PENGEMBANGAN ASESMEN FORMATIF GROVE-ALPHA UNTUK MELATIHKAN SELF-REGULATED LEARNING DAN CONCEPTUAL-CHANGE PADA MATERI HUKUM NEWTON

Vania Valda, - and Irma Rahma Suwarma, - and Endi Suhendi, - (2025) PENGEMBANGAN ASESMEN FORMATIF GROVE-ALPHA UNTUK MELATIHKAN SELF-REGULATED LEARNING DAN CONCEPTUAL-CHANGE PADA MATERI HUKUM NEWTON. S2 thesis, Universitas Pendidikan Indonesia.

Abstract

Penelitian ini bertujuan untuk mengembangkan Gamified Reward-Based Online Formative Assessment for Learning Physics with Artificial Intelligence (GROVE-ALPHA) sebagai inovasi asesmen formatif untuk melatihkan self-regulated learning (SRL) dan conceptual change pada materi Hukum Newton di SMA. Penelitian menggunakan metode mixed methods dengan desain eksplorasi sekuensial yang melibatkan pengumpulan data kualitatif pada tahap awal, diikuti dengan pengumpulan data kuantitatif pada dua tahap berikutnya. Instrumen penelitian meliputi asesmen formatif berbasis gamifikasi dengan integrasi AI, Motivated Strategies for Learning Questionnaire (MSLQ), dan rubrik penilaian conceptual change. Validasi instrumen dilakukan oleh ahli dan peserta didik untuk menilai aspek konten dan konstruksi. Hasil penelitian menunjukkan bahwa GROVE-ALPHA memiliki tingkat validitas yang tinggi secara konten dan konstruksi. Penggunaan GROVE-ALPHA berdampak positif terhadap peningkatan SRL, yang terlihat dari kenaikan skor motivasi dan strategi belajar peserta didik pada instrumen MSLQ. Selain itu, terjadi peningkatan signifikan dalam conceptual change, dengan mayoritas peserta didik mengalami pergeseran pemahaman ke arah konsep ilmiah yang benar. Wawancara mendalam mengungkapkan bahwa peserta didik merasakan keterlibatan belajar yang lebih tinggi, terbantu dalam memonitor pemahaman mereka, serta lebih termotivasi untuk memperbaiki kesalahan konsep. Kesimpulannya, GROVE-ALPHA efektif digunakan sebagai asesmen formatif berbasis gamifikasi dan AI yang mampu memfasilitasi peningkatan SRL sekaligus memperbaiki miskonsepsi peserta didik pada materi Hukum Newton. Inovasi ini berpotensi diimplementasikan lebih luas sebagai bagian integral dari pembelajaran fisika interaktif dan adaptif. This study aims to develop the Gamified Reward-Based Online Formative Assessment for Learning Physics with Artificial Intelligence (GROVE-ALPHA) as an innovative formative assessment tool to foster self-regulated learning (SRL) and conceptual change in Newton’s Laws topics at the senior high school level. A mixed-methods approach with a sequential exploratory design was employed, beginning with qualitative data collection, followed by two stages of quantitative data collection. Research instruments included a gamified formative assessment integrated with AI, the Motivated Strategies for Learning Questionnaire (MSLQ), and a conceptual change assessment rubric. Instrument validation was conducted by experts and students to evaluate both content and construct aspects. The findings indicate that GROVE-ALPHA achieved high validity in both content and construct. Its implementation positively impacted SRL, as evidenced by increased motivation and learning strategy scores on the MSLQ. Moreover, a significant improvement in conceptual change was observed, with most students shifting their understanding toward scientifically accurate concepts. In-depth interviews revealed that students experienced higher learning engagement, improved self-monitoring of their understanding, and greater motivation to correct conceptual errors. In conclusion, GROVE-ALPHA is effective as a gamified, AI-integrated formative assessment tool that can enhance SRL and address students’ misconceptions in Newton’s Laws. This innovation holds potential for broader implementation as an integral part of interactive and adaptive physics learning.

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Item Type:	Thesis (S2)
Additional Information:	https://scholar.google.com/citations?view_op=list_works&hl=en&user=ZJma8NIAAAAJ ID SINTA Dosen Pembimbing Irma Rahma Suwarma: 5983995 Endi Suhendi: 5976806
Uncontrolled Keywords:	asesmen formatif, gamifikasi, kecerdasan buatan, self-regulated learning, conceptual change, Hukum Newton formative assessment, gamification, artificial intelligence, self-regulated learning, conceptual change, Newton’s Laws
Subjects:	L Education > L Education (General) L Education > LB Theory and practice of education Q Science > QC Physics
Divisions:	Fakultas Pendidikan Matematika dan Ilmu Pengetahuan Alam > Pendidikan Fisika - S2
Depositing User:	Vania Valda
Date Deposited:	23 Sep 2025 10:47
Last Modified:	23 Sep 2025 10:47
URI:	http://repository.upi.edu/id/eprint/138782

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