Article Per Year (5 Year)
p-Index From 2020 - 2025
0.408
P-Index
This Author published in this journals
All Journal Eduscape: Journal of Education Insight
Munggaran, Silvi Wulan
Unknown Affiliation
Education

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

Found 2 Documents
Search

 1 
Authentic Assessment for Holistic Learning: Evaluating the Implementation of Formative Practices in Indonesian CBE Classrooms Ginanjar, Ani Yanti; Anisah, Ani Siti; Munggaran, Silvi Wulan; Lestari, Putri Ayu
Eduscape : Journal of Education Insight Vol. 3 No. 3 (2025): July 2025
Publisher : Indonesian Scientific Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61978/eduscape.v3i3.1013

Abstract

This study examines the implementation of alternative assessment practices in Indonesian primary schools within the Competency Based Education (CBE) framework. Guided by the Merdeka Belajar policy, the research focuses on how portfolios, performance tasks, and student-led reflections are integrated into classroom instruction. A qualitative dominant mixed methods design was employed, involving document analysis, observations, interviews, and rubric based performance scoring in three schools representing urban, rural, and remote (3T) contexts. Findings show that alternative assessments enhance engagement, critical thinking, and communication skills when supported by project-based learning and clear rubrics. Digital tools, especially the Platform Merdeka Mengajar (PMM), enabled real-time feedback and differentiated instruction in digitally equipped schools. However, challenges such as teacher workload, rubric inconsistency, and limited digital infrastructure in rural and 3T areas affected implementation fidelity. Teachers with higher assessment literacy were more consistent in applying formative practices and leveraging assessment data for instructional decisions. The study concludes that sustained implementation of alternative assessments requires systemic support including professional development, collaborative planning structures, and equitable access to digital tools. These practices are essential for realizing the goals of CBE and promoting inclusive, student centered learning environments. The research contributes to policy discourse on assessment reform and offers practical insights for teachers, school leaders, and curriculum designers
Purpose and Performance: The Direct Impact of Psychological Well-Being on Academic Outcomes in University Students Arnas, Riska; Ginanjar, Ani Yanti; Anisah, Ani Siti; Munggaran, Silvi Wulan
Eduscape : Journal of Education Insight Vol. 3 No. 3 (2025): July 2025
Publisher : Indonesian Scientific Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61978/eduscape.v3i3.1109

Abstract

Psychological well-being (PWB) is increasingly recognized as a critical determinant of academic success. Despite extensive focus on cognitive and behavioral predictors, the direct role of PWB particularly its multidimensional aspects remains underexplored. This study investigates whether PWB directly predicts academic performance among university students, independent of motivational mediators. A cross-sectional survey was conducted with 365 undergraduate students across various disciplines. Ryff’s 42-item Psychological Well-Being Scale was used to assess PWB, while academic outcomes were measured through self-reported GPA and the Utrecht Work Engagement Scale–Student Version (UWES-S). Data were analyzed using confirmatory factor analysis and multiple regression techniques. Findings indicate that PWB significantly predicts both GPA (β = 0.35, p < .001) and academic engagement (β = 0.40, p < .001). Subdimensions such as purpose in life and self-acceptance emerged as the most influential predictors. The model demonstrated strong construct validity (CFI = 0.94; RMSEA = 0.045). These results suggest that PWB operates as a direct driver of academic outcomes and not merely as a background variable or a mediator via motivation. Psychological well-being is a robust and independent predictor of academic performance. Interventions that enhance purpose in life and self-acceptance could significantly benefit student achievement. These findings advocate integrating well-being into academic support strategies, indicating a shift in how educational success is conceptualized.
Co-Authors Ani Siti Anisah, Ani Siti Ginanjar, Ani Yanti Putri Ayu Lestari Riska Arnas