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All Journal QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Journal Evaluation in Education (JEE)
Ode Zulaeha
Institut Sains dan Kependidikan Kie Raha Maluku Utara
Arts Humanities Education Social Sciences Other

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Authentic Assessment of Literacy and Numeracy Based on Local Wisdom at Elementary School Level in Ternate City Ode Zulaeha; Harina Sangadji
Journal Evaluation in Education (JEE) Vol 6 No 4 (2025): October
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v6i4.2035

Abstract

Purpose of the study: This study aims to describe the implementation of authentic assessment of literacy and numeracy based on local wisdom in elementary schools in Ternate City. Methodology: A mixed methods approach was employed involving both qualitative and quantitative data collection. The participants were 200 fifth-grade students from four schools Elementary School 1, Elementary School 2, Islamic Elementary School Nurul Hasan, and Islamic Elementary School Fathul Munir selected proportionally. Data were gathered through classroom observations, documentation, and authentic tasks integrated with local cultural contexts. Qualitative data were analyzed thematically, while descriptive statistics were used for quantitative analysis. Main Findings: The findings reveal that authentic assessment based on local wisdom in Ternate has not yet been systematically implemented in literacy and numeracy learning. However, several innovative teacher practices emerged, such as using the Ternate language for numeracy tasks, conducting literacy activities through interviews with market vendors, and applying mathematical concepts in real-life contexts like market transactions. These practices effectively connected students’ cultural experiences with learning objectives, enhancing engagement and conceptual understanding. Novelty/Originality of this study: The novelty of this study lies in integrating Ternate’s local wisdom as a contextual foundation for authentic literacy and numeracy assessment, bridging the gap between assessment theory and culturally grounded educational practice. The study contributes to the development of context-sensitive assessment instruments that promote equity, relevance, and cultural identity in education. Furthermore, it provides empirical evidence supporting culturally responsive pedagogy as a strategy for improving learning outcomes in diverse local contexts.
Authentic Assessment of Literacy and Numeracy Based on Local Wisdom at Elementary School Level in Ternate City Ode Zulaeha; Harina Sangadji
Journal Evaluation in Education (JEE) Vol 6 No 4 (2025): October
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v6i4.2035

Abstract

Purpose of the study: This study aims to describe the implementation of authentic assessment of literacy and numeracy based on local wisdom in elementary schools in Ternate City. Methodology: A mixed methods approach was employed involving both qualitative and quantitative data collection. The participants were 200 fifth-grade students from four schools Elementary School 1, Elementary School 2, Islamic Elementary School Nurul Hasan, and Islamic Elementary School Fathul Munir selected proportionally. Data were gathered through classroom observations, documentation, and authentic tasks integrated with local cultural contexts. Qualitative data were analyzed thematically, while descriptive statistics were used for quantitative analysis. Main Findings: The findings reveal that authentic assessment based on local wisdom in Ternate has not yet been systematically implemented in literacy and numeracy learning. However, several innovative teacher practices emerged, such as using the Ternate language for numeracy tasks, conducting literacy activities through interviews with market vendors, and applying mathematical concepts in real-life contexts like market transactions. These practices effectively connected students’ cultural experiences with learning objectives, enhancing engagement and conceptual understanding. Novelty/Originality of this study: The novelty of this study lies in integrating Ternate’s local wisdom as a contextual foundation for authentic literacy and numeracy assessment, bridging the gap between assessment theory and culturally grounded educational practice. The study contributes to the development of context-sensitive assessment instruments that promote equity, relevance, and cultural identity in education. Furthermore, it provides empirical evidence supporting culturally responsive pedagogy as a strategy for improving learning outcomes in diverse local contexts.
Exploring School Needs and Barriers in Adopting a Deep Learning-Based Adaptive Evaluation Model Ode Zulaeha; Yetni Marlina
QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Vol. 17 No. 2 (2025): Qalamuna - Jurnal Pendidikan, Sosial, dan Agama
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Program Pascasarjana IAI Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/qalamuna.v17i2.7859

Abstract

This research explores the needs and obstacles of schools in adopting a deep learning-based adaptive evaluation model. The research focuses on understanding infrastructure readiness, teachers' digital literacy, and the perception of principals, teachers, and curriculum developers towards the artificial intelligence-based evaluation system. The research method used is an exploratory qualitative approach with a multi-case study design. The study subjects included five secondary schools in Ternate City with different characteristics (public-private status and geographical context). Participants consisted of school principals, teachers, information technology staff, and curriculum developers. Data was collected through in-depth interviews, focus group discussions (FGDs), field observations, and document analysis. Data analysis was carried out with a thematic model through the stages of data reduction, presentation, and verification by triangulating sources and methods to maintain the validity of the findings. The study results show that most schools are still in the early stages of integrating learning technologies. The main obstacles found include the limitations of digital infrastructure (computers and internet networks), low technological literacy of teachers, resistance to change, and the absence of clear regulations on the use of AI in educational evaluation. On the other hand, schools identify three main needs to support adopting adaptive evaluation: providing adequate digital infrastructure, continuous technopedagogical training, and evaluation platforms that are simple and appropriate to the school context.
Co-Authors Harina Sangadji Yetni Marlina