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All Journal Journal of Current Studies in SDGs Journal of Current Studies in SDGs
Afakhrul Masub Bakhtiar
State University of Surabaya
Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Environmental Science Social Sciences Other

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Transformative Authentic Assessment for Learner Identity Reconstruction in Personalized Learning Pathways: Advancing SDG 4 and SDG 10 in Indonesian Education Afakhrul Masub Bakhtiar; Yatim Riyanto; Sujarwanto Sujarwanto
Journal of Current Studies in SDGs Vol. 2 No. 3 (2026): September
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.2.3.276

Abstract

Objective: To investigate how transformative authentic assessment implemented within Personalized Learning Pathways (PLP) reconstructs learner identity by enhancing motivation and self-efficacy among learners in Indonesian Community Learning Centers (PKBM), while supporting the achievement of Sustainable Development Goals (SDGs) 4 and 10. Method: A qualitative multi-site case study was conducted at PKBM Sekolah Dolan Malang and PKBM Tsurayya Karimah Indonesia. Fifty-seven participants, including institutional heads, tutors, administrative staff, learners, and an external supervisor, were purposively selected. Data were collected through participatory observations, semi-structured interviews, and document analysis. The data were analyzed using thematic analysis and cross-site synthesis to identify recurring patterns across both learning centers. Results: The findings reveal that authentic assessment functions as a continuous, reflective, and learner-centered process rather than merely an instrument for measuring academic achievement. Portfolio-based assessment, reflective discussions, individualized feedback, and continuous learning monitoring significantly enhanced learners' intrinsic motivation and self-efficacy. These assessment practices gradually transformed learners' perceptions from educational failure and low self-confidence toward positive learner identities characterized by confidence, autonomy, responsibility, and lifelong learning orientation. Novelty: Proposing a transformative authentic assessment framework that conceptualizes learner identity reconstruction as a sequential psychological process linking authentic assessment, recognition of learners' strengths, enhanced motivation, strengthened self-efficacy, and positive learner identity. The findings extend authentic assessment literature beyond academic achievement by demonstrating its role as a psychological mechanism for educational inclusion and learner empowerment within personalized learning pathways in community education.
Adaptive Assessment Pathways for Achieving SDG 4: Strengthening Motivation and Self-Efficacy in Indonesian Nonformal Education Afakhrul Masub Bakhtiar; Yatim Riyanto; Sujarwanto Sujarwanto
Journal of Current Studies in SDGs Vol. 2 No. 4 (2026): December
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.2.4.277

Abstract

Objective: To examine how adaptive assessment pathways strengthen learner motivation and self-efficacy in Indonesian nonformal education, particularly in community learning centers (PKBM). It focuses on how diagnostic assessment, authentic evaluation, and personalized feedback support learners who have experienced exclusion from formal schooling. Method: A qualitative multi-site case study was conducted over ten months at two PKBM institutions in Indonesia. The study involved 57 participants, including institutional leaders, tutors, administrative staff, and learners. Data were collected through participatory observation, semi-structured interviews, and portfolio analysis. The data were analyzed thematically to identify patterns related to adaptive assessment, motivation, self-efficacy, and learner engagement. Results: The findings revealed that adaptive assessment pathways contributed to three main psychological outcomes. First, diagnostic and contextual assessment created meaningful learning experiences that enhanced intrinsic motivation. Second, portfolio-driven evaluation helped learners recognize their progress, develop self-efficacy, and build a positive learning identity. Third, personalized feedback cycles encouraged learners to monitor their own progress and develop self-regulated learning behaviors. Novelty: Offering a novel perspective by conceptualizing adaptive assessment pathways as both pedagogical and psychological mechanisms for restoring learner confidence in nonformal education. The findings highlight adaptive assessment as a transformative strategy for advancing equity, inclusion, and SDG 4 oriented learning in Indonesian PKBM contexts.
Transformative Authentic Assessment for Learner Identity Reconstruction in Personalized Learning Pathways: Advancing SDG 4 and SDG 10 in Indonesian Education Afakhrul Masub Bakhtiar; Yatim Riyanto; Sujarwanto Sujarwanto
Journal of Current Studies in SDGs Vol. 2 No. 3 (2026): September
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.2.3.276

Abstract

Objective: To investigate how transformative authentic assessment implemented within Personalized Learning Pathways (PLP) reconstructs learner identity by enhancing motivation and self-efficacy among learners in Indonesian Community Learning Centers (PKBM), while supporting the achievement of Sustainable Development Goals (SDGs) 4 and 10. Method: A qualitative multi-site case study was conducted at PKBM Sekolah Dolan Malang and PKBM Tsurayya Karimah Indonesia. Fifty-seven participants, including institutional heads, tutors, administrative staff, learners, and an external supervisor, were purposively selected. Data were collected through participatory observations, semi-structured interviews, and document analysis. The data were analyzed using thematic analysis and cross-site synthesis to identify recurring patterns across both learning centers. Results: The findings reveal that authentic assessment functions as a continuous, reflective, and learner-centered process rather than merely an instrument for measuring academic achievement. Portfolio-based assessment, reflective discussions, individualized feedback, and continuous learning monitoring significantly enhanced learners' intrinsic motivation and self-efficacy. These assessment practices gradually transformed learners' perceptions from educational failure and low self-confidence toward positive learner identities characterized by confidence, autonomy, responsibility, and lifelong learning orientation. Novelty: Proposing a transformative authentic assessment framework that conceptualizes learner identity reconstruction as a sequential psychological process linking authentic assessment, recognition of learners' strengths, enhanced motivation, strengthened self-efficacy, and positive learner identity. The findings extend authentic assessment literature beyond academic achievement by demonstrating its role as a psychological mechanism for educational inclusion and learner empowerment within personalized learning pathways in community education.
Adaptive Assessment Pathways for Achieving SDG 4: Strengthening Motivation and Self-Efficacy in Indonesian Nonformal Education Afakhrul Masub Bakhtiar; Yatim Riyanto; Sujarwanto Sujarwanto
Journal of Current Studies in SDGs Vol. 2 No. 4 (2026): December
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.2.4.277

Abstract

Objective: To examine how adaptive assessment pathways strengthen learner motivation and self-efficacy in Indonesian nonformal education, particularly in community learning centers (PKBM). It focuses on how diagnostic assessment, authentic evaluation, and personalized feedback support learners who have experienced exclusion from formal schooling. Method: A qualitative multi-site case study was conducted over ten months at two PKBM institutions in Indonesia. The study involved 57 participants, including institutional leaders, tutors, administrative staff, and learners. Data were collected through participatory observation, semi-structured interviews, and portfolio analysis. The data were analyzed thematically to identify patterns related to adaptive assessment, motivation, self-efficacy, and learner engagement. Results: The findings revealed that adaptive assessment pathways contributed to three main psychological outcomes. First, diagnostic and contextual assessment created meaningful learning experiences that enhanced intrinsic motivation. Second, portfolio-driven evaluation helped learners recognize their progress, develop self-efficacy, and build a positive learning identity. Third, personalized feedback cycles encouraged learners to monitor their own progress and develop self-regulated learning behaviors. Novelty: Offering a novel perspective by conceptualizing adaptive assessment pathways as both pedagogical and psychological mechanisms for restoring learner confidence in nonformal education. The findings highlight adaptive assessment as a transformative strategy for advancing equity, inclusion, and SDG 4 oriented learning in Indonesian PKBM contexts.
Co-Authors Sujarwanto Sujarwanto Yatim Riyanto