Garuda - Garba Rujukan Digital

Collaborative Feedback-Based Google Docs as a Digital Authentic Assessment: Students’ Perceptions in Academic Writing Nadia Eka Putri Indriani; Yenni Rozimela; Syahrul Ramadhan
Journal of Multidisciplinary Science: MIKAILALSYS Vol 4 No 2 (2026): Journal of Multidisciplinary Science: MIKAILALSYS
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/mikailalsys.v4i2.10590

Digital authentic assessment through collaborative feedback has received increasing attention in academic writing instruction; however, research specifically examining students’ perceptions of Google Docs as a collaborative feedback-based digital authentic assessment medium remains limited. This study aims to analyze students’ perceptions of collaborative feedback-based Google Docs in academic writing assessment. A descriptive quantitative approach supported by qualitative responses was employed using a survey design, involving 41 university students selected through purposive sampling. Data were collected through an online questionnaire consisting of 30 closed-ended items and three open-ended questions. Quantitative data were analyzed using descriptive statistics, including frequency, percentage, mean score, standard deviation, and category interpretation, while open-ended responses were analyzed descriptively through thematic categorization. The findings indicate that students’ overall perception was positive, with a mean score of 3.217. The highest-rated indicator was digital and collaborative feedback, with a mean score of 3.293, which was categorized as very positive. These findings suggest that Google Docs supports feedback delivery, revision, collaboration, and process-based writing assessment in academic writing instruction. This study concludes that collaborative feedback-based Google Docs serves as an effective digital authentic assessment medium for strengthening students’ engagement in the writing process. The study contributes to the development of digital authentic assessment theory and extends current understanding of collaborative feedback practices in academic writing. The findings provide practical implications for lecturers in designing clearer rubrics, structured feedback procedures, and digital literacy guidance to optimize Google Docs-based assessment.

Students' Perceptions on the Development of the ZEP Quiz as an Innovative Formative Assessment Tool in the “Grammar for TOEFL” Course Wiji Kholifah; Yenni Rozimela; Syahrul R
Journal of Multidisciplinary Science: MIKAILALSYS Vol 4 No 2 (2026): Journal of Multidisciplinary Science: MIKAILALSYS
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/mikailalsys.v4i2.10686

Mastery of grammar is a crucial component of students’ success on the Test of English as a Foreign Language (TOEFL); however, grammar assessment that is still largely conducted through conventional methods may increase anxiety and reduce student engagement. ZEP Quiz, a metaverse-based assessment platform, integrates gamification, virtual avatars, competition, and immediate feedback into the evaluation process. This study aims to investigate students’ perceptions of using ZEP Quiz as an innovative formative assessment tool in the Grammar for TOEFL course. A descriptive quantitative survey design was employed, involving 30 students from the English Language Education Program at Padang State University. Data were collected using a 30-item questionnaire based on a four-point Likert scale and analyzed using descriptive statistics. The findings indicate that students demonstrated a very positive perception of ZEP Quiz, with a grand mean score of 3.36. The enjoyment dimension received the highest score (M = 3.50), followed by motivation (M = 3.39) and overall perception (M = 3.38). These findings suggest that ZEP Quiz can enhance students’ enjoyment and motivation in grammar assessment by providing an interactive, gamified, and feedback-oriented learning environment. This study concludes that ZEP Quiz has the potential to serve as an innovative formative assessment alternative for supporting Grammar for TOEFL learning in higher education. The findings contribute to the development of technology-enhanced language assessment and provide practical implications for lecturers in designing more engaging, interactive, and student-centered grammar assessment practices.

The Effect of Formative Assessment Assisted by Artificial Intelligence on Students' Essay Writing Skills at UMMY Solok Mega Putri; Yenni Rozimela; Syahrul Ramadhan
Journal of Multidisciplinary Science: MIKAILALSYS Vol 4 No 2 (2026): Journal of Multidisciplinary Science: MIKAILALSYS
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/mikailalsys.v4i2.10688

