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Education Curriculum in Indonesia meets the Industrial Revolution 4.0 and the 21st century challenges. The implementation, however, faced many problems such as lack of innovation in teaching and learning to equipped students with new era skills. Several studies have stated that the STEM approach can be an alternative solution to this problem. The STEM implementation approach is strongly influenced by teachers' abilities and teachers' perception. It is necessary therefore to identify teachers' perceptions on STEM implementation. This study aims to describe the perception of mathematics teachers in one sub-district in Lampung about STEM approach. This is a qualitative descriptive study involving 38 mathematics teachers in junior high school. The data was collected using an online questionnaire and analyzed using descriptive statistics. The results showed that the mathematics teachers in one sub-district in Lampung have a good knowledge about STEM approach in learning mathematics as can be seen from the number of percentages which show that the majority of mathematics teachers in this area know and familiar with STEM. However, this is still limited to teachers who teach in a good-accredited schools (A and B). The perceptions of the teachers on STEM is also positive for both teachers who teach in a good quality schools (accredited A and B) and in nearly good schools (accredited C) even although they believed many obstacles to implement it. The results implies that it is necessary to motivate mathematics teachers to be able to implement the STEM approach through seminars or training on STEM and its implementation. [ABSTRACT FROM AUTHOR]

Qualitative descriptive research is the type of this research. This study aims to describe and determine which item indicators are difficult to use in solving social arithmetic problems in junior high school. The subjects in the study were students at State Junior High School 1 Galur, with 91 students in the 2020/2021 school year as the sample. Student test results and documentation were used to collect the required data. The data analysis techniques used by Miles are: (a) the collection of data; (b) the reduction of data; (c) presentation of data; and (d) drawing conclusions. The results of the research and data analysis showed that the indicators of difficult items in solving social arithmetic problems in junior high school were the indicator questions number 2 (predicting the amount of profit), number 4 (counting the amount of loss), number 5 (determining the largest and smallest discount in the table), number 6 (summing up the discount percentage), number 7 (formulating and solving problems related to discounts), number 8 (calculation of the largest tax and smallest tax), number 9 (determining the amount of money that must be returned), and number 11 (calculating gross, net, and tare). After the analysis, according to the researcher, the students' difficulties did not lie in the indicators and questions given. However, it also comes from the lack of students' ability to read the meaning of the questions and the lack of accuracy in counting. In addition, it is also possible that students are also in a hurry to work on the problem and also guess the answers without counting them. Another possible factor is that students are not used to working on HOTS questions. There is a need for additional learning related to the social arithmetic chapter so that students can better understand the intended material concept. [ABSTRACT FROM AUTHOR]

Assessment in education has a very important role, almost all countries have the characteristics of assessment in mathematics. Assessment is divided into classroom assessment and large-scale assessment which has relevance in its application. The purpose of this article is to review about classroom assessment and large-scale assessment, and its influence on mathematics assessment globally in various countries. The method used in this research is a literature review, collecting international articles on large-scale assessment and classroom assessment in mathematics. From the analysis, there are several international trends between large-scale assessments and classroom assessments based on the profiles of 8 major countries. As discussed in all contexts except Japan and Finland, large-scale assessment is very influential in classroom assessment. Large scale assessment was adapted for use in classroom assessment, which makes large scale assessment operate as a public policy instrument that serves as reporting, teaching, and learning improvement in the education system. Large-scale assessments have supported increased assessments in schools globally. This can be used as a view in considering large-scale assessments carried out in classroom assessments, taking into aspects that can have a global impact on assessment. [ABSTRACT FROM AUTHOR]

This study aims to determine the level of difficulty, the discriminatory power, the quality of the questions, the validity, and the reliability of the questions based on the Yogyakarta culture of statistics material for class VIII. Analysis using Anbuso 8.0 and Excel applications. The results of the study are that the level of difficulty of the questions is in the medium category and has good distinguishing power, which means that the questions are able to distinguish the abilities of each student. Before being tested, the validity of this question was assessed by experts and resulted in the conclusion that this question was valid. The reliability coefficient of multiple choice and essay questions is in the sufficient category where the results of the analysis are 0.762 and 0.705. [ABSTRACT FROM AUTHOR]

The 21st century learning leads to create new skill of students, so the Indonesian government offers the new curriculum. In vocational school, project-based learning for the subject of the Ilmu Pengetahuan Alam dan Sosial (IPAS) Project is required to increase the creativity of student. Informations about the perspective of vocational teachers to conduct these learnings require to be elaborated more deeply. This research aims to describe the perspective of teachers to Kurikulum 2022. This study is phenomonology research. Participants of this study were 8 teachers of IPAS Project for vocational high school, in Indonesia. The data was collected by interviews. Data analysis was performed using ATLAS.ti 22 software. The results showed that the majority of teachers's response to the Kurikulum 2022 is positive which they explained that Kurikulum 2022 has more advantageous than the lack. The final goal is to improve quality of education in Indonesia. Pancasila profile has good response by teacher because it is more explicit and complex for building the character of student. The vocational teachers have totally prepared by their own creativity. The recommendation from teachers are expressed as a hope for improving quality of education, such as training for teacher, facilities and massive socialization. [ABSTRACT FROM AUTHOR]