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All Journal JPLED Mutiara: Multidiciplinary Scientifict Journal
Jingga Febri Yona Malta
Universitas Negeri Padang
Arts Education Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Mechanical Engineering Social Sciences Other

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Pengaruh Teman Sebaya Terhadap Perilaku Siswa Sekolah Dasar Mai Sri Lena; Sartono Sartono; Jingga Febri Yona Malta; Mega Silvia Herini Mega Silvia Herini
Mutiara: Multidiciplinary Scientifict Journal Vol. 1 No. 2 (2023): Multidiciplinary Scientifict Journal
Publisher : Al Makki Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57185/mutiara.v1i2.11

Abstract

Teman sebaya adalah sekelompok orang seumuran yang terbentuk melalui interaksi dengan teman sebayanya, seperti Kelompok, baik di rumah maupun di sekolah, mencari identitas diri. Teman sebaya dapat mempengaruhi perilaku belajar. Perilaku belajar adalah suatu proses atau kegiatan yang dilakukan siswa dalam proses belajar Penelitian ini bertujuan untuk. menentukan apakah teman sebaya mempengaruhi perilaku belajar siswa sekolah dasar Lubuk Basung. Seluruh siswa sekolah dasar di Kecamatan Lubuk Basung dilibatkan dalam penelitian kuantitatif ini. Teknik pengumpulan data menggunakan kuesioner yang disebarluaskan melalui Google Forms. Dari analisis data dapat disimpulkan bahwa pengaruh teman sebaya terhadap perilaku anak sekolah dasar sangat mengesankan dan dapat dikatakan cukup baik
Asesmen Pembelajaran di Sekolah Dasar: Kajian Teoritis Prinsip, Teknik, dan Instrumen Penilaian: Abstract, Pendahuluan, Metode, Hasil dan Pembahasan, Kesimpulan, dan Daftar Rujukan Jefri Oktaviandi; Atika Isharifa; Jingga Febri Yona Malta; Mohd Furqon; Muhammadi
Journal of Practice Learning and Educational Development Vol. 6 No. 2 (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.v6i2.1088

Abstract

This conceptual study explores the theoretical and practical dimensions of learning assessment in elementary education by integrating assessment principles, techniques, and instruments within a unified conceptual framework. Employing a literature review approach, this research synthesizes relevant studies published between 2020 and 2025 from reputable international and national journals to examine current trends and challenges in assessment practices. The findings indicate a significant paradigm shift from traditional product-oriented assessments to formative and authentic assessments that emphasize learning as a reflective and continuous process. Core principles such as validity, reliability, authenticity, and continuity are identified as critical in ensuring fairness, accuracy, and meaningfulness of learning evaluations. Furthermore, the integration of test-based and non-test techniques, alongside the application of digital and authentic instruments, enhances the comprehensiveness and adaptability of assessment implementation in various educational contexts. Despite these advancements, challenges persist in teacher assessment literacy, technological readiness, and the contextual adaptation of assessment practices across diverse school settings. The study concludes by proposing a theoretical model that positions assessment not merely as a tool for measurement but as a pedagogical instrument that fosters reflection, student engagement, and competency-based learning aligned with 21st-century educational goals.
Co-Authors Atika Isharifa Jefri Oktaviandi Mai Sri Lena Mega Silvia Herini Mega Silvia Herini Mohd Furqon Muhammadi Muhammadi Sartono Sartono