An Analysis of Singaporean versus Indonesian Textbooks Based on Trigonometry Content

Yang, Der‐Ching; Sianturi, Iwan Andi Jonri

doi:10.12973/eurasia.2017.00760a

Cited by 21 publications

(22 citation statements)

References 18 publications

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“…Broadly speaking, there are differences in the curriculum in Indonesia and Singapore (Lisarani et al, 2018;Yang & Sianturi, 2017). The Singapore Science Curriculum Framework is centred on the spirit of scientific inquiry and is based on three domains that are important for scientific practice: knowledge, understanding and application; skills and processes; and ethics and attitudes (Ministry of Education, 2013b, 2013a).…”

Section: Discussionmentioning

confidence: 99%

“…Whereas in Indonesia, tasks with a combination of representations, non-application tasks, and open-middle tasks are the types that most often appear. While research from Yang and Sianturi (2017) shows that education in Singapore requires higher cognitive abilities than Indonesia.…”

Section: Discussionmentioning

confidence: 99%

“…Specifically, practicum can have an influence on students' science process skills (Duda et al, 2019;Kurniawan et al, 2019), increase motivation, curiosity, and self-confidence (Arlianty et al, 2017). Facts show that cognitive demands in Singapore are higher (Yang & Sianturi, 2017). The high standard of positive achievement coupled with the strong elements of practicum in learning is a factor that might make Singaporean students successful, especially in the PISA survey.…”

Section: Discussionmentioning

confidence: 99%

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Differences between Indonesia and Singapore based on PISA 2015: Five-factor students’ perception in science education

Arlinwibowo

Kistoro

Retnawati

et al. 2020

jipi

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As a neighbouring country whose location is very close, there is a unique fact where the results of the PISA study show very different results between Indonesia and Singapore. Students' perceptions of learning have an important role to detect the quality of learning. Thus, this study aims to determine the factors of student perception of natural science learning and the differences between the two countries based on these factors. The sample in this study were 5870 Indonesian students and 5272 Singaporean students who took the 2015 PISA survey. The research data were the results of the PISA survey (codes ST098, ST100, ST103, and ST104) regarding student perception of natural science learning. The data analysis technique used is Principal Component Analysis to detect factors and Discriminant Analysis to show differences between the two countries. Students' perceptions of science learning in Singapore and Indonesia can be classified into five factors: Practicum, Assistant, Explorative, Counseling, and Collaborative. Based on these factors, there are differences in the perception of the implementation of science learning between Indonesian and Singaporean students. Indonesian students tend to be stronger in defining that science learning is full of exploration, collaboration, and teachers play the role of counselor very well, while Singapore students feel more than practical learning based on science and teachers provide student assistance in dealing with difficulties in the learning process.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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Differences between Indonesia and Singapore based on PISA 2015: Five-factor students’ perception in science education

Arlinwibowo

Kistoro

Retnawati

et al. 2020

jipi

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“…(Caldwell and Burger, 1998;Saks and Ashforth, 1997). Researchers also studied the impacts of poor person-job fit on workplace behaviors, and they found that poor person-job fit could lead to job dissatisfaction, low organizational commitment and high turnover intention (Boon et al, 2011;Yang and Sianturi, 2017). Following previous studies, the current research examines the relationship between knowledged staff's subjective person-career fit and the knowledged staff's career subjective well-being, the effects of career selfmanagement and support in organization.…”

Section: Introductionmentioning

confidence: 95%

Managers Promote Knowledged Staff’s Person-Career Fit: Career Self-Management and Perceived Organizational Support

2017

EURASIA J MATH SCI T

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This paper aims to examine the impact of knowledged staff's subjective person-career fit on the knowledged staff's career subjective well-being. Moreover, this study further investigated the subjective person-career fit could be influenced by the career selfmanagement and perceived organizational support. However, the antecedents of knowledged staff's person-career fit seemed to have been under-investigated in the management literature. A questionnaire survey was used as a research instrument, and 221 full-time knowledged employees from China took part in the investigation. The hypotheses were tested by using partial least squares and structural equation modeling tool. The results confirmed that good subjective person-career fit would significantly increase the knowledged staff's career subjective well-being. Yet, the results also suggested that career self-management and perceived organizational support are the mechanisms that promoted this relation. This paper made a valuable contribution to career literatures discussions about the effect of career self-management and organizational support on the knowledged staff's subjective person-career fit. This paper also would be useful to the academic communities, the public and other interested parties who are interested in improving individual career subjective well-being during their periods of career.

