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All Journal AKSIOMA: Jurnal Program Studi Pendidikan Matematika ELEMENTARY SCHOOL JOURNAL PGSD FIP UNIMED Journal of Research and Advances in Mathematics Education JURNAL IQRA´ Al Ishlah Jurnal Pendidikan Jurnal Penelitian Pendidikan IPA (JPPIPA) DWIJA CENDEKIA: Jurnal Riset Pedagogik Jurnal SOLMA Beta: Jurnal Tadris Matematika Martabe : Jurnal Pengabdian Kepada Masyarakat Didaktika: Jurnal Kependidikan Jurnal Abdimas Indonesia : Jurnal Abdimas Indonesia EDUTECH : Jurnal Inovasi Pendidikan Berbantuan Teknologi Kognitif: Jurnal Riset HOTS Pendidikan Matematika Journal of Learning Improvement and Lesson Study Eduvest - Journal of Universal Studies JPLED Ta'dib Sekolah Dasar: Kajian Teori dan Praktik Pendidikan Journal of Research in Instructional
Sri Rahayuningsih
Unknown Affiliation
Religion Aerospace Engineering Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Economics, Econometrics & Finance Education Health Professions Languange, Linguistic, Communication & Media Library & Information Science Materials Science & Nanotechnology Mathematics Neuroscience Physics Social Sciences Other

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Journal : jpled

 1 
Kesenjangan Praktik Asesmen Multiliterasi (Baca-Tulis, Numerasi, Sains, dan Digital): Studi Kasus di Kelas IV SD Negeri Tapakrejo 01 Blitar Nunik Setyowati; Intan Sari Rufiana; Sri Rahayuningsih
Journal of Practice Learning and Educational Development Vol. 6 No. 3 (2026): Journal of Practice Learning and Educational Development (JPLED) in Press
Publisher : Global Action and Education for Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58737/jpled.v6i3.1282

Abstract

21st-century learning demands the development of multiliteracy that encompasses reading-writing, numeracy, science, and digital literacy in a balanced manner. This study aims to: (1) describe multiliteracy assessment practices across each dimension; (2) identify the gaps between ideal assessment practices and actual field practices; and (3) analyze the contributing factors to these gaps. This research employed a qualitative approach with a case study design. The subjects were the fourth-grade teacher and representatives of fourth-grade students at SD Negeri Tapakrejo 01 Blitar. Data collection techniques included passive participant observation, semi-structured in-depth interviews, and documentation. The results indicate that multiliteracy assessment practices are highly uneven across dimensions. In reading-writing and numeracy literacy, assessments have been conducted but remain simplistic, portfolios are not yet used, and feedback is not individualized. In science literacy, assessments are conducted informally without rubrics or anecdotal records. In digital literacy, assessments are almost never explicitly performed due to limited facilities and teacher unpreparedness. The contributing factors include internal factors (limited knowledge, belief in the efficiency of written tests, and inadequate technical skills) and external factors (limited digital facilities, unsupportive school policies, and a lack of ongoing mentoring and training). Thus, it can be concluded that a significant gap exists between ideal multiliteracy assessment practices and actual practices at SD Negeri Tapakrejo 01 Blitar, particularly in science and digital literacy.
Urgensi Pengembangan Rubrik Asesmen Multiliterasi untuk Mendukung Pembelajaran STEAM pada Mata Pelajaran IPAS: Studi Kasus di Kelas V SD Negeri Kemirisewu II Pasuruan Ratna Sari Dewi; Intan Sari Rufiana; Sri Rahayuningsih
Journal of Practice Learning and Educational Development Vol. 6 No. 3 (2026): Journal of Practice Learning and Educational Development (JPLED) in Press
Publisher : Global Action and Education for Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58737/jpled.v6i3.1283

