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All Journal GUIDENA: Jurnal Ilmu Pendidikan, Psikologi, Bimbingan dan Konseling Didaktik : Jurnal Ilmiah PGSD STKIP Subang
Lilik Noeraini
Universitas Negeri Semarang
Education Social Sciences

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IMPLEMENTASI ASESMEN DAN EVALUASI PEMBELAJARAN MATEMATIKA BERBASIS DIGITAL MELALUI INTEGRASI INTERACTIVE FLAT PANEL (IFP) DAN POLYPAD DI SEKOLAH DASAR Lilik Noeraini; Barokah Isdaryanti; Wiwi Isnaeni
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 3 (2026): Volume 12 No. 3, September 2026 Release
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i3.16512

Abstract

The development of digital technology has driven a transformation in the assessment and evaluation system for learning in elementary schools. The Independent Curriculum positions assessment as an integral part of the learning process, serving to continuously monitor student progress. This study aims to describe the implementation of digital-based mathematics learning assessment and evaluation through the use of Interactive Flat Panels (IFP) and Polypads at SDN 1 Sambongrejo. The study used a qualitative descriptive approach with data sources consisting of teachers, students, and learning documents. Data collection techniques included observation, interviews, documentation, and analysis of learning tools. The study results indicate that the use of IFPs and Polypads supports the implementation of diagnostic, formative, and summative assessments in a more interactive, authentic, and student-centered manner. In addition to improving the quality of learning feedback, the use of digital technology also helps teachers evaluate learning outcomes more effectively. These findings suggest that digital technology integration can be an alternative innovation in mathematics learning assessment and evaluation in elementary schools.
Optimalisasi Potensi Anak ADHD di Sekolah Dasar melalui Pembelajaran Terstruktur dan Multisensori Lilik Noeraini; Liftiah Liftiah; Ali Formen
GUIDENA: Jurnal Ilmu Pendidikan, Psikologi, Bimbingan dan Konseling Vol. 16 No. 1 (2026)
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/gdn.v16i1.16483

Abstract

Children with Attention Deficit Hyperactivity Disorder (ADHD) often experience difficulties in maintaining attention, regulating behavior, and achieving optimal learning outcomes in elementary school settings. These challenges require adaptive instructional strategies that are structured, engaging, and responsive to students’ individual needs. This study aimed to analyze the characteristics and learning needs of a student with ADHD and to examine the implementation of structured and multisensory learning approaches in improving focus, behavior, and basic academic outcomes. A descriptive qualitative approach supported by simple quantitative pre-test and post-test data was employed. The study used a case study design involving one second-grade student at SDN 2 Temengeng who was identified as showing ADHD characteristics based on classroom observation and teacher interviews. Data were collected through observation, interviews, documentation, behavioral observation sheets, learning progress notes, and pre-test–post-test assessment. Data validity was strengthened through source and technique triangulation, while qualitative data were analyzed using data reduction, data display, and conclusion drawing. The findings revealed that the student showed core ADHD characteristics, including inattention, hyperactivity, and impulsivity, which affected classroom engagement and academic performance. After the implementation of structured and multisensory learning, the student demonstrated improved attention span, reduced hyperactive and impulsive behaviors, and better basic reading and writing performance. The N-Gain results in the moderate category further indicated that the intervention had meaningful effectiveness. These findings suggest that the integration of structured instruction, clear routines, positive reinforcement, visual media, movement-based activities, and multisensory stimulation can optimize the learning potential of children with ADHD. This study provides practical implications for elementary teachers, parents, and schools in developing adaptive and inclusive learning strategies for students with ADHD.
Co-Authors Ali Formen Barokah Isdaryanti Liftiah Liftiah Wiwi Isnaeni