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All Journal Nusantara Education Studies
Prinastiti Dwi Santika
Universitas Negeri Yogyakarta, Yogyakarta

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Formative Assessment and Student Learning Outcomes in Higher Education Prinastiti Dwi Santika; Rita Setyawati
Nusantara Education Studies Vol. 1 No. 2 (2023): December Edition
Publisher : Integra Academic Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63208/21011-377

Abstract

Formative assessment has become an essential component of student-centered learning because it provides continuous feedback that supports learning improvement throughout the educational process. This study examines the relationship between formative assessment and student learning outcomes in higher education through a Systematic Literature Review (SLR) using the PRISMA 2020 framework. The findings indicate that formative assessment positively influences student learning outcomes by strengthening feedback quality, self-reflection, student participation, and continuous learning improvement. Effective formative assessment encourages students to engage actively with feedback, participate in self-assessment and peer assessment, and develop greater responsibility for their own learning. However, several challenges remain, including feedback quality, instructor workload, assessment literacy, digital assessment implementation, and student engagement. The study concludes that formative assessment is an effective instructional strategy for enhancing learning outcomes in higher education when supported by appropriate assessment design, constructive feedback, and active participation from both instructors and students.
Artificial Intelligence-Based Personalized Learning in Twenty-First Century Learning Transformation Prinastiti Dwi Santika; Zahra Radhiyya Magfira; Dedi Faqih Wahana
Nusantara Education Studies Vol. 3 No. 2 (2025): December Edition
Publisher : Integra Academic Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63208/21011-601

Abstract

The advancement of Artificial Intelligence (AI) has accelerated the transformation of learning toward a more adaptive and learner-centered approach through the implementation of personalized learning. This article aims to analyze the concepts, implementation, challenges, and strengthening strategies of AI-based personalized learning within the context of general education. The study employed a qualitative descriptive library research method by reviewing scientific publications published over the last five years. The findings indicate that AI supports the analysis of learners' characteristics, develops adaptive learning pathways, provides timely feedback, and facilitates the creation of learning materials tailored to individual needs. This approach has significant potential to improve learning effectiveness, student engagement, and the development of twenty-first-century competencies. Nevertheless, its implementation continues to face challenges related to teachers' readiness, AI literacy, data privacy, algorithmic bias, and ethical considerations. Therefore, the successful implementation of AI-based personalized learning requires synergy among technological innovation, teachers' pedagogical competence, responsible governance, and educational policies that promote adaptive, inclusive, and sustainable learning.
Co-Authors Dedi Faqih Wahana Rita Setyawati Zahra Radhiyya Magfira