Article Per Year (5 Year)
p-Index From 2021 - 2026
0.61
P-Index
This Author published in this journals
All Journal Jurnal Penelitian dan Evaluasi Pendidikan REiD (Research and Evaluation in Education)
Anna Isabela Sanam
Institute of Business
Decision Sciences, Operations Research & Management Education

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Diagnosing students’ difficulties and strategies to overcome them in physics learning Muh Asriadi AM; Epi Purnama; Anna Isabela Sanam
Jurnal Penelitian dan Evaluasi Pendidikan Vol. 29 No. 2 (2025)
Publisher : Graduate School, Universitas Negeri Yogyakarta in cooperation with Himpunan Evaluasi Pendidikan Indonesia (HEPI) Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/pep.v29i2.89736

Abstract

Diagnosing students' abilities in learning physics is crucial so that learning designs can be tailored to students' actual learning conditions. This study aims to diagnose students' abilities in physics and identify appropriate learning strategies used by physics teachers according to students' needs. The study employed a mixed-methods approach, involving 163 students and five physics teachers from five high schools in Indonesia. The research instruments consisted of a two-tier, 15-item multiple-choice test administered via Microsoft Forms and a semi-structured interview guide for physics teachers. Quantitative data were analyzed descriptively using statistical categorization, while qualitative data were thematically analyzed to identify relevant learning strategies. The diagnostic results indicated that students' abilities in critical thinking, problem-solving, and scientific literacy were in the moderate category, while their conceptual understanding and numerical abilities were in the low category. Furthermore, most students experienced false-negative errors, indicating that they understood physics material conceptually but had difficulty applying those concepts to solve contextual problems. These findings suggest that students' learning difficulties stem from challenges in transferring conceptual knowledge into problem-solving situations. Therefore, teachers are encouraged to implement problem-based learning strategies that guide students in constructing their knowledge through scientific inquiry to find solutions based on accurate physics concepts.
Enhancing student achievement: Developing a Differentiated Instruction Formative Assessment Model (DIFAM) Muh. Asriadi AM; Samsul Hadi; Edi Istiyono; Anna Isabela Sanam; Jumriani Sultan; Gulzhaina K. Kassymova
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.v11i2.87869

Abstract

An ideal assessment should offer constructive feedback and insights into students' strengths and weaknesses in learning. This study aims to develop an assessment model integrating formative assessment with Differentiated Instruction (DIFAM) to assess learning achievements proportionally. The DIFAM model was developed using the ADDIE development framework. The research sample consisted of 99 students from four high schools in Bandung Regency. Student learning profiles were analyzed using N-Gain and paired sample t-test. Data analysis was conducted with R Studio and JASP software. Data analysis using the N-Gain formula revealed an average improvement in student learning achievements of 25% with the implementation of DIFAM. The formative tests conducted over eight sessions showed that students grasped the material more effectively compared to conventional teaching methods. Feedback from students and teachers indicated that DIFAM facilitated more structured learning and provided constructive feedback, contributing significantly to enhanced student performance. The DIFAM model demonstrates its ability to cater to diverse student needs, achieve significant learning improvements, and has the potential for broader application to ensure more inclusive and equitable learning outcomes.
Co-Authors Edi Istiyono Epi Purnama Epi Purnama Gulzhaina K. Kassymova Helmi Abdullah Jumriani Sultan Kaharuddin Arafah Muh. Asriadi AM SAMSUL HADI