Lihat sumber Kecenderungan Pembelajaran Matematika dan Sains Internasional

[[Berkas:Math 2011.png|jmpl|450px|Nilai rata-rata Matematika siswa-siswi kelas 8 tahun 2011]]
[[Berkas:Science 2011 fixed.png|jmpl|450px|Nilai rata-rata Sains siswa-siswi kelas 8 tahun 2011]]

'''Kecenderungan Pembelajaran Matematika dan Sains Internasional''' atau dalam [[Bahasa Inggris]] disebut juga dengan '''''Trends in International Mathematics and Science Study''''' ('''TIMSS''') adalah rangkaian penilaian internasional akan pengetahuan [[matematika]] dan [[sains]] dari para pelajar di berbagai belahan dunia. Pelajar-pelajar yang ikut serta berasal dari kumpulan sistem pendidikan yang beragam dalam hal pembangunan ekonomi, lokasi geografis, dan banyak penduduk. Dalam setiap sistem pendidikan yang ikut serta, setidaknya 4.500 sampai 5.000 pelajar dinilai.<ref name="TIMSS 2011 International Results in Mathematics">{{cite web|title= TIMSS 2011 International Results in Mathematics|url=http://timssandpirls.bc.edu/timss2011/downloads/T11_IR_Mathematics_FullBook.pdf|publisher= TIMSS International Study Center|accessdate=3 May 2014|pages=29}}</ref>

== Peringkat 10 teratas berdasarkan mata pelajaran dan tahun ==
Pada penilaian TIMSS tahun [[1995]], terdapat 25 negara peserta untuk kategori kelas 4<ref name=timms1995highlights>{{cite web|title=Highlights of Results - The Primary School Years|url=http://timss.bc.edu/timss1995i/HiLightA.html|work=TIMSS 1995|publisher=TIMSS International Study Center|accessdate=4 May 2013}}</ref> dan 41 negara untuk kategori kelas 8.<ref>{{cite web|title=Highlights of Results - The Middle School Years|url=http://timss.bc.edu/timss1995i/HiLightB.html|work=TIMSS 1995|publisher=TIMSS International Study Center|accessdate=4 May 2013}}</ref> Pada tahun [[1999]] TIMSS-R hanya fokus pada kategori kelas 8 di 38 negara. Tidak ada penilaian yang dilakukan untuk kategori kelas 4 pada tahun tersebut.<ref>{{cite web|title=Third International Mathematics and Science Study Repeat–TIMSS 1999|url=http://timss.bc.edu/timss1999.html|work=TIMSS 1999|publisher=TIMSS & PIRLS International Study Center}}</ref> Pada TIMSS [[2003]], terdapat 25 negara peserta untuk kategori kelas 4 dan 46 negara untuk kategori kelas 8.<ref>{{cite web|title=TIMSS 2003 International Mathematics Report|url=http://timss.bc.edu/PDF/t03_download/T03INTLMATRPT.pdf|publisher=TIMSS & PIIRLS International Study Center|accessdate=4 May 2013|pages=15, 34–35}}</ref><ref>{{cite web|title=TIMSS 2003 International Science Report|url=http://timss.bc.edu/PDF/t03_download/T03INTLSCIRPT.pdf|publisher=TIMSS & PIIRLS International Study Center|accessdate=4 May 2013|pages=34, 36–37}}</ref> TIMSS 2007 diikuti 36 negara peserta untuk kategori kelas 4 dan 49 negara untuk kategori kelas 8.<ref>{{cite web|title=TIMSS 2007 International Mathematics Report|url=http://timss.bc.edu/TIMSS2007/PDF/TIMSS2007_InternationalMathematicsReport.pdf|publisher=TIMSS & PIRLS International Study Center|accessdate=4 May 2013|pages=31, 34–35}}</ref><ref>{{cite web|title=TIMSS 2007 International Science Report|url=http://timss.bc.edu/TIMSS2007/PDF/TIMSS2007_InternationalScienceReport.pdf|publisher=TIMSS & PIRLS International Study Center|accessdate=4 May 2013|pages=31, 34–35}}</ref> TIMSS 2011 diikuti 52 negara peserta untuk kategori kelas 4 dan 45 negara untuk kategori kelas 8.<ref>{{cite web|title=TIMSS 2011 International Results in Mathematics|url=http://timss.bc.edu/timss2011/downloads/T11_IR_Mathematics_FullBook.pdf|publisher=TIMSS & PIRLS International Study Center|accessdate=4 May 2013|pages=36, 40, 42}}</ref><ref>{{cite web|title=TIMSS 2011 International Results in Science|url=http://timss.bc.edu/timss2011/downloads/T11_IR_Science_FullBook.pdf|publisher=TIMSS & PIRLS International Study Center|accessdate=4 May 2013|pages=34, 38, 40}}</ref>
 
