Development of Formative Tests Based on Self-Directed Learning-Oriented Assessment for Mathematics in Junior High School

Ihsanul Amin, Chairil Faif Pasani, Kamaliyah Kamaliyah, Zainudin Hassan

Abstract


Formative assessment practices in schools often focus on Assessment for Learning (AfL) but insufficiently facilitate Assessment as Learning (AaL), limiting students’ reflection and self-assessment. To address this, Self-directed Learning Oriented Assessment (SLOA) is employed as an approach integrating self-assessment to foster self-directed learning capacities by aligning the functions of assessment of, for, and as learning. This study aimed to develop valid, practical, and effective SLOA-based formative tests for junior high school mathematics. The study employed a research and development (R&D) approach using the ADDIE model. The research was conducted in a single seventh-grade class at a junior high school in Barito Kuala under the Kurikulum Merdeka, involving 25 students and one mathematics teacher. Data were collected through expert validation sheets, a teacher practicality questionnaire, and students’ mastery of learning outcomes. The results indicated that the developed formative tests and self-assessment sheets were very valid, with mean scores of 3.47 and 3.36, respectively. The product was categorized as very practical, obtaining a practicality percentage of 98%. In terms of effectiveness, the product was categorized as effective, with an average classical mastery reached of 61.3%, derived from three test packages showing a consistent upward trend in student performance. The progressive increase in students’ mastery and metacognitive accuracy suggests that integrating structured self-assessment into formative testing supports learning achievement and reflective awareness. This study implies that SLOA-based formative tests can serve as a strategic framework to foster student independence, provided that they are implemented with adequate instructional time and systematic feedback cycles.

Keywords


Formative test; Mathematics; Self-directed learning oriented assessment (SLOA)

Full Text:

PDF

References


Al Kamli, H. M., & Almalki, M. S. (2024). Learning-oriented assessment (LOA) implementation in EFL tertiary contexts: Towards a more task-based learning (TBL) environment. World Journal of English Language, 14(1), 1–8. https://doi.org/10.5430/wjel.v14n1p1

Beck, A. P. (2025). Assessment of first-year medical student perceptions in the development of self-directed learning skills in a single medical school course. BMC Medical Education, 25(1), 340–353. https://doi.org/10.1186/s12909-025-06890-9

Carless, D., & Winstone, N. (2017). Teacher feedback literacy and its interplay with student feedback literacy. Teaching in Higher Education, 28(1), 150–163. https://doi.org/10.1080/13562517.2020.1782372

Eliza, F., & Myori, D. E. (2017). Trainer pada pembelajaran dasar dan pengukuran listrik. Jurnal Teknologi Informasi Dan Pendidikan, 10(1), 12–22. https://tip.ppj.unp.ac.id/index.php/tip/article/view/40

Fajrin, C. E., Ningsih, S. W. W., Kartini, Saputra, A., Khoiriyah, U., & Duma, M. (2023). Student and teacher collaboration in developing STEM-based learning modules and pancasila student profiles. JPI (Jurnal Pendidikan Indonesia), 12(1), 39–49. https://doi.org/10.23887/jpiundiksha.v12i1.52704

Granberg, C., Palm, T., & Palmberg, B. (2021). A case study of a formative assessment practice and the effects on students’ self-regulated learning. Studies in Educational Evaluation, 68(3), 1–10. https://doi.org/10.1016/j.stueduc.2020.100955

Hidayah, N., Pasani, C. F., & Amalia, R. (2025). Pengembangan tes formatif piktogram dan diagram batang berbasis self-directed learning oriented assessment (SLOA) di kelas IV sekolah dasar. Jurmadikta (Jurnal Mahasiswa Pendidikan Matematika), 5(2), 83–95. https://doi.org/10.20527/jurmadikta.v5i2.3181

Hidayat, A. (2018). Meta analisis: Pentingnya self dan peer assessment dalam pembelajaran. Jurnal Basicedu, (1), 95–101. https://doi.org/10.31004/basicedu.v2i1.127

Hodiyanto, Darma, Y., & Putra, S. R. S. (2020). Pengembangan media pembelajaran berbasis macromedia flash bermuatan problem posing terhadap kemampuan pemecahan masalah matematis. Mosharafa: Jurnal Pendidikan Matematika, 9(2), 323–334. https://doi.org/10.31980/mosharafa.v9i2.652

Karaman, P. (2021). The impact of self-assessment on academic performance: a meta-analysis study. International Journal of Research in Education and Science, 7(4), 1151–1166. https://doi.org/10.46328/ijres.2344

Kemendikbud, P. P. P., & Abduh, M. (2019). Model penilaian formatif pada pembelajaran abad ke-21 untuk sekolah dasar. Pusat Penilaian Pendidikan.

