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标题：The Effect of National Examination and Curriculum on Students’ Performance in Solving TIMSS Model Mathematics Problems
其他标题：The Effect of National Examination and Curriculum on Students’ Performance in Solving TIMSS Model Mathematics Problems
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作者：Anwaril Hamidy ; J. Jailani ; Fathur Rahman 等
期刊名称：Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram
印刷版ISSN：2338-4530
电子版ISSN：2540-7899
出版年度：2020
卷号：8
期号：1
页码：1-11
DOI：10.33394/j-ps.v8i1.1991
出版社：IKIP Mataram, Fakultas Pendidikan Matematika dan IPA
摘要：This study was aimed to investigate effect of National Examination (UN) and curriculum also their interaction effect on students’ performance in solving TIMSS model Mathematics problems. This study was carried out with 300 8 th graders of East Kalimantan students. The participants were from three mathematic National Examination result school categories on 2016 (low, moderate and high) and two implemented curriculum types (KTSP and Currciculum 2013). Data collection used 28 items TIMSS model Mathematics problems (α = 0.837) which contained content and cognitive domain. Data analysis used two ways analysis of variance. Data analysis revealed that there were significance main effect of national examination and curriculums, also interaction effect between of them on mathematic achievement. There were significance main effect of national examination and curriculums on content domain. But, there was no significance interaction effect between of them on performance in solving geometry. There were significance main effect of national examination and curriculums on cognitive domain. But, there was no significance interaction effect between of them on knowing thinking level.
其他摘要：This study was aimed to investigate effect of National Examination (UN) and curriculum also their interaction effect on students’ performance in solving TIMSS model Mathematics problems. This study was carried out with 300 8 th graders of East Kalimantan students. The participants were from three mathematic National Examination result school categories on 2016 (low, moderate and high) and two implemented curriculum types (KTSP and Currciculum 2013). Data collection used 28 items TIMSS model Mathematics problems (α = 0.837) which contained content and cognitive domain. Data analysis used two ways analysis of variance. Data analysis revealed that there were significance main effect of national examination and curriculums, also interaction effect between of them on mathematic achievement. There were significance main effect of national examination and curriculums on content domain. But, there was no significance interaction effect between of them on performance in solving geometry. There were significance main effect of national examination and curriculums on cognitive domain. But, there was no significance interaction effect between of them on knowing thinking level.
关键词：National examination;Curriculum;TIMSS;Mathematics achievement
其他关键词：national examination; curriculum; TIMSS; mathematics achievement