Digital Assessment in Social Studies Learning: Integration of Authentic and Formative Assessment in an Islamic Junior High School

Abstract

Education in the digital age is changing, including social studies assessment. Therefore, there is a need to utilize technology that integrates authentic and formative assessment. This study aims to explain the transformation of social studies assessment through the use of technology in authentic and formative assessment at Islamic Junior High School (IJHS) Cirebon, the level of success achieved, and the supporting and inhibiting factors. The study employed a mixed-methods approach with an explanatory sequential design. The respondents comprised 17 social studies teachers and 101 students from 20 IJHS Cirebon. Data were collected through questionnaires, interviews, observations, and document analysis; validated; and analyzed using percentages and interactive analysis. Technology-based social studies assessment in Cirebon has shown positive changes since the onset of COVID-19. Teachers’ use of technology has been effective, although its frequency has been inconsistent. The fact that almost all students have mobile phones, the availability of internet access, and the presence of a majority of younger teachers are contributing factors. However, teachers’ limited skills in designing and using assessment technology, as well as students’ weak social skills, are acting as barriers.