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“…The intended curriculum and the implemented curriculum are bridged by textbooks, it helps teachers for planning lessons in the class (Jelić & Đokić, 2017;Reyhani & Izadi, 2018). TIMSS has a result that when teachers select their teaching method they use mathematics textbooks as their main resource especially for tasks and practice exercises (Gracin, 2018;Yang, 2017).…”

Section: Introductionmentioning

confidence: 99%

Are the Mathematics Textbooks for Eighth-Grade Meet the Trends in International Mathematics and Science Study (TIMSS) 2019 Mathematics Framework?

Pertiwi

Wahidin

2020

EJRPM

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Abstract. This study aims to determine the suitability of mathematics textbooks for eighth-grade with Trends in International Mathematics and Science Study (TIMSS) 2019 Mathematics Framework. This research uses a qualitative research method with a descriptive approach and content analysis techniques. The data of this research are the eighth-grade mathematics textbook. In the textbook analysis, the researcher used three textbooks, namely Penerbit Erlangga, Yudhistira, and the Ministry of Education and Culture (Kemendikbud). The analysis carried out was the analysis of the content domain and knowledge domain based on the TIMSS 2019 Mathematics Framework. The content domain contains numbers, algebra, geometry, and data, and probability. While the knowledge domain contains aspects of understanding, application, and reasoning. In the Penerbit Erlangga book, there are only 2 out of 4 pieces of content contained in TIMSS, while the cognitive domain is 2 out of 3 aspects. Yudhistira book 2 of 4 content contained in TIMSS, while the cognitive domain is 1 of 3 aspects. Kemendikbud’s book is 1 of 4 content domains in TIMSS, while the cognitive domain is 1 of 3 aspects. Therefore the three eighth-grade mathematics textbooks as a whole are still not suitable for the TIMSS 2019 Mathematics Framework. Abstrak. Penelitian ini bertujuan menentukan kecocokan buku ajar matematika kelas VIII dengan Trends in International Mathematics and Science Study (TIMSS) 2019 Mathematics Framework. Penelitian ini merupakan penelitian kualitatif dengan pendekatan deskriptif dan teknik analisis isi. Data yang dianalisis adalah buku ajar matematika kelas VIII. Dalam analisis buku ajar, peneliti menggunakan tiga buku ajar yaitu terbitan Erlangga, Yudhistira, dan Kementerian Pendidikan dan Kebudayaan (Kemendikbud). Analisis dilakukan terhadap content domain dan knowledge domain berdasarkan TIMSS 2019 Mathematics Framework. Content domain terdiri dari bilangan, aljabar, geometri, dan data dan peluang. Sedangkan knowledge domain terdiri dari aspek pemahaman, penerapan dan penalaran. Dalam buku Erlangga, terdapat dua dari 4 content domain, sedangkan cognitive domain hanya 2 dari 3 aspek. Buku Yudhistira memuat 2 dari 4 content domain dan hnaya 1 dari 3 aspek cognitive domain. Pada buku Kemendikbud hanya terdapat 1 dari 4 content domain dan hanya 1 dari 3 aspek cognitive domain. Jadi, tiga buku ajar matematika kelas VIII tersebut secara keseluruhan belum sesuai dengan TIMSS 2019 Mathematics Framework.

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An Analysis of Singaporean versus Indonesian Textbooks Based on Trigonometry Content

Cited by 21 publications

References 18 publications

Differences between Indonesia and Singapore based on PISA 2015: Five-factor students’ perception in science education

Differences between Indonesia and Singapore based on PISA 2015: Five-factor students’ perception in science education

Managers Promote Knowledged Staff’s Person-Career Fit: Career Self-Management and Perceived Organizational Support

Are the Mathematics Textbooks for Eighth-Grade Meet the Trends in International Mathematics and Science Study (TIMSS) 2019 Mathematics Framework?

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