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Rajaguk-guk, Sastri Br
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A Holistic Evaluation Model Review Of Language: Integration Of Knowledge, Attitude, And Skills In Technology-Based Summative And Formative Assessment Suseno, Muchlas; Setiadi, Syamsi; Rajaguk-guk, Sastri Br
Jurnal Indonesia Sosial Sains Vol. 6 No. 7 (2025): Jurnal Indonesia Sosial Sains
Publisher : CV. Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59141/jiss.v6i7.1819

Abstract

Modern language education demands assessments that not only measure linguistic abilities, but also cognitive, affective, and psychomotor aspects in a holistic manner. With the advancement of educational technology, technology-based assessment offers the potential to integrate knowledge, attitudes, and skills into a more comprehensive evaluation framework. This paper employs a literature review method to analyze recent developments in the application of formative and summative assessments in language education, with a focus on the holistic integration of these three domains. The results of the literature review indicate that although many studies have discussed the use of technology in assessment, few address the holistic measurement of attitudes and skills alongside knowledge. This research contributes new insights by proposing a technology-based holistic evaluation model that can be applied within language learning contexts.
Comprehensive and Innovative Language Learning Model with an Intercultural Communication Approach: A Systematic Review of Anecdotal Text Writing Lessons in Secondary Schools Rajaguk-guk, Sastri Br; Iskandar, Ifan; Hakim, Muhammad Kamal bin Abdul
Jurnal Indonesia Sosial Sains Vol. 6 No. 3 (2025): Jurnal Indonesia Sosial Sains
Publisher : CV. Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59141/jiss.v6i3.1638

Abstract

This research investigates the effectiveness of various language learning models in improving students' skills in writing anecdotal texts at the secondary school level. The primary research problem addresses the gap in the existing teaching methods for anecdotal text writing and the need for innovative, intercultural, and project-based learning models. The objective of the research is to evaluate the impact of project-based learning, technology, and intercultural communication strategies on students' writing and critical thinking abilities. The research method used is a Systematic Literature Review (SLR), analyzing 50 relevant articles published in the last five years. Results show that project-based learning models and technology such as Grammarly and other digital media can improve students' writing and critical thinking skills. The intercultural approach also plays an important role in building cross-ethnic cultural understanding between teachers and students. However, there are limitations on the implementation of technology and generalization of research results, so further research is needed for the development of a more inclusive model.
A Holistic Evaluation Model Review Of Language: Integration Of Knowledge, Attitude, And Skills In Technology-Based Summative And Formative Assessment Suseno, Muchlas; Setiadi, Syamsi; Rajaguk-guk, Sastri Br
Jurnal Indonesia Sosial Sains Vol. 6 No. 7 (2025): Jurnal Indonesia Sosial Sains
Publisher : CV. Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59141/jiss.v6i7.1819

Abstract

Modern language education demands assessments that not only measure linguistic abilities, but also cognitive, affective, and psychomotor aspects in a holistic manner. With the advancement of educational technology, technology-based assessment offers the potential to integrate knowledge, attitudes, and skills into a more comprehensive evaluation framework. This paper employs a literature review method to analyze recent developments in the application of formative and summative assessments in language education, with a focus on the holistic integration of these three domains. The results of the literature review indicate that although many studies have discussed the use of technology in assessment, few address the holistic measurement of attitudes and skills alongside knowledge. This research contributes new insights by proposing a technology-based holistic evaluation model that can be applied within language learning contexts.
Co-Authors Ifan Iskandar Muchlas Suseno Muhammad Kamal Bin Abdul Hakim Samsi Setiadi