ABSTRACT
This study was aimed to examine the effects of implemented curriculum by schools and national examination success towards students’ performances in solving international mathematics tests. This study was carried out with 600 samples consisting of 300 8th graders and 300 9th graders of East Kalimantan students. The chosen samples represent different types of implemented curriculum (Curriculum 2006 and Curriculum 2013) and categories of mathematics national examination results in 2016 (high, moderate, and low). The study used 16 items PISA-like mathematics (Cronbach Alpha = 0.835) and 28 items TIMSS-like mathematics (Cronbach Alpha = 0.837). Then, the data was analyzed using two-ways analysis of variance. Our data analysis revealed that there were significant effects of implemented curriculum and national examination success toward students’ performances in solving PISA-like mathematics tests. But, there was no significant interaction effect between implemented curriculum and national examination success toward students’ performances in solving PISA-like mathematics tests. Also, there were significant effects of implemented curriculum, national examination success, and their interactions between them toward students’ performance in solving TIMSS-like mathematics tests.
