Optimizing Feedback for Elementary Students through Structured SMART-Based Assessment Tools

Kadek Intan Dwi Lestari; Ni Made Dainivitri Sinta Sari

doi:10.23887/jet.v1i1.91532

Authors

Kadek Intan Dwi Lestari Universitas Pendidikan Ganesha, Singaraja, Indonesia
Ni Made Dainivitri Sinta Sari Universitas Pendidikan Ganesha, Singaraja, Indonesia

DOI:

https://doi.org/10.23887/jet.v1i1.91532

Keywords:

SMART, Feedback, Assessment

Abstract

The provision of optimal feedback to elementary school students often lacks effectiveness due to the absence of structured assessment instruments. This study aims to develop a SMART-based (Specific, Measurable, Achievable, Relevant, Time-bound) non-test assessment instrument that is valid, practical, and effective in supporting feedback optimization. The research employed a descriptive quantitative method with a Research and Development (R&D) approach. The trial subjects included fourth-grade homeroom teachers and fourth-grade elementary students. Instrument validity was assessed using Gregory's calculation theory, while practicality was evaluated based on field implementation. The instrument integrates SMART principles to ensure its measurability in providing feedback that is specific, relevant, and aligned with students' needs. The findings indicate that the instrument has linguistic, content, and design validity, categorized as "Highly Valid." It was also deemed practical by teachers in its application, proving effective for use in the learning process. In conclusion, the SMART-based non-test assessment instrument can assist teachers in delivering optimal feedback, supporting the achievement of learning objectives, and is suitable for sustainable implementation.

References

Agustian, H. Y., Finne, L. T., Jørgensen, J. T., Pedersen, M. I., Christiansen, F. V., Gammelgaard, B., & Nielsen, J. A. (2022). Learning outcomes of university chemistry teaching in laboratories: A systematic review of empirical literature. Review of Education, 10(2). https://doi.org/10.1002/rev3.3360.

Aponte Bojorquez, A., & Bojorquez, A. (2024). SMART Moves in Math: Unveiling Student and Teacher Perceptions on SMART Goal Setting in Second-Grade Math Instruction. https://digitalcommons.acu.edu/metl/76.

Bakhtiar, S., Khairuddin, K., Yelis, R., Oktarifaldi, O., Putri, L. P., & Sari, S. N. (2020). Pengaruh Umpan Balik, Koordinasi Terhadap Kemampuan Objek Kontrol Siswa Paud Kota Padang Panjang. Sporta Saintika, 5(1), 59. https://doi.org/10.24036/sporta.v5i1.120.

Chew, S. L., & Cerbin, W. J. (2021). The cognitive challenges of effective teaching. Journal of Economic Education, 52(1), 17–40. https://doi.org/10.1080/00220485.2020.1845266.

Chusni, M. M., Saputro, S., Rahardjo, S. B., & Suranto. (2020). Student’s critical thinking skills through discovery learning model using e-learning on environmental change subject matter. European Journal of Educational Research, 10(3), 1123–1135. https://doi.org/10.12973/EU-JER.10.3.1123.

Cordon, R. W. (2021). Goal Setting In High School Chemistry.

Djou, F., Saleh, S. E., Mahmud, M., Ilato, R., & Maruwae, A. (2023). Pengaruh Pemberian Umpan Balik (Feedback)Guru terhadap Aktivitas Belajar Siswa. Journal on Teacher Education Research & Learning in Faculty of Edacation JOTE Volume 5 Nomor 1 Tahun 2023 Halaman 656-662 Research & Learning in Faculty of Education ISSN: 2686-1895 (Printed); 2686-1798 (Online), 5(2019), 208–213.

Enders, N., Gaschler, R., & Kubik, V. (2021). Online Quizzes with Closed Questions in Formal Assessment: How Elaborate Feedback can Promote Learning. Psychology Learning and Teaching, 20(1), 91–106. https://doi.org/10.1177/1475725720971205.

Erniati, E. (2024). Umpan Balik dan Tindak Lanjut dalam Penilaian Formatif pada Proses Pembelajaran di. 0, 42–48.

Grandgirard, J., Poinsot, D., Krespi, L., Nénon, J. P., & Cortesero, A. M. (2002). Costs of secondary parasitism in the facultative hyperparasitoid Pachycrepoideus dubius: Does host size matter? Entomologia Experimentalis et Applicata, 103(3), 239–248. https://doi.org/10.1023/A.

HA. Gani, R., Supratmi, N., Ernawati, T., & WIjaya, H. (2024). Mengembangkan Bakat Menulis Siswa, Meningkatkan Keterampilan Menulis Cerpen, Serta Menumbuhkan Minat Baca Dan Tulis. Lamahu: Jurnal Pengabdian Masyarakat Terintegrasi, 3(2), 106–119. https://doi.org/10.37905/ljpmt.v3i2.24904.

Hidayah, A., & Syahrani. (2022). Internal Quality Assurance System Of Education In Financing Standards and Assessment Standards. In Indonesian Journal of Education (INJOE (Vol. 2, Issue 3).

Ibrahim Maulana Syahid, Nur Annisa Istiqomah, & Azwary, K. (2024). Model Addie Dan Assure Dalam Pengembangan Media Pembelajaran. Journal of International Multidisciplinary Research, 2(5), 258–268. https://doi.org/10.62504/jimr469.

Insannia, M., Islam, U., Sjech, N., Djambek, M. D., Rouf, A. D., Islam, U., Sjech, N., Djambek, M. D., Syam, H., Islam, U., Sjech, N., & Djambek, M. D. (2024). Implikasi teori belajar behavioristik pada siswa. Adiba: Journal of Education, 4(3), 295–303.