Karena penilaian TIMSS dilakukan setiap empat tahun, terbuka peluang bagi negara-negara peserta untuk menggunakan hasil penilaian antara kategori kelas 4 dan 8 untuk melacak perubahan dalam prestasi dan faktor latar belakangnya dari penilaian sebelumnya. Sebagai contoh, hasil kategori kelas 4 pada TIMSS 1995 digunakan untuk dibandingkan dengan hasil kategori kelas 8 pada TIMSS-R 1999 sebagaimana pelajar kelas 4 sudah menjadi pelajar kelas 8 pada penilaian berikutnya.

=== Matematika ===

==== Kelas empat ====
{| cellpadding="3" cellspacing="0" border="1" style="border: gray solid 1px; border-collapse: collapse;"
!bgcolor="#CECECE" |TIMSS（1995）
!bgcolor="#CECECE" |TIMSS(2003)
!bgcolor="#CECECE" |TIMSS(2007)
!bgcolor="#CECECE" |TIMSS(2011)
|-
|
{|
|1.
|width="110" | {{flagcountry|Singapore}}
|625
|-
|2.
|{{flagcountry|South Korea}}
|611
|-
|3.
|{{flagcountry|Japan}}
|597
|-
|4.
|{{flagcountry|Hong Kong}}
|587
|-
|5.
|{{flagcountry|Netherlands}} 
|577
|-
|6.
|{{flagcountry|Czech Republic}}
|567
|-
|7.
|{{flagcountry|Austria}}
|559
|-
|8.
|{{flagcountry|Slovenia}}
|552
|-
|9.
|{{flagcountry|Ireland}}
|550
|-
|10.
|{{flagcountry|Hungary}}
|548
|-
|}
|
{|
|1.
|width="110" |{{flagcountry|Singapore}}
|594
|-
|2.
|{{flagcountry|Hong Kong}}
|575
|-
|3.
|{{flagcountry|Japan}}
|565
|-
|4.
|{{flagcountry|Taiwan}}
|564
|-
|5.
|{{flagcountry|Flanders}} ([[Belgium]])
|551
|-
|6.
|{{flagcountry|Netherlands}}
|540
|-
|7.
|{{flagcountry|Latvia}}
|536
|-
|8.
|{{flagcountry|Lithuania}}
|534
|-
|9.
|{{flagcountry|Russia}}
|532
|-
|10.
|{{flagcountry|England}} ([[England and Wales|and]] [[Wales]])
|531
|-
|}
|
{|
|1.
|width="110" | {{flagcountry|Hong Kong}}
|607
|-
|2.
|{{flagcountry|Singapore}}
|599
|-
|3.
|{{flagcountry|Taiwan}}
|576
|-
|4.
|{{flagcountry|Japan}}
|568
|-
|5.
|{{flagcountry|Kazakhstan}}
|549
|-
|6.
|{{flagcountry|Russia}}
|544
|-
|7.
|{{flagcountry|England}} (and [[Wales]])
|541
|-
|8.
|{{flagcountry|Latvia}}
|537
|-
|9.
|{{flagcountry|Netherlands}}
|535
|-
|10.
|{{flagcountry|Lithuania}}
|530
|-
|}
|
{|
|1.
|width="110" | {{flagcountry|Singapore}}
|606
|-
|2.
|{{flagcountry|South Korea}}
|605
|-
|3.
|{{flagcountry|Hong Kong}}
|602
|-
|4.
|{{flagcountry|Taiwan}}
|591
|-
|5.
|{{flagcountry|Japan}}
|585
|-
|6.
|{{flagcountry|Northern Ireland}}
|562
|-
|7.
|{{flagcountry|Flanders}} (Belgium)
|549
|-
|8.
|{{flagcountry|Finland}}
|545
|-
|9.
|{{flagcountry|England}} (and [[Wales]])
|542
|-
|10.
|{{flagcountry|Russia}}
|542
|-
|}
|}