The development of Artificial Intelligence (AI) has created new opportunities for implementing formative assessment in higher education, including writing instruction. However, empirical research examining the effect of AI-assisted formative assessment on essay writing skills among students in Indonesian language education remains limited. This study aims to analyze the effect of AI-assisted formative assessment on the essay writing skills of students in the Indonesian Language Education Study Program at Mahaputra Muhammad Yamin University (UMMY) Solok. A quantitative approach with a quasi-experimental method and a nonequivalent control group design was employed. The sample consisted of 40 students, comprising 20 students in the experimental group and 20 students in the control group. The experimental group received AI-assisted formative assessment, whereas the control group received conventional formative assessment. Data were collected using an essay writing test assessed based on five aspects: content, organization, vocabulary, language use, and writing mechanics. The data were analyzed using descriptive statistics, normality tests, homogeneity tests, paired sample t-tests, independent sample t-tests, and effect size analysis using Cohen’s d. The findings show that the average post-test score of the experimental group was higher than that of the control group. The independent sample t-test produced a Sig. (2-tailed) value of 0.020 (< 0.05), indicating a significant difference between the two groups. The effect size analysis yielded a Cohen’s d value of 0.77, categorized as medium to high. In addition, improvement in the experimental group occurred across all assessment aspects, with the highest gains found in content and language use. This study concludes that AI-assisted formative assessment has a significant effect on students’ essay writing skills. The findings contribute to the development of technology-enhanced formative assessment in writing instruction and provide practical implications for using AI as a supporting tool to improve academic writing quality through fast, specific, and continuous feedback.

Students’ Perceptions of Google Form Video Tasks for Digital Authentic Technical English Speaking Assessment Yuliatri Novita; Yenni Rozimela; Syahrul Ramadhan
Journal of Multidisciplinary Science: MIKAILALSYS Vol 4 No 2 (2026): Journal of Multidisciplinary Science: MIKAILALSYS
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/mikailalsys.v4i2.10847

Although digital assessment and video-based tasks have received increasing attention in English language teaching, studies specifically examining mechanical engineering students’ perceptions of video-based speaking assessment via Google Form in Technical English contexts remain limited. This study aims to describe mechanical engineering students’ perceptions of Google Form video tasks as a form of digital authentic assessment for Technical English speaking skills. A quantitative survey design was employed, involving 25 mechanical engineering students at Politeknik Negeri Padang. Data were collected using a 24-item Likert-scale questionnaire covering six perception dimensions: task authenticity, relevance to English for Mechanical Engineering, Google Form usability, speaking confidence and autonomy, assessment clarity and feedback, and technical challenges. The data were analyzed using descriptive statistics, including frequency counts, percentages, and mean scores. The findings indicate that students’ overall perceptions were very high (M = 3.30; 82.50%), with task authenticity (M = 3.43) and relevance to Mechanical Engineering contexts (M = 3.38) receiving the highest ratings. Google Form usability was also rated very high (M = 3.31), whereas speaking confidence and autonomy (M = 3.16) and assessment clarity and feedback (M = 3.22) were categorized as high. Technical challenges, particularly internet connectivity and video file size, emerged as moderate concerns (M = 2.74). This study concludes that video-based task assessment via Google Form has strong potential as a practical, contextually grounded, and digitally mediated authentic assessment approach for Technical English speaking skills in vocational higher education. The study contributes to English for Specific Purposes assessment literature by demonstrating how digital video tasks can support authentic speaking assessment in mechanical engineering contexts. Practically, the findings imply that instructors should provide model videos, clear rubrics, and flexible submission options to address students’ technical and affective challenges.

Development of Canva-Based Digital Portfolio Assessment in Learning to Write Advertising Texts for Junior High School Students Rafi Maulana; Syahrul R; Yenni Rozimela
Journal of Multidisciplinary Science: MIKAILALSYS Vol 4 No 2 (2026): Journal of Multidisciplinary Science: MIKAILALSYS
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/mikailalsys.v4i2.10871

Advances in digital portfolio technology have enabled conventional portfolios to be transformed into more flexible, practical, and accessible assessment tools that allow teachers to systematically collect, document, and present students’ learning progress. This study aimed to develop a Canva-based digital portfolio assessment for teaching advertising text writing to junior high school students and to evaluate its validity and practicality. The study employed a Research and Development design using the ADDIE model, comprising Analysis, Design, Development, Implementation, and Evaluation. Data were collected using subject matter expert and media expert validation sheets, a student response questionnaire, and a learning outcome test. The resulting product was a Canva-based digital portfolio template containing student identification, learning objectives, initial advertising text drafts, revised drafts, final products, self-reflections, and an assessment rubric. Subject matter expert validation yielded a score of 92%, while media expert validation reached 93%, with both classified as highly valid. The content pilot test produced an average score of 89.0%, categorized as very good, whereas the product pilot test achieved an average score of 91.2%, indicating a highly practical level. The findings demonstrate that the Canva-based digital portfolio assessment facilitates continuous evaluation of learning processes and outcomes, enhances student engagement, and supports the development of advertising text writing skills. The study concludes that the developed product is valid and practical and can therefore serve as an alternative assessment instrument for Indonesian language instruction at the junior high school level. Its practical contribution lies in providing teachers with a structured, accessible, and process-oriented digital assessment tool for monitoring students’ writing development.

