Development of Formative Assessment Based on the TarL Approach on the Material of Forces Around Us for Fourth Grade Students of SDS Islam Al-Furqon Pamekasan
DOI:
https://doi.org/10.21107/jlead.v1i1.259Keywords:
Development, Formative Assessment, TaRL, Style, Interactive MultimediaAbstract
This study aims to develop a formative assessment based on the Teaching at the Right Level (TaRL) approach on the topic of forces around us for fourth-grade students at SDS Islam Al-Furqon Pamekasan. The assessment was designed by grouping students into low, medium, and high ability levels. The instrument consisted of multiple-choice questions presented through interactive multimedia, adjusted to students’ readiness levels, and implemented through diagnostic assessment, grouping, testing, and feedback stages.
This study used Research and Development (R&D) with the 4D model: define, design, development, and disseminate. The research subjects involved 5 students in the limited trial stage and 20 students in the implementation stage. The instruments included expert validation sheets, student response questionnaires, and learning outcome tests. Data were analyzed using percentage formulas and interpreted based on validity, attractiveness, and effectiveness criteria.
The results showed that the developed product was valid, attractive, and effective. Validation scores were 78.3% from language experts (valid), 83.3% from material experts (very valid), and 89% from assessment experts (very valid). After revision, the limited trial and implementation both showed 100% learning achievement. Student responses also indicated high attractiveness, with 89% in the limited trial and 97% in the implementation stage. The disseminate stage was carried out through scientific publication and introduction of the product to other schools. Therefore, the TaRL-based formative assessment is feasible for use in science learning because it can improve students’ understanding of force concepts and learning motivation through interactive multimedia
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