Abstract

Assessment practices in STEAM-based science learning (IPAS) in grade V of elementary schools are still dominated by conventional written tests that focus on final cognitive outcomes. This study aims to analyze the urgency of developing a multiliteracy assessment rubric in the context of STEAM-based IPAS learning in grade V of SD Negeri Kemirisewu II Pasuruan. This research employs a qualitative approach with a case study type. Data sources include primary data (fifth-grade teacher and two student representatives) and secondary data (teaching modules, evaluation sheets, and documentation). Data collection techniques included non-participant observation, semi-structured interviews, and documentary study. The findings reveal three main points. First, there is a gap between STEAM-oriented learning design and assessment practices that still rely on written tests. Second, aspects of collaboration, critical thinking, and creativity have not been systematically measured due to the teacher's lack of assessment rubrics. Third, the challenges faced by the teacher include time constraints, a large number of students, a lack of assessment instrument examples, and the absence of multiliteracy assessment training. The development of a multiliteracy assessment rubric is an urgent necessity at the research site. The rubric developed must be valid, practical, and aligned with the characteristics of the STEAM approach to assess students' collaboration, critical thinking, creativity, and communication processes objectively, systematically, and sustainably.
Assessment Practice Reconstruction: Addressing the Digital Literacy Challenges of Elementary School Students Kiki Niken Saputri; Intan Sari Rufiana; Sri Rahayuningsih
Journal of Practice Learning and Educational Development Vol. 6 No. 3 (2026): Journal of Practice Learning and Educational Development (JPLED) in Press
Publisher : Global Action and Education for Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58737/jpled.v6i3.1291

Abstract

This study aims to critically analyze classroom assessment practices and the factors contributing to the gap between digital multiliteracy assessment demands and actual implementation, as well as to propose adaptive assessment reconstruction directions aligned with student characteristics and twenty-first-century demands. The study employs a qualitative approach with a case study design conducted at SD Negeri I Arjasa Situbondo during the 2025/2026 academic year. Data collection techniques include participatory observation, in-depth interviews, and document analysis. Data analysis follows the stages of data condensation, data display, and conclusion drawing and verification. The findings reveal that assessment practices remain dominated by conventional approaches, specifically written tests in the form of essay and short-answer questions, oriented exclusively toward measuring cognitive learning outcomes. Teachers have not yet implemented diagnostic assessment, structured formative assessment, or varied summative assessment. The use of technology in assessment is entirely absent, while students’ considerable digital literacy potential remains underutilized. Factors contributing to the gap include limited teacher digital competence, insufficient systemic school support, and the unavailability of digital assessment models suited to elementary school student characteristics. This study recommends assessment reconstruction through the systematic development of teacher digital competence, the development of multimodal digital assessment models, the application of adaptive assessment approaches, and the integration of assessment into the learning process.
Co-Authors Ade Eka Anggraini Ade Eka Anggraini Adi Atmoko Adyatma Wicaksono Ali Shodikin Asih Wulansari Aynin Mashfufah Aynin Mashfufah Cholis Sa’dijah Dedi Kuswandi Dhea Ayu Anggraini Eddy Sutadji Endang Purwaningsih Erni Ekafitria Bahar Fathimah Az.Zahrah Nasiruddin Fauziyah Fauziyah Haerul Syam Hayuni Retno Widarti Herlina Herlina I Made Sulandra I Wayan Dasna Imam Rofiki Imam Suyitno Indah Sukowati Intan Sari Rufiana Irene Milenia Siki Jauharul Hakim Rizqullah Yeza Kaisra Alfikri Islami Kaisra Alfikri Islami Kiki Niken Saputri M. Luthfi Oktarianto M. Ramli Mardhatillah Mardhatillah Mardhatillah Mohammad Yusuf Randy Muhammad Hasbi Muhammad Muzaini Muhammad Nurhusain Mulyati Nasrun Nasrun Nunik Setyowati Nur Asrawati Nur Cahya Sugiana Nurasrawati Nurasrawati Nurul Zikri Filina Nurzatulshima Kamaruddin Radeni Sukma Indra Dewi Rahmat Kamaruddin, Rahmat Rangga Budiyono Ratna Ekawati Ratna Sari Dewi Riska Pristiani Rusdial Marta Setianingsih Setianingsih Shirly Rizki Kusumaningrum Sijah Mariani Sijah Mariani Sirajuddin Sirajuddin Siti Faizah Siti Faizah Siti Mas’ula Slamet Arifin Slamet Arifin Sudirman Sudirman Sudirman Sudirman Suhartini Suhartini Sukoriyanto Supriyono Supriyono Syaiful Hadi Toto Nusantara Wan Marzuki Wan Jaafar Yusuf Hanafi Zulia Nurul Faizah