International journal of physics & mathematics https://sloap.org/journal/index.php/ijpm <p style="text-align: justify;"><strong>IJPM</strong> is published in English and it is open to authors around the world regardless of the nationality. The issued frequency is annual or one issue per year publication.<br>ISSN 2632-9417</p> SLOAP en-US International journal of physics & mathematics 2632-9417 <p>Articles published in the International Journal of Physics &amp; Mathematics (<strong>IJPM</strong>) are available under Creative Commons Attribution Non-Commercial No Derivatives Licence (<a href="https://creativecommons.org/licenses/by-nc-nd/4.0/" target="_blank" rel="noopener">CC BY-NC-ND 4.0</a>). Authors retain copyright in their work and grant <strong>IJPM&nbsp;</strong>right of first publication under CC BY-NC-ND 4.0. Users have the right to read, download, copy, distribute, print, search, or link to the full texts of articles in this journal, and to use them for any other lawful purpose.</p> <p>Articles published in <strong>IJPM&nbsp;</strong>can be copied, communicated and shared in their published form for non-commercial purposes provided full attribution is given to the author and the journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (<em>e.g., post it to an institutional repository or publish it in a book</em>), with an acknowledgment of its initial publication in this journal.</p> Application of self-assessment and co-evaluation on learning processes https://sloap.org/journal/index.php/ijpm/article/view/107 <p style="text-align: justify;">The investigation identified the application of self-assessment and coevaluation in the learning processes in teachers of the School of Basic Education “Nueva Paquisha” of the Nuevo Paquisha community, of the Rocafuerte Canton. The methodology that was used was experimentation, using the survey as an instrument, which allowed us to know that self-evaluation and coevaluation are necessary for students to develop criteria and opinions about their evaluative practices within the classroom. The results obtained improved authentic evaluations in the teaching and learning process, contributing fundamental results to the transformation of information acquired in both the pedagogical day and in daily life, at the same time providing the information that the teacher needs to know to improve and reinforce the knowledge With this practice, the student demonstrates and values the achievements and teachers allow them to confirm the effectiveness of the teaching process.</p> Maria Pamela Almeida Luque Mariam Liccette Rodriguez Mendoza ##submission.copyrightStatement## http://creativecommons.org/licenses/by-nc-nd/4.0 2019-10-08 2019-10-08 3 1 1 5 10.31295/ijpm.v2n1.107 Implementing “what-if” learning strategy to improve high order thinking skills (HOTS) of students in statistics method i subject https://sloap.org/journal/index.php/ijpm/article/view/115 <p style="text-align: justify;">This study aimed to improve students’ high order thinking skills (HOTS) specifically in Statistics Method I subject by implementing the "what-if" learning strategy. This research is a two-cycle classroom action research. The subjects of this study were as many as 16 students in the 2018/2019 academic year as semester IIA students from the Mathematics Education Study Program, Faculty of Teacher Training and Education, Universitas Mahasaraswati Denpasar. Techniques for collecting data used interviews, observations, and essay tests. This research used two methods for data analysis, i.e. qualitative analysis and quantitative analysis. Qualitative analysis uses methods such as mathematical models and analyses that are performed by conducting explanations restricted to data management techniques. Moreover, the quantitative analysis used a simple level calculation to determine the average value and completeness level of students’ high order thinking skills. The study results showed an increase in the students’ high order thinking skills from the first cycle to the second cycle. The average score of the students’ high order thinking skills only exceeded 71.125 with completeness level 62.5 percent in the first cycle.</p> I Putu Ade Andre Payadnya I Made Dharma Atmaja ##submission.copyrightStatement## http://creativecommons.org/licenses/by-nc-nd/4.0 2020-01-01 2020-01-01 3 1 6 12 10.31295/ijpm.v3n1.115