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Aulia Khairatunnisa
Universitas Negeri Padang
Education Languange, Linguistic, Communication & Media Mathematics Other

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Mengintegrasikan Asesmen Formatif di Sekolah Dasar: Sebuah Tinjauan Sistematis terhadap Landasan Filosofis, Implementasi, dan Dampak Holistik: Abstract, Pendahuluan, Metode, hasil dan pembahasan, kesimpulan, daftar rujukan Aulia Khairatunnisa; Afdal Ayumi NA; Lenggana Wulan safitri; Nadya Meisya Putri; 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.v6i2.1102

Abstract

This article presents a systematic review of recent empirical research on the implementation of formative assessment in elementary schools 2020-2025. Formative assessment is defined as the ongoing process of collecting and using evidence of learning to guide instruction and improve student achievement (assessment for learning). Following the PRISMA protocol, researchers identified 38 studies from 512 articles found through searches in indexed databases. A thematic analysis of these studies revealed three main themes: (1) the conceptual evolution from evaluation techniques to a pedagogical philosophy based on dialogue and student agency; (2) the complexity of implementation related to socio-emotional dynamics, cultural contextualization, and technology integration; and (3) multidimensional impacts on academic achievement, 21st-century competencies, and teacher professional identity. Successful implementation depends on teachers' ability to create psychologically safe spaces, build reflective dialogue, and design responsive systems. The conclusion states that effective implementation requires a systemic approach through continuous professional development, instructional leadership, and supportive policies. Future research is recommended to adopt participatory design, develop contextual frameworks, and expand studies on the affective-spiritual dimensions of formative assessment.
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 Afdal Ayumi NA Celia Darma Putri Desyandri Desyandri Lenggana Wulan safitri M. Abyadi Mohd Furqon Muhammadi Muhammadi Nadya Meisya Putri Popy Gustini