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All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) Indonesian Journal of Science and Education
Al Mufida, Asita
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Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Materials Science & Nanotechnology Physics

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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.
Analisis Penerapan ESD dalam Pembelajaran IPA Daring Pada Masa Pandemi Covid-19 Aina, Mia; Kadir, Dalimawaty; Sappaile, Baso Intang; Aswan, Dara Mutiara; Al Mufida, Asita
Jurnal Penelitian Pendidikan IPA Vol 9 No 6 (2023): June
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9i6.3818

Abstract

Education for Sustainable Development (ESD) is a program designed to achieve sustainable development goals. In the 2013 curriculum, ESD has been used as one of the bases for teaching science to students. However, the existence of the Covid-19 outbreak in Indonesia has had an effect on science learning activities in junior high schools, so that face-to-face learning has been shifted to online learning. This study aims to analyze activities in online learning, the obstacles experienced by teachers and students, and their effectiveness in implementing ESD principles. The method used is descriptive qualitative to describe online learning at one of the Junior High School (SMP) and Islamic Junior High School (MTs) in West Java. The Researchers used data from the analysis of the teacher's lesson plan and semi-structured interviews with 2 teachers and 2 students. Data analysis was performed by reducing data, presenting data, and drawing conclusions. The results show that online learning is less effective in implementing ESD values because the material presented is limited and learning is only one-way (teacher center). Online learning is carried out using WhatsApp, Google Classroom, and e-learning media with obstacles in the form of internet network instability and a lack of student motivation. Therefore, it is hoped that the teacher can use a learning model that is more attractive, student-centered, and can implement the principles of ESD.
Co-Authors Aondolumun Ayua, Geoffrey Aswan, Dara Mutiara Baso Intang Sappaile, Baso Intang Enggal Mursalin Ilhami, Aldeva Kadir, Dalimawaty Mia Aina Mileniati, Fajriati Ramadhini Nur Rochman, Chaerul Setia Rahmawan