Students’ Errors in Solving Science Reasoning-Domain of Trends in International Mathematics and Science Study  (TIMSS)

Utomo, Anjar Putro; Yuana, Kesih; Narulita, Erlia; Fikri, Kamalia; Wahono, Bevo

doi:10.15294/jpii.v7i1.11352

Cited by 13 publications

(13 citation statements)

References 11 publications

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“…In other research, teachers' professionalism and professional development practices in Indonesia have been investigated [10]. The results showed a condition that still indicated a lower quality and quantity and that improvements of the root causes did not produce an improved performance in teachers' professionalism or professional development practices in Indonesia [11,43].…”

Section: An Astonishing Finding Of Stem In Indonesiamentioning

confidence: 99%

“…Various efforts have been made to improve the quality of science education in Indonesia [4,6]. Based on the average results of trends in international mathematics and science study (TIMSS), for the last seven years, Indonesia has ranked fifth, from the lowest [11]. The result of TIMSS 2011 in the field of science showed that the high order thinking skills of Indonesian students remain in the low category, which is under the international average score.…”

Section: Introductionmentioning

confidence: 99%

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Assessing Teacher’s Attitude, Knowledge, and Application (AKA) on STEM: An Effort to Foster the Sustainable Development of STEM Education

Wahono

Chang

2019

Sustainability

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This study focuses on assessing the growth of the latest developments of science, technology, engineering, and mathematics (STEM) as part of an effort to maintain the progress of STEM education. Assessment is necessary for every educational activity, including in the field of STEM education. However, there are limited comprehensive reports on the progress and development of STEM education inside individual Asian countries. An attempt to bring up the sustainable development of STEM education is conducted by using an exhaustive assessment. The assessment, within this study, includes three domains, namely attitudes, knowledge, and applications (AKA) regarding STEM education. The comparison of these three domains based on demographic data, teachers’ difficulties perception, and its contribution to the sustainable development of STEM education is, likewise, discussed. This type of research is a mix of both qualitative and quantitative research methodology. The quantitative analysis method was performed to address the level position and the comparative value of the three domains. In comparison, the qualitative analysis method was employed to strengthen the quantitative result analysis, as well as to deal with the teachers’ perception. Results show that science teachers have a very good attitude, a moderate-level category in the application, and a low-level category in knowledge regarding STEM education. Further, there are differences in knowledge and the application of STEM education, based on educational background and teaching experience of the teachers, yet there are no differences regarding teachers’ attitudes. Other components are discussed in detail, such as the teacher’s perception of STEM teaching difficulties. Providing challenges and opportunities for improving the quality of education in the future are discoursed. The results of this study suggest that knowledge and attitudes are fundamental domains for the proper implementation, as well as sustainability, of STEM education (especially in Indonesia).

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Section: An Astonishing Finding Of Stem In Indonesiamentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Assessing Teacher’s Attitude, Knowledge, and Application (AKA) on STEM: An Effort to Foster the Sustainable Development of STEM Education

Wahono

Chang

2019

Sustainability

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“…Furthermore, it was revealed that students tend to make errors in their mathematical problem-solving process. The research indicated that students made mistakes in contradicting (7.3%), disregarding evidence (5.2%), misreading (45.7%), and opinion-based judgment (40.9%) (Utomo, Narulita, Yuana, Fikri, & Wahono, 2018). Reflect on the results of PISA and TIMSS; it is clear that the curriculum should be transformed to enable students to think and act creatively and productively, critically, autonomously, collaboratively, and communicatively.…”

Section: Introductionmentioning

confidence: 99%

The Effect of Treffinger Creative Learning Model with the Use RME Principles on Creative Thinking Skill and Mathematics Learning Outcome

Ndiung¹,

Sariyasa²,

Jehadus³

et al. 2021

INT J INSTRUCTION

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Nowadays, learning should be directed to develop the 21 st -century core competencies, including creative thinking in problem-solving. Therefore, the present study aimed to improve the students' creative thinking and mathematics learning outcome through the implementation of the Treffinger learning model with Realistic Mathematics Education (RME) principles. To achieve the goals, experiment study with Quasi-Experimental Post-test Only Control Group design had deliberately chosen as the method of the study. The subjects of the present study were 101 fifth graders students in Lelak, Manggarai-Indonesia. The subject was chosen by a random sampling technique. The data related to creative thinking skill and mathematics learning outcomes were collected by using essay tests with five items each. The instruments have been judges as valid by the assessment of five experts and empirically reliable. The hypothesis testing was done by using MANOVA at a 5% level of the significance level. Hypotheses were tested using MANOVA with the aid of SPSS. The result of the statistical analysis shows that F Wilks' Lambda = 17, 195, and sig. < 0.001. Since the sig value was less than 0.05, then it can be argued that simultaneously creative thinking skill and mathematics learning outcome of the students who took mathematics through the Treffinger learning model using RME principles were better than those of their counterparts who learned the same subject through the conventional learning model.

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“…The low quality of education in Indonesia is caused by many factors (Anggraini et al, 2018;Utomo et al, 2018;Ismirawati, Corebima, Zubaidah & Syamsuri, 2018;Wahono & Chang, 2019). One possible factor in terms of lecturers is that lecturers are less creative in planning and implementing learning activities at universities.…”

Section: Introductionmentioning

confidence: 99%

Integration of Simas eric with google classroom: enhancing biology students motivation and scientific writing

Darmawan

Alamsyah

Permadani

et al. 2019

Biosfer

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This research aims to improve the motivation and student scientific writing skill (SCWS) by applying the integration of Simas eric and Blended learning models. This study is a classroom action research method conducted in one of the classes in the biology education program for the National student scientific week (PIMNAS) project of biology education Program, Universitas Tidar. The results of the study were analyzed descriptively. The results showed an increase in students’ motivation and learning outcomes. Students’ learning motivation on average increased by 10.59% and SCWS on average increased by 33.28%. The results of this study can be an alternative reference for lecturers or educators as an effort to improve student learning motivation so that the learning outcomes obtained can increase. Therefore, the integration of Simas eric with google classroom can enhance students’ motivation and SCWS Subjects at the biology students.

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Students’ Errors in Solving Science Reasoning-Domain of Trends in International Mathematics and Science Study (TIMSS)

Cited by 13 publications

References 11 publications

Assessing Teacher’s Attitude, Knowledge, and Application (AKA) on STEM: An Effort to Foster the Sustainable Development of STEM Education

Assessing Teacher’s Attitude, Knowledge, and Application (AKA) on STEM: An Effort to Foster the Sustainable Development of STEM Education

The Effect of Treffinger Creative Learning Model with the Use RME Principles on Creative Thinking Skill and Mathematics Learning Outcome

Integration of Simas eric with google classroom: enhancing biology students motivation and scientific writing

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