Kemendikdasmen. (2025). Panduan pembelajaran dan asesmen: Pendidikan anak usia dini, jenjang pendidikan dasar, dan jenjang pendidikan menengah. Badan Standar, Kurikulum, dan Asesmen Pendidikan (BSKAP).

Kulcsár, N. (2023). Self-assessment or peer assessment? Which is better predictor of test results. In Proceedings of the 51st Annual Conference of the European Society for Engineering Education (SEFI) (pp.703–709). https://doi.org/10.21427/HTNS-KS58

Lubbe, A., & Mentz, E. (2021). Self-directed learning-oriented assessment and assessment literacy: Essential for 21st century learning. In E. Mentz & A. Lubbe (Eds.), Learning through assessment: An approach towards Self-Directed Learning (Vol. 7, pp. 1–25). AOSIS. https://doi.org/10.4102/aosis.2021.BK280.01

Marvelia, R. T., Pasani, C. F., & Juhairiah. (2025). Pengembangan asesmen formatif materi pecahan berbasis self-directed learning oriented assessment (SLOA) di kelas IV SD/MI. Jurmadikta (Jurnal Mahasiswa Pendidikan Matematika), 5(2), 12–24. https://doi.org/10.20527/jurmadikta.v5i2.3152

Maskos, K., Schulz, A., Oeksuez, S. S., & Rakoczy, K. (2025). Formative assessment in mathematics education: a systematic review. ZDM - Mathematics Education, 57(4), 679–693. https://doi.org/10.1007/s11858-025-01696-x

Mok, M. M. C. (2013). Self-directed learning oriented assessments in the asia-pacific (Vol. 18). Springer. https://doi.org/10.1007/978-94-007-4507-0

Mujahidittauhid, A., Hidayah, N., Handayani, L., Anjani, A. R., & Herianto, E. (2024). Tes formatif dan dampaknya pada hasil belajar siswa pada mata pelajaran PPKn. IJEDR: Indonesian Journal of Education and Development Research, 2(1), 559–569. https://doi.org/10.57235/ijedr.v2i1.1877

Nhor, R., Pang, S., & Em, S. (2022). Teachers’ and learners’ perceptions of formative assessment practice in enhancing learning in EFL courses. Jurnal As-Salam, 6(2), 181–201. https://doi.org/10.37249/assalam.v6i2.434

Panadero, E., Andrade, H., & Brookhart, S. (2018). Fusing self-regulated learning and formative assessment: a roadmap of where we are, how we got here, and where we are going. The Australian Educational Researcher, 45(1), 13–31.

https://doi.org/10.1007/s13384-018-0258-y

Rikayanti, R. (2015). Peran self-directed oriented assessment SLOA dalam pembelajaran matematika. Jurnal Pendidikan Unsika, 3, 200–208. https://doi.org/10.35706/judika.v3i2.212

Riyani, R., Maizora, S., & Hanifah. (2017). Uji validitas pengembangan tes untuk mengukur kemampuan pemahaman relasional pada materi persamaan kuadrat siswa kelas VIII SMP. Jurnal Penelitian Pembelajaran Matematika Sekolah (JP2MS), 1(1), 60–65. https://doi.org/10.33369/jp2ms.1.1.60-65

Setiawati, W., Asmira, O., Ariyana, Y., Bestary, R., & Pudjiastuti, A. (2019). Buku penilaian berorientasi higher order thinking skills. Direktorat Jenderal Guru dan Tenaga Kependidikan.

Soesilo, A., & Munthe, A. P. (2020). Pengembangan buku teks matematika kelas 8 dengan model ADDIE. Scholaria: Jurnal Pendidikan Dan Kebudayaan, 10(3), 231–243. https://doi.org/https://doi.org/10.24246/j.js.2020.v10.i3.p231-243

Yan, Z., & Brown, G. T. L. (2016). A cyclical self-assessment process: Towards a model of how students engage in self-assessment. Assessment & Evaluation in Higher Education, 42(8), 1247–1262. https://doi.org/10.1080/02602938.2016.1260091

Zaini, N. F. M. M., Mohamed, N. A., Idalisa, N., Mohamed, N. H., & Mohamed, N. F. (2025). Formative feedback in mathematics education: a systematic review of research instruments and learning outcomes. Jurnal Penelitian Pembelajaran Matematika Sekolah (JP2MS, 9(3), 365–380. https://doi.org/10.33369/jp2ms.9.3.365-380




DOI: https://doi.org/10.20527/jmscedu.v6i1.18447

Refbacks

  • There are currently no refbacks.


Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

 

Creative Commons License

Journal Of Mathematics Science and Computer Education is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.