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All Journal Jurnal Pembangunan Pendidikan: Fondasi dan Aplikasi Auladuna SOSIOHUMANIORA: Jurnal Ilmiah Ilmu Sosial dan Humaniora Abdimas Dewantara Pendas : Jurnah Ilmiah Pendidikan Dasar Natural: Jurnal Ilmiah Pendidikan IPA Jurnal Tarbiyah : Jurnal Ilmiah Kependidikan COMPTON: Jurnal Ilmiah Pendidikan Fisika EDUKA : Jurnal Pendidikan, Hukum, Dan Bisnis Reswara: Jurnal Pengabdian Kepada Masyarakat Jurnal Inovasi Penelitian Jurnal Pijar MIPA Tamansiswa International Journal in Education and Science (TIJES) Cakrawala Unnes Science Education Journal Bhakti: Jurnal Pengabdian dan Pemberdayaan Masyarakat
Ani Widyawati
Department Of Science Education, Faculty Of Teacher Training And Education, Universitas Sarjanawiyata Tamansiswa
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Astronomy Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Energy Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Mathematics Neuroscience Physics Social Sciences Other

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How is assessment with the Teaching at the Right Level (TaRL) Approach implemented in Science Learning? Murniningsih Murniningsih; Ani Widyawati; Trisniawati Trisniawati; Nika Cahya Awani; Citra Ayu Maharani
Tarbiyah : Jurnal Ilmiah Kependidikan Vol. 14 No. 2 (2025)
Publisher : Universitas Islam Negeri Antasari Banjarmasin, South Kalimantan, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/tarbiyah.v14i2.17922

Abstract

The Teaching at the Right Level (TaRL) approach offers a solution through assessments that adapt learning based on student ability levels. This study aims to examine the implementation of TaRL-based assessments, identify obstacles encountered, and outline solutions used to overcome them. This study used a descriptive qualitative method with a deductive thematic analysis approach. The results showed that the TaRL assessment was implemented through two stages: diagnostic assessment (cognitive and non-cognitive) and formative assessment with differentiated worksheets (LKPD). Solutions implemented included group rotation, development of LKPD with varying difficulty levels, simple and contextual diagnostic assessments, and collaboration between teachers. This study concluded that the TaRL approach can be implemented effectively with the support of adaptive and collaborative strategies. The implication is that teachers need to have skills in designing assessments that are appropriate to students' abilities and strengthen collaboration within the teaching team so that this approach can run sustainably.
Formative Assessment Practices Using a Culturally Responsive Teaching (CRT) Approach in the Context of Mie Des in Science Learning Murniningsih Murniningsih; Ani Widyawati; Markhaban Alkhasni; Fadhil Syafri Praditya
Unnes Science Education Journal Vol. 14 No. 3 (2025): December 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/usej.v14i3.36948

Abstract

This study aims to describe the implementation of formative assessment using the Culturally Responsive Teaching approach by integrating Mie Des as a local cultural context in science learning and to examine students’ responses to this practice. Using a descriptive qualitative design, data were collected through classroom observations, interviews, and documentation during three learning sessions on heat transfer. The results show that formative assessment was implemented through open-ended questions, reflections, group discussions, rapid and constructive feedback, the use of student worksheets, and the use of digital media. These activities helped students connect scientific ideas with their cultural experiences, increased their engagement, and strengthened their confidence in learning science. Students demonstrated active participation and emotional involvement, although some focused more on cultural aspects than scientific reasoning. The study concludes that integrating local culture into formative assessment can enhance scientific understanding, cultural awareness, and student engagement, while providing valuable feedback for designing responsive and contextually meaningful science learning.
Co-Authors Adria Vitalya Gemilang Aliffah Aliffah Andhi Dwi Nugroho Ani Fiani Annas Purbaningrum Annisa Rahmadita Apriani Nurrul Chotimah Arif Bintoro Johan Arum Nur Trisni Kurnia Wijayati Astuti Wijayanti Bernadeta Riza Melia Rosani Cinde Herawati Citra Ayu Maharani Dhimas Nur Setyawan Dinar Westri Andini Efa Okvita Rosadian Fadhil Syafri Praditya Fenti Retnoningrum Intan Aprilia Julia Julia Krida Singgih Kuncoro Laily Rochmawati Listiyani Laily Rochmawati Listiyani Laily Rochmawati Listiyani Markhaban Alkhasni Muh Jauhar Nafis Murniningsih Murniningsih Murniningsih Nika Cahya Awani Oktaviani Windra Puspita Oni Satliva Trimandhana Rahmawati Endah Witanti Ratri Aulia Safa Ardini Retno Utaminingsih Rochisun Hendra Novantara Rukiyati Rukiyati Rully Widyanti Eka Putri Sigit Sujatmika Siti Irene Astuti D Suciani Alfiah Sukiyanto Sukiyanto Sukiyanto Susanti Susanti . Tias Ernawati, Tias Tri Astuti Arigiyati Triana Wiji Astuti Trisniawati Trisniawati Tumiyati Tumiyati Widowati Purporini widy mulyo Widya Aprilia Mujiarsih Wisnu Hasan Kurniawan Wita Setianingsih Wita Setianingsih