==== Kelas delapan ====
{| cellpadding="3" cellspacing="0" border="1" style="border: gray solid 1px; border-collapse: collapse;"
!bgcolor="#CECECE" |TIMSS（1995）
!bgcolor="#CECECE" |TIMSS-R（1999）
!bgcolor="#CECECE" |TIMSS(2003)
!bgcolor="#CECECE" |TIMSS(2007)
!bgcolor="#CECECE" |TIMSS(2011)
|-
|
{|
|1.
|width="110" | {{flagcountry|Singapore}}
|643
|-
|2.
|{{flagcountry|South Korea}}
|607
|-
|3.
|{{flagcountry|Japan}}
|605
|-
|4.
|{{flagcountry|Hong Kong}}
|588
|-
|5.
|{{flagcountry|Flanders}} (Belgium)
|565
|-
|6.
|{{flagcountry|Czech Republic}}
|564
|-
|7.
|{{flagcountry|Slovakia}}
|547
|-
|8.
|{{flagcountry|Switzerland}}
|545
|-
|9.
|{{flagcountry|Netherlands}}
|541
|-
|10.
|{{flagcountry|Slovenia}}
|541
|-
|}
|
{|
|1.
|width="110" |{{flagcountry|Singapore}}
|604
|-
|2.
|{{flagcountry|South Korea}}
|587
|-
|3.
|{{flagcountry|Taiwan}}
|585
|-
|4.
|{{flagcountry|Hong Kong}}
|582
|-
|5.
|{{flagcountry|Japan}}
|579
|-
|6.
|{{flagcountry|Flanders}} (Belgium)
|558
|-
|7.
|{{flagcountry|Netherlands}}
|540
|-
|8.
|{{flagcountry|Slovakia}}
|534
|-
|9.
|{{flagcountry|Hungary}}
|532
|-
|10.
|{{flagcountry|Canada}}
|531
|-
|}
|
{|
|1.
|width="110" |{{flagcountry|Singapore}}
|605
|-
|2.
|{{flagcountry|South Korea}}
|589
|-
|3.
|{{flagcountry|Hong Kong}}
|586
|-
|4.
|{{flagcountry|Taiwan}}
|585
|-
|5.
|{{flagcountry|Japan}}
|570
|-
|6.
|{{flagcountry|Flanders}} ([[Belgium]])
|537
|-
|7.
|{{flagcountry|Netherlands}}
|536
|-
|8.
|{{flagcountry|Estonia}}
|531
|-
|9.
|{{flagcountry|Hungary}}
|529
|-
|10.
|{{flagcountry|Malaysia}}
|508
|-
|}
|
{|
|1.
|width="110" | {{flagcountry|Taiwan}}
|598
|-
|2.
|{{flagcountry|South Korea}}
|597
|-
|3.
|{{flagcountry|Singapore}}
|593
|-
|4.
|{{flagcountry|Hong Kong}}
|572
|-
|5.
|{{flagcountry|Japan}}
|570
|-
|6.
|{{flagcountry|Hungary}}
|517
|-
|7.
|{{flagcountry|England}} (and [[Wales]])
|513
|-
|8.
|{{flagcountry|Russia}}
|512
|-
|9.
|{{flagcountry|United States}}
|508
|-
|10.
|{{flagcountry|Lithuania}}
|506
|-
|}
|
{|
|1.
|width="110" | {{flagcountry|South Korea}}
|613
|-
|2.
|{{flagcountry|Singapore}}
|611
|-
|3.
|{{flagcountry|Taiwan}}
|609
|-
|4.
|{{flagcountry|Hong Kong}}
|586
|-
|5.
|{{flagcountry|Japan}}
|570
|-
|6.
|{{flagcountry|Russia}}
|539
|-
|7.
|{{flagcountry|Israel}}
|516
|-
|8.
|{{flagcountry|Finland}}
|514
|-
|9.
|{{flagcountry|United States}}
|509
|-
|10.
|{{flagcountry|England}} (and [[Wales]])
|507
|-
|}
|}