21st-Century EFL Assessment Innovation: HOTS-Based Evaluation Instruments in an Indonesian Government-Published English Textbook Yeli Zastika; Syahrul Ramadhan; Yenni Rozimela
Journal of Multidisciplinary Science: MIKAILALSYS Vol 4 No 2 (2026): Journal of Multidisciplinary Science: MIKAILALSYS
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/mikailalsys.v4i2.10984

Although the distribution of Higher Order Thinking Skills (HOTS) in English language textbooks has received increasing scholarly attention, research specifically examining the cognitive profile of evaluation instruments across six language skills and Genre-Based Approach (GBA) stages in Merdeka Curriculum senior high school textbooks remains limited. This study aims to analyze the distribution of HOTS and Lower Order Thinking Skills (LOTS) in the Grade XI English textbook English for Change and identify gaps in its alignment with 21st-century assessment needs. A mixed-methods sequential explanatory design was employed, involving 211 evaluation instruments selected through total sampling across five units and six language skills. Data were collected using a structured coding sheet and analyzed through descriptive quantitative frequency analysis, followed by descriptive interpretive content analysis. The findings indicate that HOTS accounts for 58.8% of the total evaluation instruments, with Creating (C6) as the most dominant cognitive level (25.6%) and Understanding (C2) as the least represented (6.6%). Writing (77.1%) and Presenting (76.7%) show the highest HOTS proportions, whereas Listening remains LOTS-dominant (52.8%), and all End-of-Unit Reflection instruments are entirely LOTS-based (100%). These findings suggest a productively asymmetric distribution of HOTS that supports learning quality while revealing the need for stronger cognitive scaffolding in critical listening, analytical viewing, and evaluative reflection. Theoretically, this study contributes to the application of Revised Bloom’s Taxonomy in cross-skill textbook analysis and expands understanding of cognitive scaffolding within GBA-based instructional design. Practically, it provides a replicable needs-analysis framework and recommends that textbook developers, teachers, and policymakers strengthen evaluation instruments to better support 21st-century assessment in the Merdeka Curriculum. This study also opens opportunities for comparative research across Merdeka Curriculum English textbooks in Indonesia.

The Quality of English Test Items for Senior High School Students: Validity, Cognitive Level, and Language Skills Analysis Hevriani Sevrika; Yenni Rozimela; Syahrul R
Journal of Multidisciplinary Science: MIKAILALSYS Vol 4 No 2 (2026): Journal of Multidisciplinary Science: MIKAILALSYS
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/mikailalsys.v4i2.11264

Although educational assessment has received considerable scholarly attention, comprehensive evaluations of teacher-made English examinations integrating validity, cognitive demand, and language-skill representation remain limited. This study evaluated the quality of a senior high school English summative examination by examining these three dimensions simultaneously. A quantitative descriptive design was employed to analyze all 50 multiple-choice and essay items included in the examination through total sampling. Data were obtained through documentation. Content validity was assessed based on curriculum alignment, empirical validity was examined using Pearson product–moment correlation, cognitive levels were classified according to Bloom’s Revised Taxonomy (C1–C6), and language-skill representation was analyzed using percentage-based descriptive statistics. The findings showed that 38 items (76%) were valid, whereas 12 items (24%) were invalid because of ambiguous wording, poorly constructed distractors, and insufficient alignment with instructional objectives. The cognitive-level distribution was dominated by lower-order thinking skills, particularly understanding (C2; 32%) and remembering (C1; 28%). Higher-order thinking skills were substantially underrepresented, comprising analyzing (C4; 12%), evaluating (C5; 6%), and creating (C6; 2%). The examination also emphasized receptive skills and structural knowledge, with reading comprehension accounting for 48% of the items, followed by grammar (20%) and vocabulary (14%). Productive and communicative skills received considerably less coverage, including writing (10%), listening (6%), and speaking (2%). These findings demonstrate that acceptable item validity alone does not ensure a cognitively balanced and communicatively authentic language assessment. This study contributes to the English language assessment literature by providing a multidimensional evaluation of teacher-made examinations in secondary education. It also highlights the need for teachers, schools, and policymakers to conduct continuous item validation, strengthen assessment literacy, increase higher-order cognitive demands, and achieve a more balanced representation of receptive, productive, and communicative language skills.

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