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p-Index From 2021 - 2026
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All Journal JPLED
Mohd Furqon
Universitas Negeri Padang
Education Languange, Linguistic, Communication & Media Mathematics Other

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Asesmen Pembelajaran di Sekolah Dasar: Kajian Teoritis Prinsip, Teknik, dan Instrumen Penilaian: Abstract, Pendahuluan, Metode, Hasil dan Pembahasan, Kesimpulan, dan Daftar Rujukan Jefri Oktaviandi; Atika Isharifa; Jingga Febri Yona Malta; Mohd Furqon; Muhammadi
Journal of Practice Learning and Educational Development Vol. 6 No. 2 (2026): Journal of Practice Learning and Educational Development (JPLED) in Press
Publisher : Global Action and Education for Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58737/jpled.v6i2.1088

Abstract

This conceptual study explores the theoretical and practical dimensions of learning assessment in elementary education by integrating assessment principles, techniques, and instruments within a unified conceptual framework. Employing a literature review approach, this research synthesizes relevant studies published between 2020 and 2025 from reputable international and national journals to examine current trends and challenges in assessment practices. The findings indicate a significant paradigm shift from traditional product-oriented assessments to formative and authentic assessments that emphasize learning as a reflective and continuous process. Core principles such as validity, reliability, authenticity, and continuity are identified as critical in ensuring fairness, accuracy, and meaningfulness of learning evaluations. Furthermore, the integration of test-based and non-test techniques, alongside the application of digital and authentic instruments, enhances the comprehensiveness and adaptability of assessment implementation in various educational contexts. Despite these advancements, challenges persist in teacher assessment literacy, technological readiness, and the contextual adaptation of assessment practices across diverse school settings. The study concludes by proposing a theoretical model that positions assessment not merely as a tool for measurement but as a pedagogical instrument that fosters reflection, student engagement, and competency-based learning aligned with 21st-century educational goals.
The Relevance of the Philosophy of Science in the Era of Artificial Intelligence: An Epistemological Reflection on Digital Truth Aulia Khairatunnisa; Celia Darma Putri; M. Abyadi; Mohd Furqon; Popy Gustini; Desyandri
Journal of Practice Learning and Educational Development Vol. 6 No. 2 (2026): Journal of Practice Learning and Educational Development (JPLED) in Press
Publisher : Global Action and Education for Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58737/jpled.v6i2.1155

Abstract

The rapid development of Artificial Intelligence (AI) has significantly transformed the production and dissemination of knowledge in the digital sphere, while simultaneously raising epistemological concerns regarding truth, validity, and the authority of knowledge. Information generated by AI systems often appears systematic and convincing, which may lead to its being equated with authentic scientific knowledge. This condition highlights the crucial role of the philosophy of science as a reflective framework for critically assessing and distinguishing between AI-generated outputs and genuine knowledge grounded in strong epistemic foundations. This study aims to examine the relevance of the philosophy of science in the era of Artificial Intelligence through an epistemological reflection on digital truth. The research employs a Systematic Literature Review (SLR) method by analyzing national journal articles indexed in SINTA published within the last five years that address philosophy of science, epistemology, AI, and digital truth. The findings indicate that AI-generated outputs are probabilistic and representational in nature, and therefore cannot be equated with scientific knowledge that requires rational, empirical, and methodological justification. The philosophy of science plays an essential role in providing an evaluative framework for assessing claims of digital truth, maintaining academic integrity, and enhancing users’ epistemological literacy in the use of AI. Consequently, an epistemological approach grounded in the philosophy of science is essential for critically understanding and responding to digital truth in the era of intelligent technologies.
Co-Authors Atika Isharifa Aulia Khairatunnisa Celia Darma Putri Desyandri Desyandri Jefri Oktaviandi Jingga Febri Yona Malta M. Abyadi Muhammadi Muhammadi Popy Gustini