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All Journal International Journal of Evaluation and Research in Education (IJERE) Jurnal Pendidikan Vokasi LAW REFORM Journal of Education and Learning (EduLearn) Journal of Educational Science and Technology Jurnal Pendidikan Usia Dini REiD (Research and Evaluation in Education) Psychology, Evaluation, and Technology in Educational Research Teknomekanik Khalifa: Journal of Islamic Education JIPI (Jurnal IPA dan Pembelajaran IPA)
Kassymova, Gulzhaina K.
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Religion Humanities Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Education Engineering Environmental Science Law, Crime, Criminology & Criminal Justice Library & Information Science Mechanical Engineering Physics Social Sciences Other

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Enhancing student achievement: Developing a Differentiated Instruction Formative Assessment Model (DIFAM) Asriadi AM, Muh.; Hadi, Samsul; Istiyono, Edi; Sanam, Anna Isabela; Sultan, Jumriani; Kassymova, Gulzhaina K.
REID (Research and Evaluation in Education) Vol. 11 No. 2 (2025)
Publisher : Graduate School of Universitas Negeri Yogyakarta & Himpunan Evaluasi Pendidikan Indonesia (HEPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/reid.v11i2.87869

Abstract

An ideal assessment should offer constructive feedback and insights into students' strengths and weaknesses in learning. This study aims to develop an assessment model integrating formative assessment with Differentiated Instruction (DIFAM) to assess learning achievements proportionally. The DIFAM model was developed using the ADDIE development framework. The research sample consisted of 99 students from four high schools in Bandung Regency. Student learning profiles were analyzed using N-Gain and paired sample t-test. Data analysis was conducted with R Studio and JASP software. Data analysis using the N-Gain formula revealed an average improvement in student learning achievements of 25% with the implementation of DIFAM. The formative tests conducted over eight sessions showed that students grasped the material more effectively compared to conventional teaching methods. Feedback from students and teachers indicated that DIFAM facilitated more structured learning and provided constructive feedback, contributing significantly to enhanced student performance. The DIFAM model demonstrates its ability to cater to diverse student needs, achieve significant learning improvements, and has the potential for broader application to ensure more inclusive and equitable learning outcomes.
Co-Authors Abdulvaliyev, Rinat Anvarbekovich Agus Santoso AM, Muh Asriasi Anatolyevich, Trebukhov Sergey Anshari Nur, Muh. Nadzirin Apino, Ezi Arkad’yevich, Kvyatkovskiy Sergey Begimbetova, Guldana A. Djidu, Hasan Edi Istiyono Fina Fakhriyah Gladyshev, Sergey Vladilenovich Hani Subakti Hasmawaty , Hasmawaty Hebebci, Mustafa Tevfik Heri Retnawati Hijriani, Hijriani - Kaliaskarova, Ainur Kartianom, Kartianom Kenzhaliyev, Bagdaulet Kenzhalievich Kistantia Elok Mumpuni Koizhanova, Aigul M. Rafi Meidina*, Putri Alifia Nur Mochamad Bruri Triyono Muh. Asriadi AM Muhammad Nurtanto Muhammad Yusri Bachtiar, Muhammad Yusri Mustofa Abi Hamid Mutathahirin, Mutathahirin NUR KHOLIFAH Pardede, Timbul Rasmuin, Rasmuin Rosyada, Munaya Nikma Sahyunu, Sahyunu Samsul Hadi Sanam, Anna Isabela Sultan, Jumriani Talgatov, Yerassyl K. Triyono, M.Bruri Tussupbayev, Nessipbay Kuandykovich Yuni Ratnasari Zhundybaeva, Turakhan