The Impact of a Multi-Source "3 + 1" Feedback Model on Formative Assessment and Student Development in Higher Education: A Case Study in Undergraduate Biochemistry.

“More Feedback, Please”: Student Perceptions of Active Learning Strategies for Formative Assessment to Enhance Sustainable Learning in Higher Education

This study examines a persistent puzzle in active learning research in education: why do pedagogically sound interventions not always translate into perceived student value? We analyzed Information and Communications (ICT) Engineering students’ perceptions of three structurally distinct activities (weekly quizzes, individual concept maps, and a finance escape room) within a compulsory business course. Using bipolar laddering, 133 positive and 72 negative perception elements were mapped onto four dimensions of theSustainable Learning in Education (SLE) framework: renewal and relearning, transferability, independent and collaborative learning, and active learning. Self-regulated learning (SRL) functioned as the mechanism linking environmental dimensions to student agency and engagement. Students perceived all three activities as useful for examination preparation, but through different cognitive pathways. Quizzes supported distributed retrieval practice and were valued for re-attempts, though their usefulness declined with weak exam alignment or limited access. Concept maps enabled synthesis and relational understanding, yet received the lowest student endorsement, largely because in some instances student work was not returned post-submission. The escape room achieved the strongest and most consistent endorsement for exam preparation, with perceived limitations related only to activity duration and syllabus coverage. Activity alignment with SLE dimensions was uneven: quizzes aligned principally with renewal, concept maps with transferability, and all activities with independent and collaborative learning in distinct ways. Active learning was present throughout, but not uniform. The central finding was that perceived usefulness depended less on activity type than on feedback distribution and continuity. When feedback loops broke, perceived value declined. Together, the activities, therefore, form a complementary course-level feedback system. Through this case study, we identified five design recommendations to be implemented in the next edition of the course, positioning feedback as a system-level variable.

A Review: Improving Conceptual Understanding of Prospective Teacher Students Through an Interactive Web-Based STEM-PjBL Physics Material Model

This literature review examines the development of an interactive, web-based instructional model integrating Science, Technology, Engineering, and Mathematics with Project-Based Learning (STEM-PjBL) for physics material, aimed at improving the conceptual understanding of prospective (pre-service) teacher students. Following the PRISMA 2020 protocol, 336 records were identified from Scopus- and SINTA-indexed databases and other sources; after removing duplicates and screening for relevance, 20 primary studies published between 2018 and 2025 were included in the qualitative synthesis. The review finds that web-based STEM-PjBL models consistently improve conceptual understanding, critical thinking, and problem-solving skills, with reported effect sizes ranging from moderate to high (Cohen's d = 0.72–1.85; N-gain 0.30–0.59). Interactivity, authentic project design, and technology-enhanced pedagogical content knowledge (TPACK) emerge as the strongest predictors of learning gains among prospective teachers. Gaps remain in longitudinal evaluation, adaptive/AI-supported personalization, and standardized instruments for measuring conceptual change. The review proposes a conceptual web-based STEM-PjBL physics model and recommends directions for future research and development.

Developing and piloting an implementation framework for transdisciplinary undergraduate collaboration, without curricular change: mathematics as an integrating resource and game-based assessment as a supporting tool

