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All Journal EDUSAINS REiD (Research and Evaluation in Education) Jurnal As-Salam Pendekatan Kebijakan Publik dalam Politik Pendidikan Islam
Ramadhani, Shaufi
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Education Mathematics Social Sciences Other

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A SYSTEMATIC REVIEW OF FORMATIVE ASSESSMENT IN HIGH SCHOOL PHYSICS LEARNING Nurjanah, Siti; Suyanto, Slamet; Iqbal, Muhammad; Ramadhani, Shaufi; Suardi, Izzul Kiram; Seran, D’aquinaldo Stefanus Fani
EDUSAINS Vol 16, No 2 (2024): EDUSAINS
Publisher : Faculty of Education and Teacher Training, UIN (State Islamic University) Syarif Hidayatul

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/es.v16i2.37785

Abstract

Implementing formative assessment (FA) in physics learning has been widely acknowledged as an effective strategy for enhancing learning process and student performance. Unfortunately, there was a dearth of thorough research on formative assessment in high school physics learning, including publication opportunities, physics topics evaluated by prior studies, and forms of formative assessment investigated by prior studies. This review mapped studies on formative assessment in physics subjects in the high school context. The research method used was a systematic review by analyzing relevant research results from the Scopus databases that published over the past decade (from 2014 to 2023). A total of 17 articles were examined in this study. This study found that Q1 ranked journals were where the most articles with FA topics in high school physics subjects were published. Mechanics was the most common physics topic investigated by previous research. Technology-based formative assessment was the most common form of FA used by previous studies. The results of this review may benefit researchers, school leaders, and policy makers when they aspire to do research or facilitate the implementation of formative assessment in physics class.
A SYSTEMATIC REVIEW OF FORMATIVE ASSESSMENT IN HIGH SCHOOL PHYSICS LEARNING Nurjanah, Siti; Suyanto, Slamet; Iqbal, Muhammad; Ramadhani, Shaufi; Suardi, Izzul Kiram; Seran, D’aquinaldo Stefanus Fani
EDUSAINS Vol. 16 No. 2 (2024): EDUSAINS
Publisher : Faculty of Education and Teacher Training, UIN (State Islamic University) Syarif Hidayatul

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/es.v16i2.37785

Abstract

Implementing formative assessment (FA) in physics learning has been widely acknowledged as an effective strategy for enhancing learning process and student performance. Unfortunately, there was a dearth of thorough research on formative assessment in high school physics learning, including publication opportunities, physics topics evaluated by prior studies, and forms of formative assessment investigated by prior studies. This review mapped studies on formative assessment in physics subjects in the high school context. The research method used was a systematic review by analyzing relevant research results from the Scopus databases that published over the past decade (from 2014 to 2023). A total of 17 articles were examined in this study. This study found that Q1 ranked journals were where the most articles with FA topics in high school physics subjects were published. Mechanics was the most common physics topic investigated by previous research. Technology-based formative assessment was the most common form of FA used by previous studies. The results of this review may benefit researchers, school leaders, and policy makers when they aspire to do research or facilitate the implementation of formative assessment in physics class.
Score conversion methods with modern test theory approach: Ability, difficulty, and guessing justice methods Nurjanah, Siti; Iqbal, Muhammad; Sajdah, Siti Nurul; Sinambela, Yohana Veronica Feibe; Ramadhani, Shaufi
REID (Research and Evaluation in Education) Vol. 11 No. 2 (2025)
Publisher : Graduate School of Universitas Negeri Yogyakarta & Himpunan Evaluasi Pendidikan Indonesia (HEPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/reid.v11i2.67484

