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Abstrak Pendidikan matematika di Indonesia berkembang dengan pesat sejalan dengan perkembangan pendidikan matematika dunia. Perubahan-perubahan yang terjadi dalam proses pembelajaran di kelas, dipengaruhi adanya tuntutan sesuai perkembangan teknologi dan ilmu pengetahuan juga diawali adanya perubahan pandangan tentang hakekat matematika serta pembelajarannya. Perubahan pandangan tentang trend hakekat matematika dapat mendorong terjadinya perubahan substansi kurikulum. Sementara itu perubahan pandangan tentang pembelajaran matematika sangat dipengaruhi oleh terjadinya perkembangan mengenai teori belajar baik yang bersifat umum maupun yang khusus berkaitan dengan belajar matematika. Untuk mengetahui ada nya perubahan tersebut maka di butuhkan evaluasi untuk mengukurnya. Evaluasi yang bisa digunakan untuk mengukur tingkt berpikir rendah dan tingkat berfikir tinggi, namun ada evaluasi yang dilakukan untuk mengukur pembelajaran matematika secara umum, yaitu dengan TIMMS. Abstract: Mathematics education in Indonesia is growing rapidly in line with the development of mathematics education world. Changes that occur in the learning process in the classroom, influenced by the demands according to the development of technology and science also began with a change in views about the nature of mathematics and learning. Changes in views about the trend of the nature of mathematics can encourage changes in the substance of the curriculum. Meanwhile, changes in views about learning mathematics are strongly influenced by the development of learning theories both general and specifically related to learning mathematics. To find out the existence of these changes, an evaluation is needed to measure them. Evaluation can be used to measure low thinking levels and high levels of thinking, but there are evaluations conducted to measure mathematics learning in general, namely TIMMS. Keywords: evaluation, highlevel thinking, lowlevel thinking, TIMSS
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References
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