(English) Transdisciplinary undergraduate education is widely advocated but rarely implemented within rigid university structures. This doctoral thesis addresses this challenge through a three-iteration Educational Design Research (EDR) study (2023–2024) that developed, piloted, and validated a novel ten-step implementation framework for transdisciplinary collaboration, requiring no curricular changes. The intervention coupled an undergraduate systems engineering course with a medicine course around a shared public-health problem using DANE Multipurpose Survey microdata (n ≈ 600,000). It engaged ≈320 students and 46 external evaluators across six disciplines (engineering, medicine, public health, biomedicine, data analytics, and statistics), guided by three theoretical conjectures: epistemic common ground, productive friction, and assessment as integration signal. Student outputs were classified via the M-I-T scheme (Multidisciplinary, Interdisciplinary, Transdisciplinary), with I/T boundaries operationalized as integration into unified explanatory artifacts. The headline findings are an I-level attainment rate of 86.4%, a T-level rate of 32.1%, and a conditional T|I rate of 37.2% (a key indicator that distinguishes learning that goes beyond expectations from the integration of knowledge). Exploratory GBA (Game-Based Assessment, Iteration 3, n=7 teams) yielded +12.4 pp T-level (43.8% vs. 31.4%) and +9.1 pp T|I (43.5% vs. 34.4%), with 19.75% of students generating deep profiles (in applied math and problem solving), used as boundary input rather than as a selection criterion. The principal contribution is the evidence-based framework (Chapter 7; Figure 7.1), traceable to pilot data (Chapters 5–6; Table 7.1), incorporating mathematics as disciplinary bridge and GBA as peripheral diagnostic (Steps 3, 7; "augment, not replace"). Transferable to engineering–medicine pairings on data-rich problems, it includes entry rules, iteration triggers, skips, and adaptations. A decision checklist supports ethical and equitable use of the GBA, and the framework operationalizes practical outcomes through an instructor–GBA hybrid teaming model. (Català) L'educació transdisciplinària de grau és àmpliament defensada però rarament implementada dins de les estructures universitàries rígides. Aquesta tesi doctoral aborda aquest repte mitjançant un estudi de Recerca de Disseny Educatiu (Educational Design Research, EDR) de tres iteracions (2023–2024) que va desenvolupar, pilotar i validar un nou marc d'implementació de deu passos per a la col·laboració transdisciplinària, sense requerir canvis curriculars. La intervenció va acoblar un curs de grau d'enginyeria de sistemes amb un curs de medicina al voltant d'un problema compartit de salut pública utilitzant microdades de l'Enquesta Multipropòsit del DANE (n ≈ 600.000). Va implicar ≈320 estudiants i 46 avaluadors externs de sis disciplines (enginyeria, medicina, salut pública, biomedicina, analítica de dades i estadística), guiada per tres conjectures teòriques: terreny epistèmic comú, fricció productiva i avaluació com a senyal d'integració. Els resultats dels estudiants es van classificar mitjançant l'esquema M-I-T (Multidisciplinari, Interdisciplinari, Transdisciplinari), amb les fronteres I/T operacionalitzades com a integració en artefactes explicatius unificats. Les troballes principals són una taxa d'assoliment de nivell I del 86,4 %, una taxa de nivell T del 32,1 % i una taxa condicional T|I del 37,2 % (un indicador clau que distingeix l'aprenentatge que va més enllà de les expectatives de la integració de coneixements). L'AVJ exploratòria (Avaluació basada en Jocs, Game-Based Assessment; Iteració 3, n = 7 equips) va produir +12,4 pp de nivell T (43,8 % vs. 31,4 %) i +9,1 pp de T|I (43,5 % vs. 34,4 %), amb un 19,75 % dels estudiants generant perfils profunds (en matemàtiques aplicades i resolució de problemes), emprats com a entrada de frontera i no com a criteri de selecció. La contribució principal és el marc basat en evidència (Capítol 7; Figura 7.1), traçable a les dades pilot (Capítols 5–6; Taula 7.1), que incorpora les matemàtiques com a pont disciplinari i l'AVJ com a diagnòstic perifèric (Passos 3 i 7; "augmentar, no substituir"). Transferible a aparellaments enginyeria–medicina sobre problemes rics en dades, inclou regles d'entrada, disparadors d'iteració, omissions i adaptacions. Una llista de verificació de decisions dona suport a un ús ètic i equitatiu de l'AVJ, i el marc operacionalitza resultats pràctics mitjançant un model d'equip híbrid instructor–AVJ. (Translated using Claude Opus 4.7) (Español) La educación transdisciplinar en pregrado es ampliamente defendida pero rara vez implementada dentro de las rígidas estructuras universitarias. Esta tesis doctoral aborda este desafío mediante un estudio de Investigación de Diseño Educativo (Educational Design Research, EDR) de tres iteraciones (2023–2024) que desarrolló, pilotó y validó un novedoso marco de implementación de diez pasos para la colaboración transdisciplinar, sin requerir cambios curriculares. La intervención acopló un curso de grado de ingeniería de sistemas con un curso de medicina en torno a un problema compartido de salud pública utilizando microdatos de la Encuesta Multipropósito del DANE (n ≈ 600.000). Involucró a ≈320 estudiantes y 46 evaluadores externos de seis disciplinas (ingeniería, medicina, salud pública, biomedicina, analítica de datos y estadística), guiada por tres conjeturas teóricas: terreno epistémico común, fricción productiva y evaluación como señal de integración. Los productos de los estudiantes se clasificaron mediante el esquema M-I-T (Multidisciplinar, Interdisciplinar, Transdisciplinar), con las fronteras I/T operacionalizadas como integración en artefactos explicativos unificados. Los hallazgos principales son una tasa de logro de nivel I del 86,4 %, una tasa de nivel T del 32,1 % y una tasa condicional T|I del 37,2 % (un indicador clave que distingue el aprendizaje que va más allá de lo esperado de la integración del conocimiento). La EBJ exploratoria (Evaluación Basada en Juegos, Game-Based Assessment; Iteración 3, n = 7 equipos) produjo +12,4 pp de nivel T (43,8 % vs. 31,4 %) y +9,1 pp de T|I (43,5 % vs. 34,4 %), con un 19,75 % de estudiantes generando perfiles profundos (en matemáticas aplicadas y resolución de problemas), empleados como entrada de frontera y no como criterio de selección. La contribución principal es el marco basado en evidencia (Capítulo 7; Figura 7.1), trazable a los datos piloto (Capítulos 5–6; Tabla 7.1), que incorpora las matemáticas como puente disciplinar y la EBJ como diagnóstico periférico (Pasos 3 y 7; "aumentar, no reemplazar"). Transferible a emparejamientos ingeniería–medicina sobre problemas ricos en datos, incluye reglas de entrada, disparadores de iteración, omisiones y adaptaciones. Una lista de verificación de decisiones respalda un uso ético y equitativo de la EBJ, y el marco operacionaliza resultados prácticos mediante un modelo de equipo híbrido instructor–EBJ.

