyword(s):  
Science Study ◽  
Timss 2015 ◽  
Mathematics And Science

Rendahnya hasil siswa Indonesia pada studi internasional sudah umum menjadi konsumsi publik. Setiap kali hasil TIMSS diumumkan, ranking serta skor adalah fokus utama. Namun, diagnosa mendalam untuk menyelami penyebab rendahnya capaian masih jarang dilakukan. Penelitian ini bertujuan untuk menggali salah satu faktor kesalahan umum yang terjadi pada siswa di jenjang pendidikan dasar, khususnya bidang studi matematika. Faktor yang ditelaah adalah (1) buku teks yang digunakan pada pembelajaran dan (2) soal-soal penilaian tingkat kelas yang lazim digunakan. Kesalahan umum dideteksi melalui analisis kuantitatif, sedangkan faktor yang memengaruhi didiagnosis dengan telaah kualitatif. Respon dari sampel 4024 siswa SD/MI kelas 4 pada studi Trend in International Mathematics and Science Study (TIMSS) 2015 digunakan untuk analisis kuantitatif. Hasil analisis kuantitatif menunjukkan siswa terkecoh dan memilih distraktor soal matematika yang sama. Terkecohnya siswa menunjukkan terjadinya kesalahan konsep nilai tempat. Siswa rancu antara nilai tempat, tempat bilangan, dan nilai bilangan. Diskusi kelompok terpumpun untuk menelaah substansi terhadap buku teks menunjukkan terjadinya simplifikasi penjelasan topik nilai tempat. Sedangkan review soal-soal topik nilai tempat pada penilaian kelas mengindikasikan bahwa secara umum, model pertanyaan menggiring hanya pada satu perspektif. Disarankan penggunaan konteks kehidupan sehari-hari untuk topik nilai tempat pada buku teks sehingga siswa mudah memahami konsep yang benar. Selain itu, penggunaan beragam stimulus untuk menilai pemahaman konsep siswa tentang nilai tempat juga diperlukan untuk meluruskan kesalahan konsep yang terjadi.

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

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.

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.

Trends in International Mathematics and Science Study and gendered math teaching in Kuwait

2017 ◽  
Vol 15 (3) ◽  
pp. 327-340 ◽  
Author(s):  
Fatimah Ahmad ◽  
Heather Greenhalgh-Spencer
Keyword(s):  
Education Research ◽  
Math Education ◽  
Math Performance ◽  
Science Study ◽  
Science Technology ◽  
Women And Girls ◽  
Math Teaching ◽  
And Mathematics ◽  
Mathematics And Science

This paper argues for a more complex literature around gender and math performance. In order to argue for this complexity, we present a small portion of data from a case study examining the performance of Kuwaiti students on the Trends in International Mathematics and Science Study and on Kuwait national math tests. Westernized discourses suggest that girls have a harder time in math classes; these discourses frame and are reified by prominent literature and practices within the field of math education research that suggest that women and girls need help in order to reach their potential in math. These Westernized discourses stand in contrast to the discourses in Kuwait that normalize women and girls as outperforming boys in all subjects – including all science, technology, engineering and mathematics subjects. As our study shows, the reality is more complex. And, while the reality is more complex, we yet lack the discourses to understand this complexity.

scholarly journals Evaluating the alignment between the Grade 9 mathematics Annual National Assessment and the TIMSS test items

2021 ◽  
Vol 41 (3) ◽  
pp. 1-13
Author(s):  
Zwelithini Bongani Dhlamini
Keyword(s):  
Statistical Significance ◽  
Science Study ◽  
National Assessment ◽  
International Context ◽  
Test Items ◽  
Enacted Curriculum ◽  
Theoretical Perspectives ◽  
Cognitive Levels ◽  
Alpha Level ◽  
Mathematics And Science

In the study reported on here I evaluated the alignment between the Annual National Assessment (ANA) and Trends in International Mathematics and Science Study (TIMSS). Theoretical perspectives were drawn from the Survey Enacted Curriculum (SEC), while quantitative correlational methods were used to determine the alignment between ANA and TIMSS using 2 variables in the assessments, topics and cognitive levels. The research design was the correlational prediction design. The evaluation revealed that the Porter’s alignment index between ANA and TIMSS was 0.657 in 2012, 0.728 in 2013 and 0.681 in 2014. Statistically, this was significantly low at the Alpha level of 0.05, in accordance with Fulmer’s critical values at 20, 60 and 120 standard points. The low statistical significance of the alignment indices justifies discrepancies in topics and cognitive levels for ANA and TIMSS, justifying misalignment in what was tested in the two assessments. It is recommended that alignment studies be sanctioned frequently by the ANA developers as one of many measures to gauge the performance of the curriculum both in a national and international context.

scholarly journals DAMPAK PENDAMPINGAN DALAM MENGERJAKAN PR DAN KEBIASAAN ORANGTUA MEMBACA TERHADAP CAPAIAN AKADEMIK ANAK DALAM TIMSS 2015

2019 ◽  
Vol 2 (2) ◽  
pp. 50
Author(s):  
Suci Paramitha Liestari ◽  
Safari Safari
Keyword(s):  
Reading Habits ◽  
Student Education ◽  
Science Scores ◽  
Quantitative Descriptive ◽  
The Impact ◽  
Timss 2015 ◽  
Mathematics And Science ◽  
Primary Educators

The success of student education cannot be separated from the schools, teachers, students and parents. Parents play an important role because they are the first and primary educators of their children. This study aims to assess the impact of parents’ support in helping their children to do their homework and parents' reading habits on mathematics and science scores in TIMSS 2015. By using quantitative descriptive and inferential methods, the analysis shows that parents who spend more time helping and checking their children homework, have children who achieve higher scores on mathematics and science. If they read more than 10 hours in 1 week, their kids scores on TIMSS 2015 significantly. Only 6,4% of parents whose reading habits more than 10 hours in 1 week.

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