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All Journal Edutech: Jurnal Teknologi Pendidikan Syntax Jurnal Informatika VANOS Journal of Mechanical Engineering Education JOIN (Jurnal Online Informatika) Sistemasi: Jurnal Sistem Informasi RABIT: Jurnal Teknologi dan Sistem Informasi Univrab Jurnal Pengabdian Pada Masyarakat InComTech: Jurnal Telekomunikasi dan Komputer Cetta: Jurnal Ilmu Pendidikan JURNAL PETIK Journal of Educational Research and Evaluation EDUMATIC: Jurnal Pendidikan Informatika JTIULM (Jurnal Teknologi Informasi Universitas Lambung Mangkurat) Jurnal Paedagogy Edunesia : jurnal Ilmiah Pendidikan Dinasti International Journal of Economics, Finance & Accounting (DIJEFA) Jurnal Teknimedia: Teknologi Informasi dan Multimedia Didaktika: Jurnal Kependidikan Jurnal Teknologi Pendidikan : Jurnal Penelitian dan Pengembangan Pembelajaran Jurnal Ilmiah Wahana Pendidikan These proceedings represent the work of researchers participating in The International Conference on Elementary Education (ICEE) which is being hosted by the Elementary Education Study Programme School of Postgraduate Studies, Universitas Pendidikan Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Tarbiatuna: Journal of Islamic Education Studies International Journal Software Engineering and Computer Science (IJSECS) Jurnal Informatika Teknologi dan Sains (Jinteks) Indonesian Journal of Community Services in Engineering & Education (IJOCSEE) Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Journal of Educational Sciences Jurnal Educative: Journal of Educational Studies Sinergi International Journal of Education Jurnal Pengabdian Sosial International Journal of Post-Axial: Futuristic Teaching and Learning Integrated : Journal Of Information Technology and Vocational Education Journal of Informatics and Vocational Education Journal of Research in Instructional
Hikmawan, Rizki
Universitas Pendidikan Indonesia
Religion Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Public Health Social Sciences Other

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Development and Initial Validation of a Chatbot-Based Conversational Assessment Model for Post-Learning Reflective Affective Assessment Fikriansyah Haikal Ramadhan; Rizki Hikmawan
Sinergi International Journal of Education Vol. 4 No. 3 (2026): August 2026
Publisher : Yayasan Sinergi Kawula Muda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61194/education.v4i3.1080

Abstract

Affective assessment remains challenging in educational practice due to its subjective nature and the difficulty of systematically documenting students' attitudes and values. Although affective learning outcomes are essential for holistic education, assessment practices often rely on teacher observations that may be influenced by personal judgment. This study aimed to develop and conduct an initial validation of Affectra, a chatbot-based conversational assessment model for reflective affective assessment following learning activities. Unlike most educational chatbots designed for learning support or cognitive assessment, Affectra integrates conversational assessment, adaptive probing, Large Language Model (LLM)-based analysis, and Krathwohl's affective taxonomy into a unified assessment framework. A modified Research and Development (R&D) approach was adopted, consisting of needs analysis, model and instrument design, expert validation, alpha testing, and system refinement. The model was developed for secondary school learning, with validation limited to expert review and researcher-controlled alpha testing. Content validity was evaluated using the Index of Item–Objective Congruence (IOC) with six experts in educational assessment and educational technology, while system performance was assessed through functional and scenario-based testing. The instrument achieved an overall IOC score of 0.81, indicating satisfactory content validity, and demonstrated consistent classification across Krathwohl's five affective levels under predefined simulated scenarios. These findings provide preliminary evidence supporting the initial development and internal validation of Affectra. Further classroom validation involving actual students is required to evaluate its practical effectiveness.
Implementation of Non-Cognitive Dimension Assessment through Caring Assessment in Informatics Learning Eighth Grade Vara Aulia Saputri; Rizki Hikmawan; Aliatusholihah AH Aliatusholihah AH; Andre Nugraha; Vara Aulia Saputri; Rizki Hikmawan; Aliatusholihah AH; Andre Nugraha
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 6 No. 5 (2026)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v6.i5.2026.8

Abstract

Assessment practices in learning still often focus on measuring cognitive achievement, while the non-cognitive and emotional dimensions of students have not been fully accommodated. This study aims to examine the implementation of Caring Assessment in Informatics learning eighth grade junior high school, find out students' perceptions of its application, and understand how the principle of caring affects students' learning experience. This study used a qualitative descriptive approach with simple quantitative support design involving 32 eighth grade students in one of the junior high schools in Purwakarta Regency. Data was collected through learning observations, student interviews, in-depth interviews, and student perception questionnaires adapted from the Perceived Caring Scale with four dimensions, namely attention, empathy, support, and feedback. The results of the study showed that Caring Assessment was carried out very well in learning practice and was perceived very positively by students in all aspects measured. Support emerges as the most powerful dimension, while empathy appears to be a more subtle dimension, but it is still perceived to be very high. Observation and interview data also show that Caring Assessment contributes to creating a safer, supportive, and meaningful learning environment, so that students feel more helped, valued, and more courageous to engage in learning. Thus, Caring Assessment not only functions as a means of assessing learning outcomes, but also as a pedagogical practice that supports a more complete student learning experience.
Project-Based Learning Integrated Caring Assessment and Tiered Instruction: Implications for Creative Thinking and Collaboration Aliatusholihah AH; Rizki Hikmawan; Vara Aulia Saputri; Andre Nugraha; Aliatusholihah AH; Rizki Hikmawan; Vara Aulia Saputri; Andre Nugraha
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 6 No. 5 (2026)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v6.i5.2026.11