Abstract

The one-parameter logistic (1-PL) model is widely used in Item Response Theory (IRT) to estimate student ability; however, ability-based scoring disregards item difficulty and guessing behavior, which can bias proficiency interpretations. This study evaluates three scoring alternatives derived from IRT: an ability-based conversion, a difficulty-weighted conversion, and a proposed guessing-justice method. Dichotomous responses from 400 students were analyzed using the Rasch (1-PL) model in the R environment with the ltm package. The 1-PL specification was retained to support a parsimonious and interpretable calibration framework consistent with the comparative scoring purpose of the study. Rasch estimation produced item difficulty values ranging from −1.03 to 0.18 and identified 268 unique response patterns. Ability-based scoring yielded only eight score distinctions, demonstrating limited discriminatory capacity. In contrast, the guessing-justice method produced a substantially more differentiated distribution, with approximately 70 percent of patterns consistent with knowledge-based responding and 30 percent indicative of guessing. The findings indicate that scoring models incorporating item difficulty and guessing behaviour provide a more equitable and accurate representation of student proficiency than traditional ability-based conversions. The proposed approach offers a practical and implementable alternative for classroom assessment and can be applied using widely accessible spreadsheet software such as Microsoft Excel.
EVALUATION OF THE IMPLEMENTATION OF THE TAHFIZH SPT PROGRAM AT SMPN ACEH BESAR REGENCY: A REVIEW FROM THE PERSPECTIVE OF PLANNING AND IMPLEMENTATION Ramadhani, Shaufi; Marzuki, Marzuki
Jurnal As-Salam Vol. 9 No. 2 (2025): Jurnal As-Salam
Publisher : Asosiasi Dosen Perguruan Tinggi Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37249/assalam.v9i2.920

Abstract

This study aims to evaluate educators' and students' planning in the Integrated Education System (SPT) program in the field of tahfizh at the junior high school (SMP) level in Aceh Besar Regency. The evaluation used a quantitative approach involving 12 educators and 361 students. Data collection was carried out using a questionnaire that had undergone content validation (Aiken's) and reliability (Cronbach's Alpha). The educators' evaluation results at the planning stage averaged 4.44, with a "Very Good" rating, and the students' evaluation results averaged 3.81, with a "Good" rating. Based on the results of this planning evaluation, the recommendations that can be given are that educators can use a variety of methods in tahfizh learning, need to conduct initial diagnostic tests to determine the learning styles and methods that are suitable for students, evaluate student responses to the learning methods used, and collaborate in the preparation of teaching modules that integrate several learning methods in accordance with the characteristics of the students. These findings emphasize the importance of adjusting learning strategies and improving planning quality to better align with student needs, enabling the objectives of the tahfizh program to be achieved optimally.
EVALUATION OF THE IMPLEMENTATION OF THE TAHFIZH SPT PROGRAM AT SMPN ACEH BESAR REGENCY: A REVIEW FROM THE PERSPECTIVE OF PLANNING AND IMPLEMENTATION Ramadhani, Shaufi; Marzuki, Marzuki
Jurnal As-Salam Vol. 9 No. 2 (2025): Jurnal As-Salam
Publisher : Asosiasi Dosen Perguruan Tinggi Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37249/assalam.v9i2.920

Abstract

This study aims to evaluate educators' and students' planning in the Integrated Education System (SPT) program in the field of tahfizh at the junior high school (SMP) level in Aceh Besar Regency. The evaluation used a quantitative approach involving 12 educators and 361 students. Data collection was carried out using a questionnaire that had undergone content validation (Aiken's) and reliability (Cronbach's Alpha). The educators' evaluation results at the planning stage averaged 4.44, with a "Very Good" rating, and the students' evaluation results averaged 3.81, with a "Good" rating. Based on the results of this planning evaluation, the recommendations that can be given are that educators can use a variety of methods in tahfizh learning, need to conduct initial diagnostic tests to determine the learning styles and methods that are suitable for students, evaluate student responses to the learning methods used, and collaborate in the preparation of teaching modules that integrate several learning methods in accordance with the characteristics of the students. These findings emphasize the importance of adjusting learning strategies and improving planning quality to better align with student needs, enabling the objectives of the tahfizh program to be achieved optimally.
Co-Authors Marzuki Marzuki Muhammad Iqbal Nurwijayanti Sajdah, Siti Nurul Seran, D’aquinaldo Stefanus Fani Sinambela, Yohana Veronica Feibe Siti Nurjanah Slamet Suyanto Suardi, Izzul Kiram