scholarly journals Kesan Pembelajaran Berasaskan Permainan Digital Minecraft Terhadap Pencapaian Murid Tahun Lima dalam Pecahan

2020 ◽  
Vol 5 (9) ◽  
pp. 98-113
Author(s):  
Rayner Bin Tangkui ◽  
Tan Choon Keong
Keyword(s):  
International Student ◽  
Science Studies ◽  
Student Assessment ◽  
International Student Assessment ◽  
Mathematics And Science

Keupayaan untuk memahami dan menguasai konsep pecahan akan menyediakan asas yang kukuh untuk memahami konsep matematik yang lebih kompleks serta membantu dalam melakukan penyelesaian masalah yang melibatkan pecahan dalam kehidupan seharian. Namun demikian, dapatan pentaksiran antarabangsa Trends in Mathematics and Science Studies (TIMSS) dan Programme for International Student Assessment (PISA) menunjukkan bahawa pencapaian pecahan di kalangan murid di Malaysia adalah di tahap kurang memuaskan iaitu berada di bawah skor purata antarabangsa. Dengan mengambil kira perkembangan inovasi dan kecanggihan permainan digital masa kini, tujuan kajian ini adalah untuk mengkaji kesan pembelajaran berasaskan permainan digital menggunakan Minecraft terhadap peningkatan pencapaian murid dalam pecahan. Kuasi-eksperimen dengan reka bentuk ujian pra dan ujian pasca kumpulan rawatan dan kumpulan kawalan yang melibatkan 65 orang murid tahun lima dalam dua buah kelas sedia ada telah dijalankan. Melalui pensampelan kluster, sebuah kelas terpilih sebagai kumpulan rawatan manakala kelas yang satu lagi terpilih sebagai kumpulan kawalan. Kumpulan rawatan terdiri daripada 31orang murid yang didedahkan dengan kaedah pembelajaran berasaskan permainan digital menggunakan Minecraft manakala kumpulan kawalan terdiri daripada 34 orang murid yang didedahkan dengan kaedah konvensional. Data dianalisis menggunakan ujian-t dua kumpulan sampel tak bersandar bagi membandingkan min skor pencapaian ujian pasca bagi pecahan antara kumpulan rawatan dengan kumpulan kawalan. Terdapat perbezaan signifikan dalam min skor pencapaian antara kumpulan rawatan (m = 51.096, sp = 17.242) dengan kumpulan kawalan (m = 35.235, sp = 18.171). Hasil kajian ini akan lebih menggalakkan pelaksanaan pembelajaran berasaskan permainan digital menggunakan Minecraft dalam pengajaran matematik bagi meningkatkan pencapaian murid dalam pecahan.

scholarly journals Early tracking and different types of inequalities in achievement: difference-in-differences evidence from 20 years of large-scale assessments

2021 ◽  
Vol 33 (1) ◽  
pp. 139-167
Author(s):  
Andrés Strello ◽  
Rolf Strietholt ◽  
Isa Steinmann ◽  
Charlotte Siepmann
Keyword(s):  
Large Scale ◽  
International Student ◽  
Student Assessment ◽  
Difference In Differences ◽  
Seminal Paper ◽  
International Student Assessment ◽  
Units Of Analysis ◽  
Social Achievement ◽  
Mathematics And Science ◽  
Combined Data

AbstractResearch to date on the effects of between-school tracking on inequalities in achievement and on performance has been inconclusive. A possible explanation is that different studies used different data, focused on different domains, and employed different measures of inequality. To address this issue, we used all accumulated data collected in the three largest international assessments—PISA (Programme for International Student Assessment), PIRLS (Progress in International Reading Literacy Study), and TIMSS (Trends in International Mathematics and Science Study)—in the past 20 years in 75 countries and regions. Following the seminal paper by Hanushek and Wößmann (2006), we combined data from a total of 21 cycles of primary and secondary school assessments to estimate difference-in-differences models for different outcome measures. We synthesized the effects using a meta-analytical approach and found strong evidence that tracking increased social achievement gaps, that it had smaller but still significant effects on dispersion inequalities, and that it had rather weak effects on educational inadequacies. In contrast, we did not find evidence that tracking increased performance levels. Besides these substantive findings, our study illustrated that the effect estimates varied considerably across the datasets used because the low number of countries as the units of analysis was a natural limitation. This finding casts doubt on the reproducibility of findings based on single international datasets and suggests that researchers should use different data sources to replicate analyses.

scholarly journals Use of Large Scale Assessment Finding in South Asia: An Experience of Nepal

2018 ◽  
Vol 21 ◽  
pp. 80-90
Author(s):  
Chandra Mani Paudel ◽  
Ram Chandra Panday
Keyword(s):  
Large Scale ◽  
International Student ◽  
Student Assessment ◽  
Asia Pacific ◽  
National Assessment ◽  
Large Scale Assessment ◽  
International Student Assessment ◽  
Asian Context ◽  
Mathematics And Science