Abstract

Creative thinking and collaboration are two competencies whose needs continue to increase in the context of 21st-century education. However, their development in the practice of project-based learning (PjBL) in junior high schools still faces obstacles, mainly due to overly product-oriented assessments and a lack of assignment adjustments to students' learning readiness. This study examines the influence of PjBL integrated with caring assessment and tiered instruction on these two competencies. The design was a quasi-experimental nonequivalent control group design involving 65 junior high school students, in which the experimental group (n = 32) received integrated PjBL and the control group (n = 33) received conventional PjBL. Data were collected through PBLWorks and P21 framework-based performance rubrics and written tests and then analyzed using descriptive statistics, the Wilcoxon Signed-Rank Test, and the Mann-Whitney U. As a result, the experimental group showed a significant improvement (Z = −4,071; p < 0.001; N-gain = 0.49), while the control group showed no significant change (Z = −1.574; p = 0.116; N-gain = 0.11). Creative thinking achievement (U = 356,500; p = 0.024) and collaboration (U = 298,000; p = 0.002) in the experimental group were also significantly higher. These findings indicate that the integration of caring assessment and tiered instruction in PjBL is able to encourage the development of these two competencies in a more structured manner than PjBL, which runs without these two components.
Co-Authors Afifah Nurfadilah Agizka Rizqta Gusanova Ahmad Fauzi Aisyah Cinta Putri Wibawa Aldi Yasin Aldi Yasin Alia Agisna Aliatusholihah AH Aliatusholihah AH Aliatusholihah AH Aliatusholihah AH Andi Salwa Diva Andre Nugraha Andre Nugraha Andre Nugraha Andrian, Rian Andrian, Rian Andrian Anjani, Diyan Annisa Fitri Khaerani Arrumaisha, Nissa Asep Kamaluddin Nashir Ayi Suherman Ayu Permata Sari Azhar Nurulhaifa Debi Carolin Wulandari Dedi Rohendi Destya Chumairoh Dian Permata Sari Dian Permata Sari Dimas Setiawan Dinda Alya Maghfira Eki Nugraha Enjang Ali Nurdin Fairuz Zulia Muntaha Faizal, Mochammad Yusuf Fauzi Ahmad Muda Fauzia Khairina Febryanti Hidayat Fikriansyah Haikal Ramadhan Fina Rifana Gilang Maulana Gunawan Hanan, Muhammad Raihan Ijlal Hartini Hartini Hashina Qiamu Mumtaziah Haury, Ahmad Musyadad Hidayat, Endang Hisny Fajrussalam Hudzaifi Syah Tsalits Taufiqi I Nyoman Aji Suadhana Rai Ibnu Mubarak Jihan Nurhaliza Kanda Ruskandi Laila Fajriyanti Liptia Venica Lutfiah Anisa Sholaihah Muhamad Akda Fathul Barri Muhamad Irwan Ramadhan Muhamad Irwan Ramadhan Muhammad Ariestama Putra Muhammad Irwan Ramadhan Muhammad Isfa' Lana Muhammad Rafly Juliawan Fernandes Muhammad Raihan Ijlal Hanan Mumu Komaro Nabiilah Lintang Dadari Nadya Meirizka Putri Nissa Arrumaisha Novianti, Putri Ade Nur Endah Nurmasari Situmeang Nurul Maulida Nuur Wachid Abdul Majid Nuur Wahid Abdul Majid Panca Desti Ratnaningrum Praciska, Mia Tri Rahmawati Salsabila Raisyal Dimas Prayoga Ramadhan, Muhamad Irwan Rani Yuniar Reisa Aulia Sodikin Rhezwan Dhaifullah Romdhoni Rian Andrian Rian Andrian Rian Andrian Andrian Rini W Rizal, Muhamad Fahmi Rizki Hikmawan Rizki Pribadi Rochman Bambang Eko Saputro Sadam Fauzi Sari , Dian Permata Sayyidah Nurul Hayati Septiadi, Jaka Setyawan, Kornelius Rhesa Valdis Siswahyudianto Sodikin, Reisa Aulia Suprih Widodo, Suprih Taufik Ridwan Taufik Ridwan, Taufik Uswatun Ramadan Vara Aulia Saputri Vara Aulia Saputri Vira Rahmawati Wibawa, Aisyah Cinta Putri Yasin, Aldi Yasmine, Yuliana Sventy Yunida Octavia Azzahra Zulfa Rahmani