Krismony, N. P. A., Parmiti, D. P., & Japa, I. G. N. (2020). Pengembangan Instrumen Penilaian Untuk Mengukur Motivasi Belajar Siswa SD. Jurnal Ilmiah Pendidikan Profesi Guru, 3(2), 249. https://doi.org/10.23887/jippg.v3i2.28264.

Lipnevich, A. A., & Panadero, E. (2021). A Review of Feedback Models and Theories: Descriptions, Definitions, and Conclusions. In Frontiers in Education (Vol. 6). Frontiers Media S.A. https://doi.org/10.3389/feduc.2021.720195.

Loksa, D., Margulieux, L., Becker, B. A., Craig, M., Denny, P., Pettit, R., & Prather, J. (2022). Metacognition and Self-Regulation in Programming Education: Theories and Exemplars of Use. ACM Transactions on Computing Education, 22(4). https://doi.org/10.1145/3487050.

Marantika, J. E. R. (2021). Metacognitive ability and autonomous learning strategy in improving learning outcomes. Journal of Education and Learning (EduLearn), 15(1), 88–96. https://doi.org/10.11591/edulearn.v15i1.17392.

Mardiyah, Muhtar, A. N. A., Hidayatullah, A. M. Y., Saputri, A. R. W., & Syafitri, F. M. A. (2024). Evaluasi Dan Laporan Pelaksanaan Program Kegiatan Sekolah: Analisis Efektivitas Dan Dampaknya. Jurnal Penelitian Multidisiplin Terpadu, 8(12).

Mccandless, K. (2024). Stem Smart Goal Planning For Elementary Educators In Rural North Texas: A Transcendental Phenomenological Study.

Morris, R., Perry, T., & Wardle, L. (2021). Formative assessment and feedback for learning in higher education: A systematic review. In Review of Education (Vol. 9, Issue 3). John Wiley and Sons Inc. https://doi.org/10.1002/rev3.3292.

Muthmainnah, T. A., & Ariya, A. A. (2024). Konsep Dasar Metakognisi dalam Proses Pembelajaran. 7, 13549–13556.

Nobutoshi, M. (2023). Metacognition and Reflective Teaching: A Synergistic Approach to Fostering Critical Thinking Skills. Research and Advances in Education, 2(9), 1–14. https://doi.org/10.56397/rae.2023.09.01.

Putri, W. P., Fauziyah, S., Khair, M. U. I., & Gusmaneli, G. (2024). Efektivitas Penerapan Teknik Umpan Balik Dalam Meningkatkan Motivasi Belajar Peserta Didik. Intellektika: Jurnal Ilmiah Mahasiswa, 2(4), 1–13.

Rahmadani, R. O., Syifa, H. M., & Syamsiyah, N. (2024). Penerapan Instrumen Penilaian Diri pada Mata Pelajaran Bahasa Indonesia Kelas VIII MTs Al-Awwabin Bedahan. Alinea: Jurnal Bahasa, Sastra, Dan Pengajaran, 13(1), 48–56.

Rizky Fadilla, A., & Ayu Wulandari, P. (2023). Literature Review Analisis Data Kualitatif: Tahap Pengumpulan Data. Mitita Jurnal Penelitian, 1(No 3), 34–46.

Sa’adah, A., Ningrum, F. Z., & Farikha, N. (2021). Scaffolding dalam Pembelajaran Trigonometri Berbantuan Soal Hots untuk Meningkatkan Kemampuan Literasi Numerasi Matematika. Seminar Nasional Pendidikan Matematika UNIKAL, 2(1), 167–174.

Saputri, E. Y. (2022). Efektivitas Metode SMART (Specific, Measurable, Achievable, Realistic And Time Bond) Learning Terhadap Kemampuan Literasi Matematis Pada Materi Segiempat Dan Segitiga Kelas VII SMPN 2 Karang Bintang. Journal of Economic Perspectives, 2(1), 1–4.

Sari, Y. A., Septiyana, L., Suhono, S., Anggaira, A. S., & Hasyim, U. A. F. A. (2021). Corrective Feedback in Learning Interaction: Integration of Surface Strategy Taxonomy. AL-ISHLAH: Jurnal Pendidikan, 13(3), 2266–2280. https://doi.org/10.35445/alishlah.v13i3.847.

Stanton, J. D., Sebesta, A. J., & Dunlosky, J. (2021). Fostering metacognition to support student learning and performance. CBE Life Sciences Education, 20(2). https://doi.org/10.1187/cbe.20-12-0289.

Tegeh, I. M., & Kirna, I. M. (2010). Metode Penelitian Pengembangan Pendidikan. Undiksha.

Winarti, Ambaryani, S. E., & Putranta, H. (2022). Improving Learners’ Metacognitive Skills with Self-Regulated Learning based Problem-Solving. International Journal of Instruction, 15(2), 139–154. https://doi.org/10.29333/iji.2022.1528a.

Xia, J., Sun, S., & Gao, X. (2025). The other side of PhD education: A systematic review of research on PhD students’ development as university teachers. In Review of Education (Vol. 13, Issue 1). John Wiley and Sons Inc. https://doi.org/10.1002/rev3.70024.

Zulmuqim, Zalnur, M., Chandrika, R., & Meliya. (2022). Evaluasi Pendidikan Agama Islam yang Ideal Perspektif Filsafat Pendidikan Islam. Arus Jurnal Pendidikan, 2(3), 244–251. http://jurnal.ardenjaya.com/index.php/ajuphttp://jurnal.ardenjaya.com/index.php/ajup.