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All Journal Jurnal Penelitian Pembelajaran Matematika Sekolah Al-Kautsar: Knowledge Advancemenets in Teaching Strategies and Research
Mohamed, Nurul Huda
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Decision Sciences, Operations Research & Management Education Mathematics

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FORMATIVE FEEDBACK IN MATHEMATICS EDUCATION: A SYSTEMATIC REVIEW OF RESEARCH INSTRUMENTS AND LEARNING OUTCOMES Mohd Zaini, Nur Farhanah Mardhiah; Mohamed, Nurul Akmal; Norddin, Nur Idalisa; Mohamed, Nurul Huda; Mohamed, Nurul Farihan
JP2MS Vol 9 No 3 (2025): Desember
Publisher : Program Studi S1 Pendidikan Matematika FKIP Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jp2ms.9.3.365-380

Abstract

Formative feedback is an important aspect in mathematics teaching since it helps students to build mathematical thinking, enhance conceptual knowledge, and work toward better learning results. Although it is crucial, a consensus on the most effective feedback practices and research instruments to be used in the mathematics setting is limited. Numerous research studies implement various tools without a clear reference to mathematical capabilities, which leads to inappropriate research results and difficulties in the classroom. The research was based on a systematic literature review (SLR) to investigate the current application of different research instruments to measure formative feedback in mathematics education and its effect on student learning outcomes. Using ProQuest, Scopus, and EBSCOhost as the sources of data collection on the guidance of PRISMA protocols, key search words that were used were formative feedback and mathematics learning outcomes. The number of selected articles was 21, which was analyzed with the help of thematic and descriptive approaches. The review found six broad types of tools to provide formative feedback, namely, student feedback tools, gamification frameworks, structured frameworks, classroom artifacts, digital tools, and observation protocols. Student feedback tools and digital tools were most used among them as they also indicate a transition to interactive and personalized learning environments. These tools were often associated with six major learning outcomes, such as conceptual understanding, engagement, self-regulation, critical thinking, emotional responses, and motivation, with conceptual understanding and engagement being the most affected. Overall, the results suggest that formative feedback is an essential tool in improving mathematics learning yet also indicates the gap in the correspondence between the instruments of feedback and the specific mathematical skills. The study requires additional research to determine better links and create more productive and evidence-based feedback practices.
The Paradox of Meritocracy: Re-examining Equity, Social Mobility, and the Role of Elite Schools in Singapore's Education System Mohamed, Nurul Huda; Tan, Alvin
Al Kautsar: Knowledge Advancements in Teaching Strategies and Research Vol. 3 No. 3 (2025): Al-Kautsar: Knowledge Advancements in Teacing Strategies and Research, Septembe
Publisher : PT. Berkah Smart Academica

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64093/al-kautsar.v3i3.99

Abstract

This research aims to analyze the fundamental transformation in Singapore's meritocratic system, shifting from a "narrow" academic-based model to a broader "inclusive meritocracy." The study is critical now as Singapore faces a social divide where early meritocratic success has evolved into a mechanism for reinforcing social stratification. Through a comprehensive review of Forward Singapore policies, the implementation of Full Subject-Based Banding (FSBB), and 2026 social mobility data, this study explores how Singapore's educational structure responds to the challenges of entrenched privilege. The methodology employed is a descriptive-qualitative policy analysis utilizing secondary data from reports by the Ministry of Finance (MOF) and the Ministry of Education (MOE) spanning 2021-2026. Research findings indicate that while structural reforms such as the elimination of streaming and the overhaul of the Gifted Education Programme (GEP) have successfully reduced academic stigma, significant challenges persist in the form of an "educational arms race" and "hothousing" practices by upper-class families. Data from 2026 indicates a decrease in the Gini coefficient to 0.359 after taxes and transfers; however, this figure primarily reflects fiscal interventions rather than true educational mobility, as intergenerational mobility shows signs of moderation. The study concludes that strengthening equity requires an approach that goes beyond school infrastructure, focusing on the redistribution of social and cultural capital. The government should take the urgent practical step of severing the direct link between academic merit and extreme market compensation to restore the dignity of all forms of work.
Co-Authors Mohamed, Nurul Akmal Mohamed, Nurul Farihan Mohd Zaini, Nur Farhanah Mardhiah Norddin, Nur Idalisa Tan, Alvin