IJSTR >> Volume 9 - Issue 1, January 2020 Edition

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AUTHOR(S)

Noening Andrijati, Djemari Mardapi, Heri Retnawati

KEYWORDS

fourth-grade, elementary school, the school-based curriculum, the 2013 curriculum

ABSTRACT

The insuffiency of information regarding the achievements associated with the students’ mathematical abilities and the different implementations of educational curriculums in elementary schools becomes the reason to pursue this research. The article is aimed at describing mathematical abilities of fourth-grade elementary school students in accord with the national curriculums applied in Indonesia, which are the School-based and the 2013 Curriculum. The data were collected from 200 fourth-grade elementary school students in Tegal City, Central Java Province. Specifically, the elementary schools involved in this research use either the School-based Curriculum or the 2013 Curriculum. As the research instrument, a test was developed based on the TIMSS assessment design and adjusted in Indonesian context, consisting of twelve items. The descriptions of the data were presented quantitatively. Based on the results, it is found that mathematical reasoning abilities of fourth-grade elementary school students in Tegal city fall into low and intermediate categories. It is also found that the students meet with significan difficulties in all content domains administered to them, especially in the domain of data display. There is tendency in which fourth-grade elementary school students who learn through the 2013 Curriculum show better mathematical reasoning abilities than who learn through the School-based Curriculum.

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