Integrating Formative Assessment Strategies to Enhance Conceptual Understanding in Science Learning
DOI:
https://doi.org/10.55927/jiph.v5i2.8Keywords:
Formative Assessment, Conceptual Understanding, Science Learning, Diagnostic Assessment, Misconceptions.Abstract
This study examines the effect of integrating formative assessment strategies on students’ conceptual understanding in science learning. Using a quasi-experimental design with a pretest–posttest control group, the study involved 60 eighth-grade students divided into experimental and control groups. Data were collected through a two-tier diagnostic test and analyzed using descriptive statistics, ANCOVA, and effect size. The findings show that students exposed to formative assessment integration achieved significantly higher improvement in conceptual understanding compared to those in conventional learning. The results indicate that formative assessment effectively enhances conceptual understanding and reduces misconceptions. This study highlights the importance of formative assessment as a pedagogical strategy and provides practical implications for designing meaningful science instruction.
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