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All Journal SPEKTRUM: Jurnal Pendidikan Luar Sekolah (PLS) TOFEDU: The Future of Education Journal
Isnaini Isnaini
STITNU Sakinah Dharmasraya
Education Languange, Linguistic, Communication & Media Mathematics Other

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Assessment Principles and Practices Quality Assessments in A Digital Age Isnaini Isnaini; Sunimaryanti Sunimaryanti; Lesis Andre
SPEKTRUM: Jurnal Pendidikan Luar Sekolah (PLS) Vol 9, No 2 (2021): SPEKTRUM: Jurnal Pendidikan Luar Sekolah (PLS): Publishing May 2021
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/spektrumpls.v9i2.112711

Abstract

This research aims to know the application of assessment principles and the quality of assessment in the digital age. The method of writing in this study uses the literature method by applying the principle of quality and quality of its implementation in the digital age through a similar research theme. The results of this study have advantages and disadvantages to the principle of assessment and quality of assessment in the digital age. The benefits are direct feedback, improving autonomy, institution, and self-regulation of learners, collaborative learning, authenticity, broader measurement, fast and flexible response, improving efficiency and reducing teacher performance, integrating formative assessment, and validity and reliability of assessment, while the shortcomings inconsistent, infrastructure barriers, and fraud. There are five principles of assessment of the digital age, namely authentic assessment, accessible and inclusive assessment, appropriately automated assessment, continuous assessment, and security assessment. Although there are advantages and disadvantages of the assessment principle and quality non-formal education of digital age assessment, but there are five recommendations of digital assessment applications: Nearpod, Spelling Test, GoClass App, Guru Clicker, etc. ClassTalk applications.Keyword: Assessment Principles, Practices Quality Assessments, Digital Age
Educators’ Attitudinal Shift toward Effective Differentiated Learning Practices: A Transformational Perspective Inge Angelia; Naufal Raid; Isnaini Isnaini; Silvia Anggreni BP
The Future of Education Journal Vol 4 No 8 (2025): Continued
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v4i8.780

Abstract

The concept of education in the Merdeka Curriculum, based on the philosophy of K.H. Dewantara, emphasizes that all inherent potentials in children should be nurtured to achieve the highest safety and happiness as human beings. Education must accommodate all the diverse needs of children through a learning process known as differentiated instruction. The research problem addressed in this article is the attitude of educators towards differentiated instruction. Therefore, the aim of this article is to explore educators' attitudes regarding differentiated instruction. The research method employed includes in-depth interviews with educators from various backgrounds and direct observations in the classroom, involving 26 teacher respondents. Data analysis was conducted using Miles and Huberman's techniques, which include: Data Reduction, Data Display, and Conclusion/Verification. Data validity was ensured through Source Triangulation. The research findings indicate that a transformation in attitude occurs through educators' deep understanding of the diverse learning needs of children, acceptance of differences, and the ability to adapt to teaching strategies. Survey results reveal that 46% of respondents do not yet understand students' learning styles, 57.1% do not comprehend the interests of students they teach, and 78.6% of educators do not understand students' readiness to learn. Based on these findings, it can be concluded that many teachers have not yet implemented differentiated instruction and believe that uniform teaching methods are more effective than differentiated instruction.The implications of this study suggest the need for ongoing support for educators' professional development and systematic training related to changes in curriculum paradigms. In conclusion, transforming educators' attitudes is a crucial foundation for creating a learning environment that significantly supports the advancement of all students.
Co-Authors Inge Angelia Lesis Andre Naufal Raid Silvia Anggreni BP Sunimaryanti Sunimaryanti