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Nadya Meisya Putri
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 The Urgency of Philosophy of Science as an Epistemological Basis for the Development of Science Aditra Zulfi; Delfiani; Intan Putri Refita; Nadya Meisya Putri; Rike Kartika Sari; 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.v6i2.1153

Abstract

The philosophy of science plays a fundamental role in the development of science, particularly as an epistemological basis that determines how to acquire, validate, and develop scientific knowledge. This article aims to examine the urgency of the philosophy of science in building a solid epistemological foundation for the development of science amidst the dynamics of scientific and technological progress. The approach used in this research is a literature study using a descriptive-critical analysis method of various relevant literature, including books, scientific journals, and classical and contemporary philosophical works. The results of the study indicate that the philosophy of science plays a role in explaining the basic assumptions of science, the limitations of scientific knowledge, and the criteria for truth and validity of science. In addition, the philosophy of science also functions as a reflective and critical tool in addressing epistemological problems, such as objectivity, the scientific method, and the relationship between science and human values. Thus, the existence of the philosophy of science as an epistemological basis is crucial to ensure that the development of science is not only technical and pragmatic, but also rational, systematic, and philosophically responsible. This article is expected to provide a theoretical contribution in strengthening understanding of the strategic role of the philosophy of science in the sustainable development of science.
Co-Authors Aditra Zulfi Afdal Ayumi NA Aulia Khairatunnisa Delfiani Desyandri Desyandri Intan Putri Refita Lenggana Wulan safitri Muhammadi Muhammadi Rike Kartika Sari