Dwikoranto, R.T. Lintangesukmanjaya, W. Astutik, W.K. Mubarok, D.A. Putra, R. Setiani, L.N. Bergsma
This study aims to analyze learning evaluation through summative-formative assessment, which is particularly necessary in physics education. The evaluation was conducted by analyzing students' achievements through their learning outcomes in physics. The research employed a quantitative descriptive method with a sample of 82 students from Kedunggalar Public Senior High School, Indonesia. The analysis of student learning outcomes in physics through summative and formative assessments revealed several findings, including a low improvement in summative results, as evidenced by an N-Gain score of 0.045. The difference in average scores between summative and formative assessments across different classes indicates that students′ learning outcomes are still uneven. Several factors hinder optimal learning outcomes, including diverse learning styles, low student motivation, varying student backgrounds, a lack of external environmental support, and complex mathematical formulations and abstract concepts in physics that make learning difficult. Recommendations to improve learning outcomes include adopting appropriate learning approaches, using interactive media, increasing student engagement, ensuring equal access to learning, and implementing feedback-based evaluation. © Published under licence by IOP Publishing Ltd.
Physics Education Program, Universitas Negeri Surabaya, Surabaya, Indonesia; Informatics Engineering Department, Universitas Negeri Surabaya, Surabaya, Indonesia; Elementary School Teacher Education, Bhinneka University Pgri, Tulungagung, Indonesia; Tilburg University, Tilburg, Netherlands
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