The Role of Formative Assessment in Enhancing Student-Centered Learning within Project-Based Learning and Flipped Classroom Environments
Kata Kunci:
formative assessment; student-centered learning; project-based learning; flipped classroom; higher educationAbstrak
This study aims to investigate the role of formative assessment in enhancing student-centered learning within Project-Based Learning (PBL) and Flipped Classroom (FC) environments. A mixed-methods approach was employed involving 300 undergraduate students from Universitas Pendidikan Indonesia (UPI) who participated in project-based and flipped learning activities, as well as 20 lecturers experienced in implementing formative assessment practices. Quantitative data were collected through questionnaires and students’ academic achievement records, while qualitative data were gathered through semi-structured interviews. Quantitative data were analyzed using descriptive statistics and independent sample t-tests, whereas qualitative data were analyzed through thematic analysis. The findings revealed that students who received continuous formative assessment demonstrated higher levels of learning engagement, learning autonomy, collaboration, critical thinking skills, and academic achievement compared to those who primarily experienced summative assessment. Qualitative findings further indicated that continuous feedback, self-reflection, and peer assessment encouraged active participation and improved the quality of student projects. The study confirms that formative assessment serves as an effective pedagogical strategy for supporting the implementation of PBL and FC in creating more active, reflective, collaborative, and student-centered learning environments. These findings provide important implications for educators, curriculum developers, and policymakers regarding the integration of formative assessment as an essential component of innovative instructional design in higher education.
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