=== Sains ===

==== Kelas empat ====
{| cellpadding="3" cellspacing="0" border="1" style="border: gray solid 1px; border-collapse: collapse;"
!bgcolor="#CECECE" |TIMSS（1995）
!bgcolor="#CECECE" |TIMSS(2003)
!bgcolor="#CECECE" |TIMSS(2007)
!bgcolor="#CECECE" |TIMSS(2011)
|-
|
{|
|1.
|width="110" | {{flagcountry|South Korea}}
|597
|-
|2.
|{{flagcountry|Japan}}
|574
|-
|3.
|{{flagcountry|United States}}
|565
|-
|4.
|{{flagcountry|Austria}}
|565
|-
|5.
|{{flagcountry|Australia}} 
|562
|-
|6.
|{{flagcountry|Netherlands}}
|557
|-
|7.
|{{flagcountry|Czech Republic}}
|557
|-
|8.
|{{flagcountry|England}}
|551
|-
|9.
|{{flagcountry|Canada}}
|549
|-
|10.
|{{flagcountry|Singapore}}
|547
|-
|}
|
{|
|1.
|width="110" | {{flagcountry|Singapore}}
|565
|-
|2.
|{{flagcountry|Taiwan}}
|551
|-
|3.
|{{flagcountry|Japan}}
|543
|-
|4.
|{{flagcountry|Hong Kong}}
|542
|-
|5.
|{{flagcountry|England}} (and [[Wales]])
|540
|-
|6.
|{{flagcountry|United States}}
|536
|-
|7.
|{{flagcountry|Latvia}} 
|532
|-
|8.
|{{flagcountry|Hungary}}
|530
|-
|9.
|{{flagcountry|Russia}}
|526
|-
|10.
|{{flagcountry|Netherlands}}
|525
|-
|}
|
{|
|1.
|width="110" | {{flagcountry|Singapore}}
|587
|-
|2.
|{{flagcountry|Taiwan}}
|557
|-
|3.
|{{flagcountry|Hong Kong}}
|554
|-
|4.
|{{flagcountry|Japan}}
|548
|-
|5.
|{{flagcountry|Russia}}
|546
|-
|6.
|{{flagcountry|Latvia}}
|542
|-
|7.
|{{flagcountry|England}} (and [[Wales]])
|542
|-
|8.
|{{flagcountry|United States}}
|539
|-
|9.
|{{flagcountry|Hungary}}
|536
|-
|10.
|{{flagcountry|Italy}}
|535
|-
|}
|
{|
|1.
|width="110" | {{flagcountry|South Korea}}
|587
|-
|2.
|{{flagcountry|Singapore}}
|583
|-
|3.
|{{flagcountry|Finland}}
|570
|-
|4.
|{{flagcountry|Japan}}
|559
|-
|5.
|{{flagcountry|Russia}}
|552
|-
|6.
|{{flagcountry|Taiwan}}
|552
|-
|7.
|{{flagcountry|United States}}
|544
|-
|8.
|{{flagcountry|Czech Republic}}
|536
|-
|9.
|{{flagcountry|Hong Kong}}
|535
|-
|10.
|{{flagcountry|Hungary}} 
|534
|-
|}
|}

==== Kelas delapan ====
{| cellpadding="3" cellspacing="0" border="1" style="border: gray solid 1px; border-collapse: collapse;"
!bgcolor="#CECECE" |TIMSS（1995）
!bgcolor="#CECECE" |TIMSS-R（1999）
!bgcolor="#CECECE" |TIMSS(2003)
!bgcolor="#CECECE" |TIMSS(2007)
!bgcolor="#CECECE" |TIMSS(2011)
|-
|
{|
|1.
|width="110" |{{flagcountry|Singapore}}

