The paper explores the classroom action research as one of research methodologies. This kind of research methodology aims to solve learning and teaching problems and improve the quality of education. There are four models of classroom action research, namely Kurt Lewin model, Stephen Kemmis and Robyn McTaggart model, Margaret Riel model, and Robert P. Pelton model. To make the models easy to apply, the authors show an example of classroom action research framework.

Formative assessment in early childhood education in Indonesia does not have been working well. The research aims to prove the problem that the formative assessment (assessment for learning and assessment as learning) in early childhood education in Indonesia does not have been performing well. The research employed the research methodology of literature review to investigate the problem by analyzing empirical research-based articles on assessment in early childhood education. The result shows that a very few of natures of the formative assessment were present when teachers of early childhood education assessed their students. Goals, teacher’s and student’s roles, methods, feedback and following actions which particularly characterize the formative assessment were seldom found in the assessment practice in early childhood education in Indonesia. Keywords: formative assessment; assessment for learning; assessment as learning; early childhood educationReferencesAdinda, W.N., Wahyuni, S. & Majidah, K. (2020). Penilaian Autentik pada Pembelajaran Kreativitas Anak Usia Dini di Annur I Sleman Yogyakarta. Raudhah 8 (1). 92—104. http://jurnaltarbiyah.uinsu.ac.id/ index.php/raudhah/article/view/589Afni, Nurul. (2016). Pelaksanaan Evaluasi Tingkat Pencapaian Perkembangan Anak Usia Dini di TK Se-Kecamatan Payung Sekaki Kota Pekanbaru. Jurnal Educhild: Pendidikan dan Sosial 5 (2). 128—133. https://educhild.ejournal.unri.ac.id/ index.php/JPSBE/article/view/3835/0Ahsunandar, La O. (2020). Evaluasi Pelaksanaan Standar Produk Hasil Belajar pada Satuan Pendidikan Anak Usia Dini. Al-Ta’dib Jurnal Kajian Ilmu Kependidikan 13 (1). 34—45. https://ejournal.iainkendari.ac.id/ index.php/al-tadib/article/view/1775Akhsanti, Munika S. (2014). Pemanfaatan Hasil Evaluasi Pembelajaran dalam Pengembangan Program Pembelajaran Anak Usia Dini. Early Childhood Papers (Belia) 3 (2). 87—94. https://journal.unnes.ac.id/sju/ index.php/belia/article/view/3761Ali, M.M. & Hamid, O. (2020). Teaching English to the Test: Why Does Negative Washback Exist within Secondary Education in Bangladesh? Language Assessment Quarterly 17 (2). 1—18. https:// www.tandfonline.com/doi/abs/10.1080/15434303.2020.1717495?journalCode=hlaq20Allal, Linda. (2019). Assessment and the co-regulation of learning in the classroom. Assessment in Education: Principles, Policy & Practice 27 (4). 1—18. https://www.tandfonline.com/doi/abs/10.1080/0969594X.2019.1609411? journalCode=caie20Chen, P.P. & Bonner, S.M. (2019). A framework for classroom assessment, learning, and self-regulation. Assessment in Education: Principles, Policy & Practice 27 (4). 373—393. https://www.tandfonline.com/ doi/abs/10.1080/0969594X.2019.1619515?journalCode=caie20Chong, Sin W. (2018). Three Paradigms of Classroom Assessment: Implications for Written Feedback Research. Language Assessment Quarterly 15 (4). 330—347. https://www.tandfonline.com/doi/abs/10.1080/15434303.2017.1405423Damayanti, E., Hartika, A.S., Herawati, Lisna, Jannah, R. & Pratiwi, S.I. (2018). Manajemen Penilaian Pendidikan Anak Usia Dini pada Taman Kanak-Kanak Citra Samata Kabupaten Gowa. Nanaeke Indonesian Journal of Early Childhood Education 1 (1). 13—24. http://journal.uin-alauddin.ac.id/index.php/nanaeke/article/view/135-142Davies, R. & Hamilton, P. (2016). Assessing learning in the early years’ outdoor classroom: examining challenges in practice. Education 3-13 International Journal of Primary, Elementary and Early Years Education 46 (1). 117-129 https://www.tandfonline.com/doi/abs/10.1080/03004279.2016.1194448DeLuca, C., Pyle, A., Braund, H. & Faith, L. (2020). Leveraging assessment to promote kindergarten learners’ independence and self-regulation within play-based classrooms. Assessment in Education: Principles, Policy & Practice 27 (4). 394—415. https://www.tandfonline.com/ doi/full/10.1080/0969594X.2020.1719033DeLuca, C., Pyle, A., Valiquette, A. & LaPointe-McEwan, D. (2020). New Directions for Kindergarten Education Embedding Assessment in Play-Based Learning. The Elementary School Journal 120 (3). 455—479. https:// www.journals.uchicago.edu/doi/10.1086/707008Dewi, N.P., