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All Journal Jurnal Pemikiran dan Pengembangan Sekolah Dasar (JP2SD) Jurnal Pendidikan Dasar Nusantara Pedagogi : Jurnal Penelitian Pendidikan Kontinu: Jurnal Penelitian Didaktik Matematika Transformasi: Jurnal Pengabdian Masyarakat Jurnal Edukasi Matematika dan Sains Briliant: Jurnal Riset dan Konseptual Elementary: Jurnal Ilmiah Pendidikan Dasar Al Ishlah Jurnal Pendidikan Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Bidang Pendidikan Dasar Pi: Mathematics Education Journal Jurnal Dimensi Pendidikan dan Pembelajaran ELSE (Elementary School Education Journal) : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar Jurnal SOLMA Jurnal Ilmiah Soulmath : Jurnal Edukasi Pendidikan Matematika Pendas : Jurnah Ilmiah Pendidikan Dasar Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan Martabe : Jurnal Pengabdian Kepada Masyarakat JURNAL SILOGISME : Kajian Ilmu Matematika dan Pembelajarannya EDUPEDIA JISIP: Jurnal Ilmu Sosial dan Pendidikan ANARGYA: Jurnal Ilmiah Pendidikan Matematika SCAFFOLDING: Jurnal Pendidikan Islam dan Multikulturalisme JPMI (Jurnal Pembelajaran Matematika Inovatif) J-PiMat : Jurnal Pendidikan Matematika Jurnal ABDINUS : Jurnal Pengabdian Nusantara International Journal of Insights for Mathematics Teaching (IJOIMT) Jurnal Pedagogi dan Pembelajaran Jurnal Pendidikan Dasar Perkhasa Eduproxima : Jurnal Ilmiah Pendidikan IPA Indian Journal of Forensic Medicine & Toxicology Didaktika: Jurnal Kependidikan Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Jurnal Simki Pedagogia EDUTECH : Jurnal Inovasi Pendidikan Berbantuan Teknologi SOCIAL : Jurnal Inovasi Pendidikan IPS Jurnal Abdimas Bina Bangsa Journal for Lesson and Learning Studies Participative Journal (PJ) : Jurnal Pengabdian Pada Masyarakat Jurnal Cakrawala Pendas Journal of Innovation and Research in Primary Education Pi: Mathematics Education Journal Journal of Innovation and Sustainable Empowerment Eduvest - Journal of Universal Studies JPLED GEMBIRA (Pengabdian Kepada Masyarakat) Journal of Educational Technology and Learning Creativity Journal of Innovation and Teacher Professionalism Jurnal Elementaria Edukasia Media Pendidikan Matematika Al Ibtida: Jurnal Pendidikan Guru MI
Intan Sari Rufiana
Universitas Negeri Malang
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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 Abdur Rahman As’ari Achmad Noerkhaerin Putra Ade Eka Anggraini Agus Harianto Agus Subiyakto Ainun Naziya Rohmah Ainur Rofiqi Ali Shodikin Alif Mudiono Amaliya Islami Nurlaili Amaliya, Fierda Nursitasari Amaliya, Fierda Nursitasari Anita Dewi Utami Anita Zunarni Arta Ekayanti, Arta Asrofah, Fitrika Lailatul Astika Berliana Wanti Astri Wuryani Atikah Nur Izzah Aulia Al Tsani Izzati Aynin Mashfufah Ayu Permata Sari Cholis Sa’dijah Daimaturrohmatin Daimaturrohmatin Danang Tria Wibowo Denis Indria Tarelluan Dewi , Elsa Haruna Dewi, Elsa Haruna Dian Ratna Sari Diyah Puspita Sari Dwi Avita Nur Hidayah Elsa Haruna Dewi Fadhillah, Alfiah Lailatul Fahrany Wahyu Andini Faizah, Siti Fatchur Rahman Taufiq Fatikh Inayahtur Rahma Fauziah, Nanda Nissa FAUZIYAH Fauziyah Fauziyah Fierda Nursitasari Amaliya Fina Zulfa Mustafidah Firsa Damayanti Gatut Iswahyudi Hapizah Hardhita, Rizki Septa Herini, Muji Hery Susanto I Gusti Agung Shomia Anjali Imam Rofiki Imam Suyitno Imelda Dastania Pradani Istiqomah, Roshydatul Iswahyudi, Gatut Izzati, Aulia Al Tsani Kaisra Alfikri Islami Kholidatul Khasanah Kiki Niken Saputri Lathiful Anwar Makbul Muksar Mardhatillah Mardhatillah Mardhatillah Mardhatillah Mardhatillah, Mardhatillah Mardiyana Mardiyana Maria Kurniati Jemeo Mariani, Sijah Maya Eka Purwanti Megania Herawati Mirayanti Mohamad Aminudin Mohammad Yusuf Randy Mohammad Zainuddin, Mohammad Muhamad Akda Fathul Barri Muhammad Kharis Muhibuddin Fadhli Munawaroh, Ika Tri Murti, Ajeng Krisna Naana, Tesya Mahdaniya Ode Nabilla Fissalma Naning Tyas Ayu Hera Warsito Navik Khusniah Ningsih, Tutut Hartina Ilmiah Novi Rahmadhani Putri Novitasari, Herawati Nunik Setyowati Nur Inayah Ahlan Nurhidayah, Dwi Avita Nursitasari Amaliya, Fierda Nurul Azizah Nurul Hidayati Nurul Rahmawati Nurzatulshima Kamaruddin Ode Naana, Tesya Mahdaniya Oktaviani Adhi Suciptaningsih Pawartani, Transita Punaji Setyosari Purwanti, Peni Putri, Fivi Intan Permata Radeni Sukma Indra Dewi Ratna Ekawati Ratna Ekawati Ratna Ekawati Ratna Ekawati, Ratna Ekawati Ratna Sari Dewi Reginta Syafira Anggari Riska Pristiani Rofiqi, Ainur Ronald Ronald Rudi Prasetyo Salam, Haerul Selfiana Annisa Septiana, Risa Setianingsih Setianingsih Setianingsih Setianingsih, Setianingsih Shirly Rizki Kusumaningrum Sholihah, Mar`atus Shoolikhah, Luthfiya `Aqidatu Siti Faizah Siti Lami'ah Siti Salwa Lita Azizah Siti Umayah, Siti Situmorang, Raja Uruk Slamet Arifin Slamet Arifin SOLICHAH, ELIS NOVIATUS Sri Rahayuningsih SRI RAHAYUNINGSIH Sri Rahayuningsih Subanji Subanji Sumaji Sumaji Sumaji Sumarni Sumarni Sumarno . SUYONO Suyono Suyono Suyono Suyono Tesya Mahdaniya Ode Naana Transita Pawartani Tri Handayani Tri Wahyuni, Yeni Trinuryono, Sabekti Utami, Ririn Puji Vinarahmah, Aula Rizqi Wahyu Nurlaili Wahyudi WAHYUDI Wahyudi Sastro Wahyudi Wahyudi Wahyudi Wahyudi Wahyudi Wahyudi Wahyuni, Yeni Tri Waliah, Diyah Rutin Wanti, Astika Berliana Wicaksono, Adyatma Nugrahsanto Widiasih, Widiasih Wiwin Nafidatul Marifah Wulantar, Veny Yeni Kartika Dewi Yeni Kartika Dewi Yuwiarti, Ika Zuriani Mustaffa