|607
|-
|2.
|{{flagcountry|Czech Republic}}
|574
|-
|3.
|{{flagcountry|Japan}}
|571
|-
|4.
|{{flagcountry|South Korea}}
|565
|-
|5.
|{{flagcountry|Bulgaria}}
|565
|-
|6.
|{{flagcountry|Netherlands}}
|560
|-
|7.
|{{flagcountry|Slovenia}}
|560
|-
|8.
|{{flagcountry|Australia}}
|558
|-
|9.
|{{flagcountry|Hungary}}
|554
|-
|10.
|{{flagcountry|England}} (and [[Wales]])
|552
|-
|}
|
{|
|1.
|width="110" |{{flagcountry|Taiwan}}
|569
|-
|2.
|{{flagcountry|Singapore}}
|568
|-
|3.
|{{flagcountry|Hungary}}
|552
|-
|4.
|{{flagcountry|Japan}}
|550
|-
|5.
|{{flagcountry|South Korea}}
|549
|-
|6.
|{{flagcountry|Netherlands}}
|545
|-
|7.
|{{flagcountry|Australia}}
|540
|-
|8.
|{{flagcountry|Czech Republic}}
|539
|-
|9.
|{{flagcountry|England}} (and [[Wales]])
|538
|-
|10.
|{{flagcountry|Finland}}
|535
|-
|}
|
{|
|1.
|width="110" |{{flagcountry|Singapore}}
|578
|-
|2.
|{{flagcountry|Taiwan}}
|571
|-
|3.
|{{flagcountry|South Korea}}
|558
|-
|4.
|{{flagcountry|Hong Kong}}
|556
|-
|5.
|{{flagcountry|Estonia}}
|552
|-
|6.
|{{flagcountry|Japan}}
|552
|-
|7.
|{{flagcountry|Hungary}}
|543
|-
|8.
|{{flagcountry|Netherlands}}
|536
|-
|9.
|{{flagcountry|United States}}
|527
|-
|10.
|{{flagcountry|Australia}}
|527
|-
|}
|
{|
|1.
|width="110" | {{flagcountry|Singapore}}
|567
|-
|2.
|{{flagcountry|Taiwan}}
|561
|-
|3.
|{{flagcountry|Japan}}
|554
|-
|4.
|{{flagcountry|South Korea}}
|553
|-
|5.
|{{flagcountry|England}}  (and [[Wales]])
|542
|-
|6.
|{{flagcountry|Hungary}}
|539
|-
|7.
|{{flagcountry|Czech Republic}}
|539
|-
|8.
|{{flagcountry|Slovenia}}
|538
|-
|9.
|{{flagcountry|Hong Kong}}
|530
|-
|10.
|{{flagcountry|Russia}}
|530
|-
|}
|
{|
|1.
|width="110" | {{flagcountry|Singapore}}
|590
|-
|2.
|{{flagcountry|Taiwan}}
|564
|-
|3.
|{{flagcountry|South Korea}}
|560
|-
|4.
|{{flagcountry|Japan}}
|558
|-
|5.
|{{flagcountry|Finland}}
|552
|-
|6.
|{{flagcountry|Slovenia}}
|543
|-
|7.
|{{flagcountry|Russia}}
|542
|-
|8.
|{{flagcountry|Hong Kong}}
|535
|-
|9.
|{{flagcountry|England}} (and [[Wales]])
|533
|-
|10.
|{{flagcountry|United States}}
|525
|-
|}
|}

== Semua nilai rata-rata negara ==
* TIMSS 1995: Kelas 4: [http://timss.bc.edu/timss1995i/TIMSSPDF/P1HiLite.pdf]; Kelas 8: [http://timss.bc.edu/timss1995i/HiLightB.html]
* TIMSS 1999: Kelas 8: [http://nces.ed.gov/timss/results99_1.asp]
* TIMSS 2003: Kelas 4: [http://nces.ed.gov/timss/timss03tables.asp?Quest=1&Figure=1][http://nces.ed.gov/timss/TIMSS03Tables.asp?Quest=1&Figure=2]; Kelas 8 [http://nces.ed.gov/timss/timss03tables.asp?figure=5&Quest=5][http://nces.ed.gov/timss/timss03tables.asp?figure=6&Quest=6]
* TIMSS 2007: Kelas 4 dan 8: [http://nces.ed.gov/timss/table07_1.asp][http://nces.ed.gov/timss/table07_3.asp]
* TIMSS 2011: Kelas 4: [http://nces.ed.gov/timss/table11_2.asp][http://nces.ed.gov/timss/table11_4.asp]; Kelas 8: [http://nces.ed.gov/timss/table11_3.asp][http://nces.ed.gov/timss/table11_5.asp]

== Lihat juga ==
* [[Program Penilaian Pelajar Internasional]] (PISA), penilaian pendidikan untuk negara anggota [[OECD]]

== Catatan ==
{{reflist}}

== Pranala luar ==
* [http://www.iea.nl/timss-trends-international-mathematics-and-science-study/ www.iea.nl: TIMSS. Trends in International Mathematics and Science Study] {{Webarchive|url=https://web.archive.org/web/20161122071608/http://www.iea.nl/timss-trends-international-mathematics-and-science-study/ |date=2016-11-22 }}
* [http://www.timss.org/ International TIMSS]
* [http://nces.ed.gov/timss/ U.S. Department of Education TIMSS]
* [http://www.ericdigests.org/2003-1/timss.htm TIMSS: What Have We Learned about Math and Science Teaching?] {{Webarchive|url=https://web.archive.org/web/20120211120506/http://www.ericdigests.org/2003-1/timss.htm |date=2012-02-11 }} - [[Education Resources Information Center]]

{{Authority control}}

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