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Articles 2 Documents
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Search results for , issue "vol. 6 no. 12 (2026)" : 2 Documents clear
The Effectiveness and Implementation of Formative Assessment in Primary Education: A Systematic Literature Review Ima Nurwahidah; Ima Nurwahidah; M. Solehuddin
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 6 No. 12 (2026)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v6.i12.2026.10

Abstract

Although formative assessment stands as a pillar of high-quality pedagogy, its integration into Indonesian primary education remains hamstrung by persistent systemic hurdles. This systematic literature review (SLR), anchored in the PRISMA protocol, scrutinised 32 high-impact studies published from 2019 to 2024. The study’s core objectives were threefold: (1) to evaluate how specific formative strategies drive student achievement; (2) to map the variables that either facilitate or obstruct successful implementation; and (3) to propose evidence-based benchmarks tailored to the Indonesian context. Findings indicate that well-calibrated formative practices yield a substantial effect size (d = 0.38–0.78) on pupil outcomes, particularly when the feedback loop is immediate, specific, and actionable. Eight standout strategies emerged: exit tickets, Socratic questioning, peer and self-assessment, gamified digital tools, structured observations, mathematical journals, and mini-whiteboards. Despite these advantages, the transition is often stalled by a trifecta of barriers: gaps in teacher competence, heavy administrative overhead, and infrastructure deficits. Ultimately, this review offers a roadmap for embedding contextualised, research-backed assessment frameworks into Indonesian primary classrooms
Development of a Citizen Science Project-Based Teaching Module to Improve Creative Thinking and Collaboration Skills on Ecology and Biodiversity Materials Ahmad Rasyid Ridho Agus; Lufri Lufri; Fitri Arsih; Ahmad Rasyid Ridho Agus; Lufri; Fitri Arsih; Muhyiatul Fadilah
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 6 No. 12 (2026)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v6.i12.2026.5

Abstract

Creative thinking and collaboration skills are important 21st-century competencies that need to be developed through science learning. However, observations in junior high schools in West Pasaman, Indonesia show that students' creative thinking skills are still low with an average of 47.875%, while collaboration skills have not developed optimally because there are still passive students in discussion and group work activities. This study aims to produce a valid, practical, and effective Citizen Science Project-based teaching module to improve students' creative thinking and collaboration skills in Ecology and Biodiversity material. This study is a research and development (R&D) using the Plomp model with research subjects of grade VII junior high school students. Data were collected through validation sheets, teacher and student practicality questionnaires, creative thinking skills tests, collaboration skills questionnaires, and observation sheets. Data analysis was carried out descriptively using percentages and inferential analysis through normality tests, homogeneity tests, Normalized Gain (N-Gain), and Independent Samples t-tests. The results of the study showed that the Citizen Science Project-based teaching module had a validity level of 92.88% with a very valid category, teacher practicality of 99% and student practicality of 92.25% with a very practical category. The module was also quite effective in improving creative thinking skills with an N-Gain value of 64.24% and had a positive influence on collaboration skills with a score difference of 12.56 on the questionnaire and 12.17 on the observation sheet between the experimental class and the control class. Thus, the Citizen Science Project-based teaching module is worthy of being used as an alternative science teaching material to improve students' creative thinking and collaboration skills.

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