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All Journal Information Technology Education Journal Edu Komputika Journal
Tara Lestari Safitri
Universitas Pendidikan Indonesia
Computer Science & IT Education

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Implementation of AI-Enhanced Formative Assessment with Learning Analytics to Support Conceptual Understanding and Process-Oriented Learning of High School Students in Informatics Subjects Tara Lestari Safitri; Nuur Wachid Abdulmajid
Information Technology Education Journal Vol. 5, No. 3, August (2026)
Publisher : Jurusan Teknik Informatika dan Komputer

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59562/intec.v5i3.13491

Abstract

Purpose – Grade-oriented learning in Indonesian secondary education hinders deep conceptual understanding, as reflected in declining PISA scores. This study examines the potential of AI-based formative assessment (ChatGPT-Padlet) to support improvement in students’ conceptual understanding and a shift in their orientation from a focus on grades to a focus on process. Design/methodology/approach – This single-cycle classroom intervention, drawing on classroom-action-research procedures, involved 33 tenth-grade students in Project-Based Learning supported by a layered feedback system (AI, peers, and teachers). Data were collected through pre- and post-tests, Likert-scale attitude surveys, peer assessments, and qualitative reflections. Findings – The intervention produced a statistically significant improvement in conceptual understanding scores (Δ = 9.09 points; Wilcoxon Signed-Rank Test, Z = -1.93, p = 0.045, r = 0.34; paired t-test reported as a robustness check, p = 0.026) and a non-significant descriptive decrease in competitive orientation (Δ = -0.3; Wilcoxon p = 0.32), while process focus remained stable in mean (M = 3.5, Wilcoxon p = 0.77) with increased variability. Qualitative analysis showed that 67% of students could articulate internet concepts, and 58% showed indications of transfer of knowledge to practical decision-making in their self-reported reflections. Research implications/limitations –  The layered feedback ecosystem may offer a scalable approach to formative assessment in high teacher-student-ratio contexts, though this potential was not directly measured, and the single-cycle, short-duration design limits causal and longitudinal conclusions; further research requires longitudinal testing and more comprehensive deep learning metrics. Originality/value – This study offers an early empirical operationalization of process-oriented educational philosophy through an AI-peer-teacher triadic feedback model within the Indonesian Independent Curriculum context.
Improving Higher Order Thinking Skills through Project-Based Learning with AI-Enhanced Formative Assessment Tara Lestari Safitri; Nuur Wachid Abdulmajid; Md Baharuddin Haji Abdul Rahman
Edu Komputika Journal Vol. 13 No. 1 (2026): Edu Komputika Journal
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/edukom.v13i1.49259

Abstract

The low level of students’ Higher Order Thinking Skills (HOTS) in computer science presents a challenge in the implementation of the Merdeka Curriculum. This study examines the extent to which a Project-Based Learning (PBL) approach combined with AI-enhanced formative assessment can improve students’ HOTS in computer networking, particularly their ability to analyze computer network concepts and apply them in real-life situations. This study contributes by presenting an innovative learning model that integrates PBL and AI-enhanced formative assessment as a practical alternative to improve HOTS in Indonesian high schools. The study used a classroom action research (CAR) design as the overarching framework, implemented as a single CAR cycle of planning, action, observation, and reflection; within this cycle, a mixed-methods approach combining a quasi-experimental one-group pretest-posttest method with a descriptive qualitative method was used to collect and analyze data, and the study involved 33 eleventh-grade students at SMA N 3 Purwakarta. The intervention integrated a digital poster project with layered formative assessment using ChatGPT and Padlet. Data were analyzed via paired t-tests and thematic analysis using NVivo. Results showed a significant cognitive improvement, with the average score rising from 74.55 to 83.64 (p = 0.026). Qualitatively, 58% of students were able to evaluate connectivity options based on real-world needs, and each group conducted an average of 3.2 rounds of revisions based on AI feedback. It was concluded that the integration of PBL with AI-enhanced formative assessment effectively fosters students’ higher-order thinking skills (HOTS) at the school studied, though the single-school sample means the findings are best generalized at the regional rather than national level.
Co-Authors Md Baharuddin Haji Abdul Rahman Nuur Wachid Abdul Majid