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All Journal EDUSAINS IJIET (International Journal of Indonesian Education and Teaching)
Seran, D’aquinaldo Stefanus Fani
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Education

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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.
EVALUATING THE IMPLEMENTATION OF DIFFERENTIATED INSTRUCTION IN ENGLISH LANGUAGE CLASSES Seran, D’aquinaldo Stefanus Fani; Putro, Nur Hidayanto Pancoro Setya
IJIET (International Journal of Indonesian Education and Teaching) Vol 10, No 1 (2026): January 2026
Publisher : Sanata Dharma University Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/ijiet.v10i1.13215

Abstract

This study aims to evaluate the suitability and effectiveness of the implementation of differentiated learning in English subjects, from the following aspects: student identification, learning objectives, socio-cultural, human resources (teachers and students), learning material planning, availability of facilities and infrastructure, utilization of facilities and learning processes, and outcomes after participating in learning. The methodology used was descriptive quantitative with a qualitative approach. The Context, Input, Process, Product (CIPP) evaluation model is used to evaluate it, while data collection was in the form of questionnaires, observations, document reviews, and interviews. The results of the study show the level of suitability and effectiveness of students: 76%, 82%, 77%, and 76%, while non-conformity or ineffectiveness: 24%, 18%, 23%, and 24%. This means that input, process, and output have not been implemented well. Meanwhile, for teachers: 83%, 84%, 86%, 84%, and inappropriate or ineffective: 17%, 16%, 14%, and 16%, which means it has been implemented well. The description above indicates positive results from differentiated learning in English. Teachers stated it was appropriate and effective, while students needed ongoing, specialized support to achieve shared expectations.
Co-Authors Muhammad Iqbal Nurwijayanti Putro, Nur Hidayanto Pancoro Setya Ramadhani, Shaufi Siti Nurjanah Slamet Suyanto Suardi, Izzul Kiram