This paper tries to present results from a systematic review of literature that reviewed the large-scale assessments finding in the South Asian context especially focusing Nepal. The main objective of the LEAP programme is to reform the quality of learning in the Asia-Pacific region by developing capacity of the Member States to collect, analyze and utilize international and national assessment data identifying learning enablers. The review has identified the high order skills overshadowed by rote learning. It has also employed Item Response Theory (IRT) making assessments comparable and connected with the previous levels. International Assessments such as the Programme for International Student Assessment (PISA) and the Trends in Mathematics and Science Study (TIMSS) collected vast amounts of data on schools, students and households. The use of education-related “big data” for evidence-based policy making is limited, partly due to insufficient institutional capacity of countries to analyze such data and link results with policies.

scholarly journals Literasi Matematika Dalam Kurikulum 2013

2017 ◽  
Author(s):  
Syahlan
Keyword(s):  
International Student ◽  
Student Assessment ◽  
Education For All ◽  
Science Study ◽  
Learning Society ◽  
International Student Assessment ◽  
Mathematics And Science

Keikutsertaan Indonesia di dalam studi International seperti Trends in International Mathematics and Science Study (TIMSS) dan Program for International Student Assessment (PISA) sejak tahun 1999 menunjukkan bahwa capaian anak-anak Indonesia tidak menggembirakan dalam beberapa kali laporan yang dikeluarkan TIMSS dan PISA, menuntut adanya perubahan besar dalam tujuan pendidikan Indonesia.Kurikulum 2013 yang mengusung paradigma belajar abad 21 memiliki tujuan agar siswa memiliki kompetensi sikap, keterampilan, dan pengetahuan yang lebih baik, yang pada akhirnya akan mewujudkan terciptanya masyarakat belajar (learning society), dimana setiap anggota masyarakat berhak mendapatkan pendidikan (education for all) dan menjadi pembelajar seumur hidup (longlive education). Dengan literasi matematika, siswa akan mampu melakukan, memahami, dan menerapkan matematika, tidak hanya di dalam kelas tetapi juga dalam kehidupan sehari-hari, selain itu siswa diajak untuk berpikir kritis terhadap instruksi yang diberikan. Kesempatan untuk mengembangkan literasi matematika dapat sekaligus memperdalam pengetahuan mereka terhadap matematika, pemahaman konseptual dan keterampilan sehingga tujuan pendidikan nasional akan tercapai. Disarankan untuk mengkaji secara mendalam kurikulum tahun 2013 untuk lebih memahaminya dan dapat menerapkannya secara efisien dan efektif. Mempertimbangkan upaya-upaya yang tepat sehingga kompetensi inti yang telah ditetapkan berdasarkan standar kompetensi lulusan (SKL) dapat tercapai. Menerapkan dan mengembangkan kemampuan peserta didik dengan menggunakan literasi matematika sehingga siswa dapat lebih menikmati matematika, bukan sebagai suatu momok yang harus dihindari.

scholarly journals Comparative Analysis of the Science Teaching Curricula in Turkey

SAGE Open ◽  
2020 ◽  
Vol 10 (1) ◽  
pp. 215824401989943
Author(s):  
Ömer Volkan Yaz ◽  
Mehmet Altan Kurnaz
Keyword(s):  
Science Teaching ◽  
Learning Outcomes ◽  
Cognitive Skills ◽  
International Student ◽  
Student Assessment ◽  
National Level ◽  
Cognitive Domain ◽  
International Student Assessment ◽  
Bloom Taxonomy ◽  
Mathematics And Science

The purpose of this study is to comparatively investigate the science teaching curricula in Turkey, which have undergone changes four times since the millennium. For this purpose, we carried out a technical and taxonomic examination of the learning outcomes listed in the science curricula that were introduced in 2000, 2005, 2013, and 2017 concerning Revised Bloom Taxonomy (RBT). In this study, the document analysis method was used. We classified a total of 2,613 learning outcomes in our analyses, which were limited to those related to the cognitive domain. The reliability score of the classifications was .89 according to the equation proposed by Miles and Huberman. The analyses showed that the teaching curricula decreased the intensity of the focus on knowledge and cognitive skills rather than making fundamental changes. Moreover, there was significant parallelism among the examined curricula in terms of the dimensions of the taxonomy. Using national-level results in international exams such as PISA (Programme for International Student Assessment) and TIMSS (Trends in International Mathematics and Science Study), we concluded that Turkey had not been successful enough in developing the examined curricula.

scholarly journals A Comparison of Educational Reform in Finland and Washington State, USA

