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Wulan Trisnawati, Inne
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ASESMEN PEMBELAJARAN IPA PADA KURIKULUM MERDEKA: IMPLEMENTASI, EFEKTIVITAS, DAN ARAH PENGEMBANGANNYA Suryana, Andri; Yuliati, Yuyun; Barnar Komaruddyi, Yudi; Rohayati, Dede; Wulan Trisnawati, Inne; Kurniawati, Iis; Mardiana, Sitti; Sri Rahayu, Novi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.55517

Abstract

The implementation of the Merdeka Curriculum has transformed the assessment paradigm from merely measuring learning outcomes into an integral part of the learning process. In science learning, assessment serves to identify students’ prior knowledge, monitor learning progress, provide feedback, and comprehensively measure the achievement of competencies. This study aims to analyze the implementation of science learning assessment in the era of the Merdeka Curriculum based on published research findings. The study employed a literature review method by analyzing 21 national and international scientific articles published between 2022 and 2026. Data were analyzed through the stages of identification, selection, classification, and synthesis of research findings. The results indicate that science learning assessment is predominantly characterized by diagnostic, formative, summative, authentic, and digital assessments. These assessment practices have been shown to support differentiated learning, enhance critical thinking skills, scientific literacy, learning motivation, and student engagement in the learning process. However, several challenges remain, particularly regarding teachers’ competence in developing assessment instruments, limited utilization of technology, and the suboptimal use of assessment results for instructional improvement. Therefore, strengthening teachers’ competencies, developing Higher-Order Thinking Skills (HOTS)-based assessment instruments, and integrating digital technology into assessment systems are essential to support the successful implementation of the Merdeka Curriculum.
PENGARUH KECERDASAN EMOSIONAL DAN REGULASI EMOSI TERHADAP RESILIENSI AKADEMIK SISWA SMA Siregar, Julinda; Yuliati, Yuyun; Barnas Komaruddyi, Yudi; Kurniawati, Iis; Wulan Trisnawati, Inne; Rohayati, Dede; Sri Rahayu, Novi; Insani, Sri; Hajar Birlanti, Shofina; Sumarni, Yunita; Budi Angantyo, Tri
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.56558

Abstract

Academic resilience is an important ability that enables students to cope with various pressures and challenges encountered during the learning process. However, not all students possess adequate resilience, making it necessary to identify factors that contribute to its development. This study aimed to examine the influence of emotional intelligence and emotion regulation on the academic resilience of senior high school students. The research employed a quantitative approach with a causal correlational design. The sample consisted of 45 tenth-grade students from a senior high school in Sumedang Regency selected through purposive sampling. Data were collected using emotional intelligence, emotion regulation, and academic resilience questionnaires based on a Likert scale. Data analysis was conducted using descriptive statistics, Pearson correlation, and multiple linear regression with IBM SPSS Statistics. The results revealed that emotional intelligence had a positive and significant relationship with academic resilience (r = 0.667; p < 0.001), and emotion regulation also had a positive and significant relationship with academic resilience (r = 0.550; p < 0.001). Multiple regression analysis indicated that emotional intelligence significantly predicted academic resilience (β = 0.553; p < 0.001), whereas emotion regulation did not show a significant partial effect (β = 0.162; p = 0.102). Simultaneously, emotional intelligence and emotion regulation significantly influenced academic resilience, contributing 45.8% of the variance (R² = 0.458). These findings highlight the importance of developing students’ emotional competencies to strengthen academic resilience in school settings.
Co-Authors Barnar Komaruddyi, Yudi Barnas Komaruddyi, Yudi Budi Angantyo, Tri Dede Rohayati Hajar Birlanti, Shofina Insani, Sri Kurniawati, Iis Mardiana, Sitti Siregar, Julinda Sri Rahayu, Novi Sumarni, Yunita Suryana, Andri Yuliati, Yuyun