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"This research aims at describing empirically on how to do evaluation on item quality of test result for mathematics conducted by school in improving the test instrument quality and assessment result. This test is multiple choices, where value 1 is intended for correct answer but value 0 for incorrect answer. This research was conducted at PPs UNJ, in April until Mey 2009. A finding outcome concludes that the evaluation on the test items quality can be found out by a parameter quality of the test item for model 3P. Within an empirical example is acknowledged that the Mathematics test with total 40 test items is found that there are 7 unsuitable items with model, and 33 test items that are good enough to be used and entirely this test is effective for the test participant target with competency ranging from -1,0"

"Penelitian ini bertujuan untuk mendeskripsikan secara empiris bagaimana melakukan evaluasi mutu butir-butir tes hasil belajar matematika oleh pihak sekolah dalam meningkatkan mutu instrumen tes dan hasil pengukurannya...."

"Penelitian ini bertujuan untuk merancang pengembangan produk yaitu : 1) merancang tes diagnostik matematika di SD, 2) merancang buku pedoman penggunaan tes diagnostik untuk guru mengajar dan 3) melaksanakan uji coba terbatas...."

"Beberapa area dari pemecahan masalah matematika berhubungan dengan kemampuan visuospatial. Adanya konseptualisasi spasial yang baik merupakan asset untuk memahami konsep-konsep matematika. Pada kemampuan spasial diperlukan adanya pemahaman perspektif, bentuk-bentuk geometris, menghubungkan konsep visual. Faktorfaktor tersebut juga diperlukan dalam prestasi belajar matematika. Penelitian ini bertujuan menguji ada tidaknya hubungan antara kemampuan spasial dengan prestasi belajar matematika.Pengumpulan data dilakukan terhadap 220 anak usia sekolah, berusia 7-11 tahun dengan memberikan tes kemampuan spasial yang terdiri dari hubungan spasial topologi, proyektif, euclidis dan tes matematika. Hasil menunjukkan bahwa terdapat hubungan antara kemampuan spasial total, topologi dan euclidis dengan prestasi belajar matematika, tetapi tidak terdapat hubungan antara kemampuan spasial proyektif dengan prestasi belajar matematika.

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A number of the mathematical problem solving are related with visuospatial ability. A good spatial conceptualization is an asset to understand the mathematical concept. Perspective understanding, geometrical shapes, and visual concept relation are crucial skills in spatial ability. These factors are also needed in mathematical performance. This research is intended to test the relationship between spatial abilities and mathematical performance. Data are collected from 220 children (7 to 11 years old) by giving them the spatial ability test which consists of spatial topology, projective, euclidis, and mathematical test. Result shows that there is a significant relationship between total spatial ability, topology, euclidis and mathematical performance. In the contrary, it shows that there is no relationship between projective spatial ability and mathematical performance."

"Penelitian ini adalah penelitian tindakan kelas (Classroom Aktion Research) yang bertujuan meningkatkan penguasaan rumus matematika melalui pemberian soal latihan bervarias....."

"The objective of the present study is to find out the effect of problem-based performance assessment and instructional models on the students' metacognition in mathematics at senior high schools. The study was conducted in SMU in Jakarta. There were 120 first grade students as the sample of the study, selected through multistage random sampling. The data were gathered by using a metacognition scale. Data analysis was done by using the two way analysis of variance. The results of the study are: (1) In general, problem-based performance assessment effects students' metacognition mathematics, (2) Learning models affect the students' metacognition in mathematics; in which the cooperative learning model is more effective in improving the students' metacognition than the classical learning model, (3) There is an interaction effect between problem-based performance assessment and instructional models. Such interaction show that problem solving performance assessment is more effective in improving students' metacognition in mathematics if it is combined with cooperative learning model; while problem posing performance assessment is more effective if it is combined with classical learning model."