2016 ◽  
Vol 3 (2) ◽  
Author(s):  
Karin Manns
Keyword(s):  
Educational Reform ◽  
International Student ◽  
Student Assessment ◽  
The United States ◽  
Washington State ◽  
Reform Initiatives ◽  
Science Study ◽  
Childhood Poverty ◽  
International Student Assessment ◽  
Mathematics And Science

This paper addresses aspects of global educational reform initiatives in the first two decades of the 21st century, comparing and contrasting these with the efforts of Finland, a nation in which students have recently and repeatedly outperformed other countries on international assessments. Utilizing the thesis that lessons from Finland can be used to support the educational reform work in the United States, a proposal for such implementation in Washington state is presented. Since strategies are often contextual, rooted in the history, beliefs, politics, and more of a country, such implementation must necessarily include sound analysis and adaptations to suit the new circumstances. While this paper focuses on educational efforts, an analysis of the Programme for International Student Assessment (PISA) and Trends in Mathematics and Science Study (TIMSS) data by poverty identifies an important factor outside education that impacts academic achievement, namely, childhood poverty. The paper concludes with a practical look at possible next steps to improve education within the current educational context.

scholarly journals Asesmen Kompetensi Minimum Ditinjau Secara Filsafat Pendidikan

2021 ◽  
Vol 8 (2) ◽  
pp. 102-107
Author(s):  
Ahmad Isnaini
Keyword(s):  
Educational Philosophy ◽  
International Student ◽  
Student Assessment ◽  
Point Of View ◽  
Competency Assessment ◽  
Literature Study ◽  
International Student Assessment ◽  
Learning Evaluation ◽  
The Government ◽  
Mathematics And Science

Minimum Competency Assessment (AKM) is one of the improvements on the learning evaluation provided by the government so far. The AKM is implemented to measure the literacy and numeracy abilities of Indonesia students, due to the low achievement of the Program for International Student Assessment (PISA) and Trends in International Mathematics and Science Study (TIMSS). This article is a literature study discussing AKM from the Educational Philosophy point of view, concerning the Ontology, Epistemology, and Axiology of the AKM. The study concludes that AKM is feasible to implement for improving the literacy and numeracy of students in Indonesia.

scholarly journals Teacher Praise and Encouragement: Towards an Education for Democracy

2008 ◽  
Vol 2 (1) ◽  
Author(s):  
Herner Saeverot
Keyword(s):  
International Education ◽  
International Student ◽  
Student Assessment ◽  
Science Study ◽  
Teacher Praise ◽  
International Student Assessment ◽  
Education For Democracy ◽  
Goals And Objectives ◽  
Mathematics And Science

International education tests, such as the Organization for Economic Co-operation and Development (OECD) International Student Assessment (PISA) and Trends in International Mathematics and Science Study (TIMSS), steer the debate about education, form the image of a school, and specify the goals and objectives of the curriculum. Thus praise, prizes and other positive reinforcements become common methods in school. Through Franz Kafka's Letter to his Father I examine encouragement and teacher praise, which are, when we look into it, held in the grip of behaviourism. I take issue with this dominant thinking and make an attempt to go beyond praise and encouragement as positive reinforcements of desired behaviours that are postulated in advance. I make an educational argument out of Heidegger's phenomenological term, Ereignis, and suggest that teachers ought to praise that which the student is suited for and not only when they have fulfilled the demands of the curriculum. I also make an educational argument out of two Derridaean terms, hospitality and forgiveness, and claim that teachers ought to give back -- through praise and encouragement -- the students' self-respect, whatever their faults. Instead of being manipulative and serving narcissistic needs, praise ought to serve an education for democracy.

scholarly journals Mathematics Self-Efficacy Scale Based on Computer

2019 ◽  
Vol 2 (1) ◽  
pp. 43
Author(s):  
Heru Sukoco
Keyword(s):  
Self Efficacy ◽  
International Student ◽  
Close Association ◽  
Student Assessment ◽  
Performance Achievement ◽  
International Student Assessment ◽  
Mathematical Competencies ◽  
Computer Based ◽  
Mathematics And Science ◽  
Mathematics Self Efficacy

The results of the PISA (Program for International Student Assessment) survey in 2012-2015 on the achievement of mathematical competencies of Indonesian students showed a significant increase, but the overall achievement was still below the average of the countries belonging to the Organization for Economic Co-operation and Development (OECD). Furthermore, the results of the Trends in International Mathematics and Science Study (TIMSS) report showed that many students like and feel good about mathematics, but their confidence in their mathematical abilities was quite low. Many studies reveal the close association of Mathematics Self-Efficacy (MSE) with the performance/achievement of students' mathematical competencies. In 2015, the PISA survey was done using computerization except in 15 countries, one of them was in Indonesia. Therefore, the results of this study are to produce the first computer-based MSE scale developed in Indonesia.

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