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All Journal Vidya Karya EDU-MAT: Jurnal Pendidikan Matematika Jurnal Pembelajaran Matematika J-PiMat : Jurnal Pendidikan Matematika Bubungan Tinggi: Jurnal Pengabdian Masyarakat Jurnal Riset dan Inovasi Pembelajaran JURMADIKTA Journal Focus Action of Research Mathematic (Factor M)
Taufiq Hidayanto, Taufiq
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Humanities Chemistry Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

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Journal : Vidya Karya

 1 
Developing a Formative Assessment Based on Self-directed Learning Oriented Assessment (SLOA) for Circle Topics in Senior High School Prasetya, Khiara Ching; Pasani, Chairil Faif; Hidayanto, Taufiq; Hassan, Zainudin bin
Vidya Karya Vol 41, No 1 (2026): APRIL 2026
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jvk.v41i1.25650

Abstract

The implementation of the Merdeka Curriculum emphasizes meaningful learning processes supported by appropriate assessment practices. In mathematics learning, formative assessment is essential for monitoring students’ conceptual understanding and learning progress. However, existing practices remain predominantly teacher-centered and provide limited opportunities for students to engage in reflection and self-assessment, and studies integrating student-centered assessment approaches in senior high school mathematics are still limited. This study aims to develop a formative assessment based on Self-directed Learning Oriented Assessment (SLOA) for circle topics in senior high school that is valid, practical, and effective. SLOA is an assessment approach that promotes self-directed learning by integrating reflection, monitoring, and self-evaluation into the assessment process. This study employed a research and development approach using the ADDIE model. The study involved 26 grade XI students in one class at SMAN 7 Banjarmasin without a control group. The instruments included expert validation sheets, essay-type formative tests, self-assessment questionnaires, and a teacher practicality questionnaire. The results showed that the formative tests and self-assessment questionnaires were highly valid, with average scores of 3.50 and 3.46 on a 4-point scale. The practicality score reached 80%, categorized as very practical. Based on a minimum passing grade of 75 and a classical completeness criterion of 85%, the implementation results showed that 92% of students in the first test and 96% in the second test achieved mastery. These findings indicate that SLOA-based formative assessment is feasible and effective in supporting students’ self-directed learning and provides practical implications for mathematics teachers in implementing more student-centered assessment practices.
The Mediating Role of Metacognitive Awareness in the Relationship Between Teaching Practice and Early Teacher Identity Noorbaiti, Rahmita; Hidayanto, Taufiq
Vidya Karya Vol 41, No 1 (2026): APRIL 2026
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jvk.v41i1.25797

Abstract

Teacher professional identity plays a crucial role in supporting the realization of quality learning. Furthermore, the early teacher identity formed during pre-service teacher education and early career tends to persist throughout a teacher's career. However, the identification of factors shaping teacher identity and the direction of their correlations has not been extensively conducted in Indonesia, particularly concerning pre-service teacher education. Among the factors theoretically influential are metacognitive awareness and teaching practice experience. This study aims to determine the role of the mediating variable, metacognitive awareness, in influencing the relationship between students' experiences from teaching practice activities in schools and the formation of their early identity as teachers. This research is quantitative and employs a relational screening model. The instruments used are questionnaires for related variables adapted from relevant research, then translated and validated by various experts. Subsequently, correlation analysis will be conducted on the data from the three variables to determine the significance and direction of the correlation, with metacognitive awareness as the mediating variable. The results show an indirect effect of 0.344, which is greater than the direct effect of 0.131, meaning that metacognitive awareness has a significant mediating role in the relationship between teaching practice experience and early teacher identity. The implication of this research is the need for teaching practice activity designs that can facilitate pre-service teachers in developing their metacognitive awareness to achieve quality learning processes.
Co-Authors AA Sudharmawan, AA Aleida, Najwa Endah Antika, Rindi Aulia, Nur Tsabita Basriannor, Agus Chairil Faif Pasani Daris, Muhammad Ependy, Nur Annisa Kamaliyah Kamaliyah Karim Karim, Karim Maulida Ma’aruf, Muhammad Salim Muhammad Maliki Noor Fajriah, Noor Noorbaiti, Rahmita Prasetya, Khiara Ching Rahmawan, Ardi Ridha, Muhammad Taqwa RR. Ella Evrita Hestiandari Santi, Nyoman Yohane Sutarto Hadi Zainudin bin Hassan, Zainudin bin