Adaptive Assessment Pathways for Achieving SDG 4: Strengthening Motivation and Self-Efficacy in Indonesian Nonformal Education

Afakhrul Masub Bakhtiar; Yatim Riyanto; Sujarwanto Sujarwanto

doi:10.63230/jocsis.2.4.277

Authors

Afakhrul Masub Bakhtiar State University of Surabaya Author
Yatim Riyanto State University of Surabaya Author
Sujarwanto Sujarwanto State University of Surabaya Author

DOI:

https://doi.org/10.63230/jocsis.2.4.277

Keywords:

Authentic Assesment, Learner Identity, Non Formal Education, Personalized Learning, Self-Efficacy

Abstract

Objective: To examine how adaptive assessment pathways strengthen learner motivation and self-efficacy in Indonesian nonformal education, particularly in community learning centers (PKBM). It focuses on how diagnostic assessment, authentic evaluation, and personalized feedback support learners who have experienced exclusion from formal schooling. Method: A qualitative multi-site case study was conducted over ten months at two PKBM institutions in Indonesia. The study involved 57 participants, including institutional leaders, tutors, administrative staff, and learners. Data were collected through participatory observation, semi-structured interviews, and portfolio analysis. The data were analyzed thematically to identify patterns related to adaptive assessment, motivation, self-efficacy, and learner engagement. Results: The findings revealed that adaptive assessment pathways contributed to three main psychological outcomes. First, diagnostic and contextual assessment created meaningful learning experiences that enhanced intrinsic motivation. Second, portfolio-driven evaluation helped learners recognize their progress, develop self-efficacy, and build a positive learning identity. Third, personalized feedback cycles encouraged learners to monitor their own progress and develop self-regulated learning behaviors. Novelty: Offering a novel perspective by conceptualizing adaptive assessment pathways as both pedagogical and psychological mechanisms for restoring learner confidence in nonformal education. The findings highlight adaptive assessment as a transformative strategy for advancing equity, inclusion, and SDG 4 oriented learning in Indonesian PKBM contexts.

References

Andrade, H. L., & Brookhart, S. M. (2020). Classroom assessment as the co-regulation of learning. Assessment in Education: Principles, Policy & Practice, 27(4), 350–372. https://doi.org/10.1080/0969594X.2019.1571992

Badan Pusat Statistik. (2023). Statistics of Indonesian youth 2023. BPS-Statistics Indonesia.

Bakhtiar, A. M. (2026). Manajemen pembelajaran personalized learning paths: Studi multisitus di PKBM Sekolah Dolan Malang dan PKBM Tsurayya Karimah Indonesia [Doctoral dissertation, Universitas Negeri Surabaya].

Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman.

Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7–74. https://doi.org/10.1080/0969595980050102

Black, P., & Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, 21(1), 5–31. https://doi.org/10.1007/s11092-008-9068-5

Broadfoot, P. (2007). An introduction to assessment. Continuum.

Brookhart, S. M. (2017). How to give effective feedback to your students (2nd ed.). ASCD.

CAST. (2018). Universal design for learning guidelines version 2.2. CAST.

Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches (3rd ed.). SAGE.

Dann, R. (2014). Assessment as learning: Blurring the boundaries of assessment and learning for theory, policy and practice. Assessment in Education: Principles, Policy & Practice, 21(2), 149–166. https://doi.org/10.1080/0969594X.2014.898128

Deci, E. L., & Ryan, R. M. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. https://doi.org/10.1037/0003-066X.55.1.68

Denscombe, M. (2007). The good research guide: For small-scale social research projects (3rd ed.). Open University Press.

DuFour, R., & Eaker, R. (1998). Professional learning communities at work: Best practices for enhancing student achievement. National Educational Service.

Hattie, J. (2023). Visible learning: The sequel: A synthesis of over 2,100 meta-analyses relating to achievement. Routledge. https://doi.org/10.4324/9781003380542

Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112. https://doi.org/10.3102/003465430298487

Heritage, M. (2010). Formative assessment: Making it happen in the classroom. Corwin Press.

Komisi Perlindungan Anak Indonesia. (2025). Laporan tahunan KPAI: Jalan terjal perlindungan anak Ancaman serius generasi emas Indonesia. KPAI.

Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. SAGE.

Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). SAGE.

Nicol, D. J., & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199–218. https://doi.org/10.1080/03075070600572090

OECD. (2024). Education at a glance 2024: OECD indicators. OECD Publishing. https://doi.org/10.1787/c00cad36-en

Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. Guilford Press.

Sadler, D. R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18(2), 119–144. https://doi.org/10.1007/BF00117714

Shute, V. J. (2008). Focus on formative feedback. Review of Educational Research, 78(1), 153–189. https://doi.org/10.3102/0034654307313795

Stake, R. E. (2006). Multiple case study analysis. Guilford Press.

Tomlinson, C. A. (2017). How to differentiate instruction in academically diverse classrooms (3rd ed.). ASCD.

UNESCO. (2021). Reimagining our futures together: A new social contract for education. UNESCO.

United Nations. (2015). Transforming our world: The 2030 Agenda for Sustainable Development. United Nations.

Wiliam, D. (2018). Embedded formative assessment (2nd ed.). Solution Tree Press.

Yin, R. K. (2018). Case study research and applications: Design and methods (6th ed.). SAGE.

Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practice, 41(2), 64–70. https://doi.org/10.1207/S15430421TIP4102_2