THE EFFECT OF FORMATIVE ASSESSMENT OF PROGRAMMED DAILY ASSESSMENT ON LEARNING MOTIVATION AND ITS IMPACT ON STUDENTS' ACADEMIC ACHIEVEMENT

Authors

  • Berliani Ardelia Sukowati Universitas Muhammadiyah Surakarta
  • Indriastri Nisita Universitas Muhammadiyah Surakarta
  • Sukimin Sukimin Universitas Muhammadiyah Surakarta
  • Nining Setyaningsih Universitas Muhammadiyah Surakarta

DOI:

https://doi.org/10.26418/jpmipa.v16i3.93623

Keywords:

Programmed Daily Assessment, Learning Achievement, Learning Motivation

Abstract

Programmed Daily Assessment is an assessment that is scheduled systematically and programmatically by schools with provisions for time, form, and frequency that are adjusted for all teachers. The purpose of this study was to examine the direct effect of programmed daily assessment on learning motivation, examine the direct effect of programmed daily assessment and learning motivation on learning achievement, and examine the indirect effect of programmed daily assessment on learning achievement through learning motivation. This research method is quantitative with a correlational design. The research subjects were 82 8th-grade students at one of the junior high schools in Karanganyar Regency. Data collection techniques used questionnaires to measure learning motivation and math tests for learning achievement. The data were analyzed using path analysis with the SPSS version 25 program which was preceded by prerequisite analysis tests (normality, linearity, multicollinearity, heteroscedasticity). The results of the study show that programmed daily assessment has no direct effect on students"™ learning motivation, as indicated by a significance level of 0.960. Furthermore, learning motivation did not act as a mediator in the relationship between programmed daily assessment and learning achievement, meaning there was no indirect effect between these variables. This is indicated by the significance values obtained, where programmed daily assessment was 0.415 and learning motivation was 0.914. This finding indicates that the programmed daily assessment mechanism, in the context of this study, is not effective in improving learning achievement.

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Published

2025-10-17

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Vol. 16 No. 3 (2025): September 2025

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