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All Journal Journal of Natural Science and Integration Proceeding International Conference on Education Indonesian Journal of Science and Education
Mileniati, Fajriati Ramadhini Nur
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Religion Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Materials Science & Nanotechnology Physics Social Sciences Other

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Authentic Assessment based on Teaching and Learning Trajectory: A Conceptual Model for Sustainable Assessment in Natural Science Learning Mursalin, Enggal; Rochman, Chaerul; Rahmawan, Setia; Al Mufida, Asita; Ilhami, Aldeva; Aondolumun Ayua, Geoffrey; Mileniati, Fajriati Ramadhini Nur
Indonesian Journal of Science and Education Vol. 9 No. 1 (2025): Indonesian Journal of Science and Education
Publisher : Universitas Tidar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/ijose.v9i1.3058

Abstract

The transformation of 21st-century education requires assessment systems that not only measure cognitive achievement but also foster deep and meaningful learning. Current practices, however, remain dominated by summative tests that emphasize memorization and fail to capture students’ holistic development. To address this gap, this article introduces the Authentic Assessment Based on Teaching and Learning Trajectory (AABTLT) as a conceptual model for sustainable assessment integrated into the learning process. AABTLT aligns learning objectives, instructional activities, and authentic assessment along structured learning trajectories, enabling teachers to monitor students’ progressive development through contextual and formative feedback. Developed through a comprehensive literature review and synthesis of studies on authentic assessment, learning trajectories, and deep learning, this model highlights the importance of assessment as a driver of learning rather than a terminal evaluation tool. The novelty of AABTLT lies in its integrative approach, combining authentic tasks, developmental indicators, and reflective practices to strengthen student engagement, critical thinking, and creativity. Its practical implications include clear guidelines for designing assessment instruments aligned with 21st-century skills and strategies for supporting teachers in formative evaluation. Future empirical research is recommended to validate the effectiveness of AABTLT in science education and interdisciplinary contexts.
Authentic Assessment based on Teaching and Learning Trajectory: A Conceptual Model for Sustainable Assessment to Enhance Deep Learning Mursalin, Enggal; Rochman, Chaerul; Mileniati, Fajriati Ramadhini Nur; Rumles, Nadifa Najam
Proceeding International Conference on Education Volume 03, Agustus Tahun 2025: International Conference on Education
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeri (UIN) Syekh Wasil Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The transformation of 21st-century education requires assessment systems that not only measure cognitive achievement but also foster deep and meaningful learning. Current practices, however, remain dominated by summative tests that emphasize memorization and fail to capture students’ holistic development. To address this gap, this article introduces the Authentic Assessment Based on Teaching and Learning Trajectory (AABTLT) as a conceptual model for sustainable assessment integrated into the learning process. AABTLT aligns learning objectives, instructional activities, and authentic assessment along structured learning trajectories, enabling teachers to monitor students’ progressive development through contextual and formative feedback. Developed through a comprehensive literature review and synthesis of studies on authentic assessment, learning trajectories, and deep learning, this model highlights the importance of assessment as a driver of learning rather than a terminal evaluation tool. The novelty of AABTLT lies in its integrative approach, combining authentic tasks, developmental indicators, and reflective practices to strengthen student engagement, critical thinking, and creativity. Its practical implications include clear guidelines for designing assessment instruments aligned with 21st-century skills and strategies for supporting teachers in formative evaluation. Future empirical research is recommended to validate the effectiveness of AABTLT in science education and interdisciplinary contexts.
Measuring Changes in Students’ Science Literacy through E-Module-Based Physics Learning Using Rasch Analysis Nugraha, Abdurrohman Khotim; Rochman, Chaerul; Nasrudin, Dindin; Mileniati, Fajriati Ramadhini Nur; Ali, Siti Rahaimah; Patahuddin, Sitti Maesuri; Hossain, Mosaddek; Noor, Dato Norsabrina Mohd
Journal of Natural Science and Integration Vol 9, No 1 (2026): Journal of Natural Science and Integration
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/jnsi.v9i1.39096

Abstract

This study aims to measure changes in students' scientific literacy in physics learning through e-modules focused on momentum and impulse, using the stacking and racking Rasch model techniques. The study used a one-group pretest-posttest design involving 30 10th-grade students at a high school in Bandung. Data were analyzed using the stacking and racking Rasch model techniques to identify changes in students' scientific literacy and in item difficulty levels on the logit scale. Stacking analysis results showed that e-module-based learning could increase students' scientific literacy by 1.90 logits, while racking results indicated a decrease in item difficulty levels by -1.90 logits, suggesting that the improvement in scientific literacy directly affects how students respond to the measurement instruments. These findings indicate that integrating stacking and racking techniques provides a comprehensive view of the effectiveness of e-module-based physics learning, both in terms of changes in students' abilities and the functioning of test items. This study confirms that the Rasch model is a relevant approach for examining changes in science literacy in physics learning. Keywords: e-module, physics, Rasch model, scientific literacy, science education
Co-Authors Abdurrohman Khotim Nugraha Al Mufida, Asita Ali, Siti Rahaimah Aondolumun Ayua, Geoffrey Enggal Mursalin Hossain, Mosaddek Ilhami, Aldeva Nasrudin, Dindin Noor, Dato Norsabrina Mohd Rochman, Chaerul Rumles, Nadifa Najam Setia Rahmawan Sitti Maesuri Patahuddin