The main purpose of this study is to answer the following question; is there any difference between international students' perceptions of teacher guide on learning to read to meet real-life challenges whose country position is above and below the 2018 average Program for International Student Assessment (PISA) score? The data in this study taken from PISA 2018 data that has been released to the public and has been permitted for research and development purposes. The population of this study was 15-year-old students (SMP) throughout the world who were studying in 2018, while the sample was 15-year-old students. PISA test participants was spread in 80 countries. The sample was students who participated in the 2018 PISA test. The data in this study were taken from the students’ test scores and questionnaires that were answered by 612.004 students from 80 countries. Based on the results of the analysis of variants of one path obtained the following results; there is a statistically significant difference (p<0,000) between students’ perceptions of countries below and above the PISA average on the following issues; (1) teacher feedback, (2) improvement of material, and (3) performance improvement in reading, learning to meet real life challenges where the country's position is above and below the average score average PISA 2018, (Sig. 0,000). The conclusion indicates that teachers in countries above the PISA average often provide feedback and provide improved reading material to their students compared to teachers in countries below the PISA average. Teachers in countries below the PISA average provide feedback for performance improvement more often than to teachers in countries above the PISA average. Because the learning dependence of students in countries above the PISA average is higher than students in countries below the PISA average, the frequency of feedback is considered unnecessary.

The main purpose of this study is to find out  the perceptions about Mathematics that confuse and anxious 2015 TIMSS participants in Australia, Indonesia, and Singapre. The data in this study is the 2015 TIMSS data that has been released to the public and has available  for development purpose research. The research method used is quantitative method. The population of this study is students' perceptions of Mathematics subject that confuse and worry students aged 15 years in three countries who are studying in 2015, while the sample is 15-year-old students’ perceptions  in these countries. The data in this study were in the form of questionnaires which were answered by 16599 students from these three countries. Based on the results of the analysis of variance, there is a significant difference (P <0,000) on students' perceptions about mathematics subject that confuse and worry students in these three countries (Sig. 0,000). The reliability of students' abilities is the same, Australia = 0.74, Indonesia = 0.75; and Singpura = 0.75. The conclusion is most students in these three countries stated "disagree a lot" about mathematics make students confuse and worry.

The main purpose of this study is to answer the following question. Is there any influence on the parents' work background of the 2018 SMP national exam (UN) results? The population of this study is junior high school students who are studying in 2018, while the sample is junior high school students in grade 9. The reason for selecting samples is students who are attending the National Examination in 2018. The data in this study take the form of test scores and questionnaires answered by junior high students in 34 analysis of one-way variance, the following results are obtained. Based on the national average value, the work provinces in all over Indonesia, namely 3224331 students from 37859 SMP. Based on the results of the of parents of junior high school students participating in the 2018 UN influences the 2018 National Examination results is proven. This means that there is a significant effect (P <0,000) of parents' work background on 2018 UN results for subjects: Indonesian, English, Mathematics, and Sciences, both on father's work, mother's work, or both together ( Sig. 0,000). The father's occupational background is more dominant in Indonesian and Mathematics subjects (lodging factors 0.467 and -0.218) than maternal occupational backgrounds (lodging factors are 1.261 and 0.195). The maternal occupational background is more dominant in English and Science subjects (lodging factor 0.244 and -0,054) than father's occupational background (lodging factors are 0,280 and 0,066) The conclusion is that the background of the work of parents of junior high school students has a significant influence on 2018 UN results.abstrakTujuan utama studi ini adalah menjawab pertanyaan berikut. Apakah terdapat pengaruh latar belakang pekerjaan orang tua siswa terhadap hasil ujian nasional (UN) SMP 2018? Populasi penelitian ini adalah siswa SMP yang sedang belajar pada tahun 2018, sedangkan sampelnya adalah siswa SMP kelas 9. Alasan pemilihan sampel adalah siswa yang sedang mengikuti UN tahun 2018. Data dalam penelitian ini berbentuk skor tes dan kuesioner yang dijawab siswa SMP di 34 provinsi di seluruh Indonesia, yaitu  3224331 siswa dari 37859 SMP. Berdasarkan hasil analisis varian satu jalur diperoleh hasil seperti berikut. Berdasarkan nilai rata-rata nasional, pekerjaan orang tua siswa SMP peserta UN 2018 berpengaruh terhadap hasil UN 2018 adalah terbukti. Artinya terdapat pengaruh yang signifikan (P<0,000) latar belakang pekerjaan orang tua siswa terhadap hasil UN 2018 untuk mata pelajaran: Bahasa Indonesia, Bahasa Inggris, Matematika, dan IPA, baik pada pekerjaan ayah, pekerjaan ibu, maupun keduanya secara bersama-sama (Sig. 0,000). latar belakang pekerjaan ayah lebih dominan pada mata pelajaran Bahasa Indonesia dan Matematika (loding faktornya 0,467 dan -0,218) daripada latar belakang pekerjaan ibu (loding faktornya 1,261 dan 0,195. Latar belakang pekerjaan ibu lebih dominan  pada mata pelajaran Bahasa Inggris dan IPA (loding faktornya 0,244 dan -0,054) daripada latar belakang pekerjaan ayah (loding faktornya 0,280 dan 0,066). Kesimpulannya adalah bahwa latang belakang  pekerjaan orang tua siswa SMP sangat berpengaruh secara signifikan terhadap hasil UN 2018.

The main purpose of this study is to answer the following question. Is there any influence of junior high school student’s opinion on the importance of the National Examination against the 2018 National Examination results because currently the National Examination is no longer a determinant of graduation? The population of this study was junior high school students participated in the National Examination in 2018. The data in this study were in the form of test scores and students’ answers to questionnaires in 34 provinces throughout Indonesia. Filling out questionnaires was carried out voluntarily on the last day of the National Examination, so the number of respondents filling out the questionnaire was 3.224.331 from 37.859 junior high school students. The number of respondents is the sample in this study. Based on the results of the t-test analysis obtained as follows. The influence of student opinions stating that the UN is important and not important to the 2018 UN results even though the UN is not a determinant of graduation is proven. This means that there is a significant influence (P <0,000) of the student's opinions towards the 2018 National Examination results for subjects: Indonesian, English, Mathematics, and Science, (Sig. 0,000). Most of the SMP / MTs students amount to 199.222 (90.7%) stated that the National Examination was important, while students who stated that the UN was not important were 20.340 (9.3%) students. The conclusion is that there is an influence of the junior high school students’ opinion about the importance of the National Examination towards the 2018 UN results even though the National Examination is not a determinant of graduation.