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All Journal Indonesian Journal of Elementary and Childhood Education Indonesian Journal of Teacher Education
Nakjah, Salwa Nur Sapiatun
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Education Languange, Linguistic, Communication & Media Social Sciences Other

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Innovative Authentic and Formative Assessment in Science Education: A Systematic Review Nakjah, Salwa Nur Sapiatun; Adawiah, Rabiatun
Indonesian Journal of Teacher Education Vol. 6 No. 2 (2025): Edisi Juli-Desember 2025
Publisher : Indonesian Publication Center

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Abstract

The implementation of the Merdeka Curriculum emphasizes that assessment is an integral part of the learning process, focusing on core subjects, the Pancasila Student Profile, and providing flexibility to cultivate students’ interests and potential. Despite its importance, observations suggest that most science teachers in the field continue to employ conventional assessments that rely heavily on written examinations and summative testing. This study is a systematic literature review designed to identify and synthesize empirical and theoretical findings regarding innovations in formative and authentic assessments within science education. Data collection was conducted using rigorous and relevant inclusion and exclusion criteria, with a review of literature indexed in Scopus and Sinta from 2018 to 2025. The review findings show that innovations in authentic and formative assessments in science learning are largely driven by the use of technology, including digital platforms (PlayPosit, Canvas, Quizizz, Kahoot!), specialized models (e.g., the Science Authentic Assessment Model), as well as integration with literacy and numeracy concepts. These innovations have been demonstrated to be effective and practical in comprehensively evaluating students’ competencies, including improvements in conceptual understanding and cognitive learning outcomes, as well as enhanced motivation, participation, science process skills, and higher-order thinking skills (HOTS) within the affective and psychomotor domains. Overall, the implementation of these innovative assessment approaches supports the achievement of science learning objectives in the digital era.
Science Learning Based On Ethnoscience: Exploring Local Wisdom As A Learning Resource In Elementary School Adawiah, Rabiatun; Nakjah, Salwa Nur Sapiatun; Muslihatun, Fitri
Indonesian Journal of Elementary and Childhood Education Vol. 7 No. 1 (2026): Edisi Januari-Maret 2026
Publisher : Indonesian Publication Center

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Abstract

Natural science learning in Elementary School currently faces various challenges, such as teachers’ difficulties in developing ethnosciences-based learning resources. This study aims to identify, evaluate, and synthesize the utilization of local wisdom as a source for science learning at the elementary level using a systematic literature review (SLR) approach. The analysis was conducted on 21 reputable scientific articles from 2016 to 2025 relevant to the theme of ethnoscience. The findings indicate that various forms of local wisdom, including those based on the environment and nature, food processing and traditional products, arts, culture and local traditions, as well as traditional games and technology, contain elementary science content ranging from mechanics, thermodynamics, matter and its changes, sound and light, ecosystems, the human body, and plant structures. The integration of the material is implemented through laboratory manuals, e-modules, modules, student worksheets (LKPD), illustrated storybooks, digital posters, and educational game media. These tools are significantly proven to enhance students’ cognitive abilities (conceptual understanding, scientific literacy, critical thinking, problem solving, and creative dimensions), affective domains (motivation, interest, and cultural awareness), and psychomotor skills (science process skills). The study concludes that ethnoscience is an approach capable of realizing more interactive and meaningful science learning.
Co-Authors Adawiah, Rabiatun Muslihatun, Fitri