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All Journal EDUSAINS REiD (Research and Evaluation in Education) Jurnal Konatif: Jurnal Ilmiah Pendidikan
Shaufi Ramadhani
Universitas Negeri Yogyakarta
Chemistry Education Languange, Linguistic, Communication & Media Mathematics Other

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A SYSTEMATIC REVIEW OF FORMATIVE ASSESSMENT IN HIGH SCHOOL PHYSICS LEARNING Siti Nurjanah; Slamet Suyanto; Muhammad Iqbal; Shaufi Ramadhani; Izzul Kiram Suardi; D’aquinaldo Stefanus Fani Seran
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 Siti Nurjanah; Muhammad Iqbal; Siti Nurul Sajdah; Yohana Veronica Feibe Sinambela; Shaufi Ramadhani
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.
Visualizing Motion vs. Analyzing Data: A Systematic Review of Technology Integration in Physical Education across Educational Levels Izzul Kiram Suardi; Nurul Aulia Martaputri; Shaufi Ramadhani; Siti Nurul Sajdah; Siti Nurjanah
Jurnal Konatif: Jurnal Ilmiah Pendidikan Vol. 4 No. 1 (2026)
Publisher : Labschool Cibubur

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62203/jkjip.v4i1.181

Abstract

Integrasi teknologi dalam Pendidikan Jasmani sering kali menghadapi tantangan pedagogis karena sifat mata pelajaran yang berbasis aktivitas fisik. Terdapat kesenjangan pemahaman mengenai jenis teknologi yang efektif diterapkan pada jenjang pendidikan yang berbeda. Penelitian ini bertujuan untuk memetakan lanskap kolaborasi teknologi dalam pendidikan jasmani secara global, dengan fokus spesifik pada perbedaan tren penggunaan antara jenjang sekolah (dasar/menengah) dan perguruan tinggi. Menggunakan metode SLR dengan protokol PRISMA, penelitian ini menganalisis 21 artikel terpilih dari pangkalan data Scopus yang diterbitkan antara tahun 2018 hingga 2024. Temuan menunjukkan adanya polarisasi penggunaan teknologi. Pada tingkat sekolah, teknologi didominasi oleh AR dan gamifikasi yang bertujuan meningkatkan keterlibatan fisik dan visualisasi gerak. Sebaliknya, pendidikan tinggi cenderung menggunakan AI dan LMS untuk analisis performa berbasis data dan efisiensi manajemen. Simpulan: Penelitian ini menyimpulkan bahwa kompleksitas teknologi bukan penentu utama keberhasilan pembelajaran. Alat pragmatis dan sederhana terbukti tetap efektif jika disesuaikan dengan kebutuhan pedagogis, menjadikan teknologi sebagai katalis inklusivitas dan modernisasi kurikulum pendidikan jasmani.
Co-Authors D’aquinaldo Stefanus Fani Seran Izzul Kiram Suardi Muhammad Iqbal Nurul Aulia Martaputri Rooskartiko Bagas Rahoetomo Sandry Rory Siti Nurjanah Siti Nurul Sajdah Slamet Suyanto Yohana Veronica Feibe Sinambela Zafrullah Zafrullah