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"The Trends in International Mathematics and Science Study (TIMSS) bertujuan menyediakan perspektif yang luas dalam mengevaluasi dan meningkatkan mutu pendidikan. TIMSS juga merangking negara-negara peserta studi berdasarkan kemampuan serta membuat prediksi tentang faktor-faktor yang memengaruhi capaian belajar siswa mereka. Akan tetapi, karena perbedaan kurikulum, budaya atau bahasa dari negara-negara tersebut, TIMSS ini tidak berfungsi sebagaimana yang diharapkan. Akibatnya, kondisi ini menantang asumsi-asumsi tentang pengukuran yang ekuivalen. Penelitian ini bertujuan untuk menguji keekuivalenan soal-soal matematika dari studi TIMSS 2007 dengan menggunakan jawaban siswa Australia dan Indonesia. Rasch analisis digunakan untuk menemukan soal-soal yang bias. Hasil analisis menujukkan bahwa banyak soal matematika dalam studi TIMSS 2007 bermasalah karena soal tersebut memperlihatkan bias yang signifikan. Penelitian ini juga menemukan bahwa kemampuan siswa Australia lebih baik dari siswa Indonesia. Soal matematika terlihat lebih mudah bagi siswa Australia dibandingkan bagi siswa Indonesia. Perbedaan kurikulum sekolah, metode dalam pemecahan masalah dan ketersediaan buku dan kualitas guru diduga sebagai faktor penyebab munculnya DIF item. Temuan-temuan dalam penelitian ini mengindikasikan adanya keterbatasan yang serius dalam menggunakan hasil studi TIMSS untuk membandingkan negara-negara peserta studi. Oleh karena itu, bukti-bukti empiris lainnya sangat diperlukan sebelum hasil studi TIMSS 2007 dapat digunakan dengan bermakna sebagai dasar penelitian.

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The Trends in International Mathematics and Science Study (TIMSS) aims to provide a broad perspective for evaluating and improving education. This assessment also ranks the participant countries based on their performance and makes inferences about factors affecting achievement and learning. However, the study may not function as it was expected because of differences in curricular, cultural, or language settings among countries. Consequently, this challenges assumptions about measurement equivalency. The present study aims to assess the equivalency of mathematics items on the TIMSS (2007) study across Australian and Indonesia. Students? responses were subjected to Rasch analysis to determine DIF items. The results revealed that many items of mathematics tests are problematic because they showed significant bias. The study also found that Australian students performed better and found mathematics items on the test easier than their Indonesian counterparts did. Several factors such as curricular differences, methods used to solve mathematics problems, availability of textbooks and teachers? quality might explain the existence of DIF between the countries. These findings indicate that serious limitations of using TIMSS results in comparing the performance of students across countries. Thus, further empirical evidence is needed before TIMSS 2007 results can be meaningfully used in research."

"The Trends in International Mathematics and Science Study (TIMSS) aims to provide a broad perspective forevaluating and improving education. This assessment also ranks the participant countries based on their performanceand makes inferences about factors affecting achievement and learning. However, the study may not function as it wasexpected because of differences in curricular, cultural, or language settings among countries. Consequently, thischallenges assumptions about measurement equivalency. The present study aims to assess the equivalency ofmathematics items on the TIMSS (2007) study across Australian and Indonesia. Students’ responses were subjected toRasch analysis to determine DIF items. The results revealed that many items of mathematics tests are problematicbecause they showed significant bias. The study also found that Australian students performed better and foundmathematics items on the test easier than their Indonesian counterparts did. Several factors such as curriculardifferences, methods used to solve mathematics problems, availability of textbooks and teachers’ quality might explainthe existence of DIF between the countries. These findings indicate that serious limitations of using TIMSS results incomparing the performance of students across countries. Thus, further empirical evidence is needed before TIMSS 2007results can be meaningfully used in research.The Trends in International Mathematics and Science Study (TIMSS) bertujuan menyediakan perspektif yang luasdalam mengevaluasi dan meningkatkan mutu pendidikan. TIMSS juga merangking negara-negara peserta studiberdasarkan kemampuan serta membuat prediksi tentang faktor-faktor yang memengaruhi capaian belajar siswamereka. Akan tetapi, karena perbedaan kurikulum, budaya atau bahasa dari negara-negara tersebut, TIMSS ini tidakberfungsi sebagaimana yang diharapkan. Akibatnya, kondisi ini menantang asumsi-asumsi tentang pengukuran yangekuivalen. Penelitian ini bertujuan untuk menguji keekuivalenan soal-soal matematika dari studi TIMSS 2007 denganmenggunakan jawaban siswa Australia dan Indonesia. Rasch analisis digunakan untuk menemukan soal-soal yang bias.Hasil analisis menujukkan bahwa banyak soal matematika dalam studi TIMSS 2007 bermasalah karena soal tersebutmemperlihatkan bias yang signifikan. Penelitian ini juga menemukan bahwa kemampuan siswa Australia lebih baik darisiswa Indonesia. Soal matematika terlihat lebih mudah bagi siswa Australia dibandingkan bagi siswa Indonesia.Perbedaan kurikulum sekolah, metode dalam pemecahan masalah dan ketersediaan buku dan kualitas guru didugasebagai faktor penyebab munculnya DIF item. Temuan-temuan dalam penelitian ini mengindikasikan adanyaketerbatasan yang serius dalam menggunakan hasil studi TIMSS untuk membandingkan negara-negara peserta studi.Oleh karena itu, bukti-bukti empiris lainnya sangat diperlukan sebelum hasil studi TIMSS 2007 dapat digunakandengan bermakna sebagai dasar penelitian."

"CRYSTAL?Alberta was established to research ways to improve students? understanding and reasoning in science and mathematics. To accomplish this goal, faculty members in Education, Science, and Engineering, as well as school teachers joined forces to produce a resource bank of innovative and tested instructional materials that are transforming teaching in the K-12 classroom. Many of the instructional materials cross traditional disciplinary boundaries and explore contemporary topics such as global climate change and the spread of the West Nile virus. Combined with an emphasis on the use of visualizations, the instructional materials improve students? engagement with science and mathematics. "

"The authors' case studies approach leads to excitement in teaching realistic problems. The many problems and exercises reinforce, test and extend the reader's understanding. This reprint volume may be used as an upper level undergraduate or graduate textbook as well as a reference for researchers working on fluid mechanics, elasticity, perturbation methods, dimensional analysis, numerical analysis, continuum mechanics and differential equations."

"This second edition of A beginner’s guide to discrete mathematics presents a detailed guide to discrete mathematics and its relationship to other mathematical subjects including set theory, probability, cryptography, graph theory, and number theory. This textbook has a distinctly applied orientation and explores a variety of applications. Key Features of the second edition, includes a new chapter on the theory of voting as well as numerous new examples and exercises throughout the book, introduces functions, vectors, matrices, number systems, scientific notations, and the representation of numbers in computers, provides examples which then lead into easy practice problems throughout the text and full exercise at the end of each chapter, and full solutions for practice problems are provided at the end of the book."