Article Per Year (5 Year)
p-Index From 2021 - 2026
0.751
P-Index
This Author published in this journals
All Journal Indonesian Journal of Elementary and Childhood Education Indonesian Journal of Teacher Education
Nakjah, Salwa Nur Sapiatun
Unknown Affiliation
Education Languange, Linguistic, Communication & Media Social Sciences Other

Published : 4 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 4 Documents
Search

 1 
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

Show Abstract | Download Original | Original Source | Check in Google Scholar

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

Show Abstract | Download Original | Original Source | Check in Google Scholar

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.
Analysis of Improving Science Process Skills Through the Development of Guided Inquiry-Based E-Modules: A Literature Review Khatami, Melani Aulia; Nakjah, Salwa Nur Sapiatun
Indonesian Journal of Teacher Education Vol. 7 No. 1 (2026): Edisi Januari-Juni 2026
Publisher : Indonesian Publication Center

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The development of technology in education encourages the use of innovative digital learning materials to improve the quality of science learning. This study aims to analyze various research findings regarding the use of guided inquiry-based e-modules in science learning and their impact on students’ science process skills. The method used in this study is a literature review by analyzing several scientific articles relevant to the research topic. These articles were examined to identify research objectives, research methods, and key findings related to the use of e-modules and guided inquiry learning models in science education. The results show that the use of guided inquiry-based e-modules has significant potential to improve student engagement, conceptual understanding, and science process skills. In addition, e-modules present learning materials in a more systematic, attractive, and interactive manner, helping students understand scientific concepts more effectively. Therefore, integrating guided inquiry-based e-modules can be an effective alternative learning strategy to improve the quality of science learning.
The Influence of Science Modules Integrated with Local Wisdom on Enhancing Scientific Literacy: A Systematic Literature Review Nakjah, Salwa Nur Sapiatun; Khatami, Melani Aulia
Indonesian Journal of Teacher Education Vol. 7 No. 1 (2026): Edisi Januari-Juni 2026
Publisher : Indonesian Publication Center

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study is motivated by the importance of improving students’ scientific literacy through science learning that is contextual and relevant to everyday life. The Merdeka Curriculum emphasizes student-centered learning and the integration of local contexts, making ethnoscience-based science modules a promising alternative. This study aims to analyze the trends and feasibility of using science modules integrated with local wisdom to enhance students’ scientific literacy. The method employed is a qualitative approach using a Systematic Literature Review (SLR), conducted through the stages of identification, selection, and analysis of scientific articles published between 2016 and 2026. Out of 50 identified articles, 15 met the inclusion and exclusion criteria and were selected for further analysis. The findings indicate that ethnoscience-based science modules are consistently considered valid, practical, and effective in improving scientific literacy. This improvement is evidenced by pretest and posttest results with N-Gain scores ranging from moderate to high, as well as positive feedback from students. The integration of local wisdom has been proven to make learning more contextual, enhance conceptual understanding, and develop critical thinking and science process skills. Therefore, ethnoscience-based modules play a strategic role in supporting meaningful science learning.
Co-Authors Adawiah, Rabiatun Khatami, Melani Aulia Muslihatun, Fitri