The Effectiveness and Implementation of Formative Assessment in Primary Education: A Systematic Literature Review

Although formative assessment stands as a pillar of high-quality pedagogy, its integration into Indonesian primary education remains hamstrung by persistent systemic hurdles. This systematic literature review (SLR), anchored in the PRISMA protocol, scrutinised 32 high-impact studies published from 2019 to 2024. The study’s core objectives were threefold: (1) to evaluate how specific formative strategies drive student achievement; (2) to map the variables that either facilitate or obstruct successful implementation; and (3) to propose evidence-based benchmarks tailored to the Indonesian context. Findings indicate that well-calibrated formative practices yield a substantial effect size (d = 0.38–0.78) on pupil outcomes, particularly when the feedback loop is immediate, specific, and actionable. Eight standout strategies emerged: exit tickets, Socratic questioning, peer and self-assessment, gamified digital tools, structured observations, mathematical journals, and mini-whiteboards. Despite these advantages, the transition is often stalled by a trifecta of barriers: gaps in teacher competence, heavy administrative overhead, and infrastructure deficits. Ultimately, this review offers a roadmap for embedding contextualised, research-backed assessment frameworks into Indonesian primary classrooms

Beyond Academic Achievement: The Impact of a Multi-Platform Flipped Classroom on Student Engagement and Satisfaction in Practical Microbiology

From criteria to self-regulation: Rubrics guiding pre-class preparation in a higher education Flipped Classroom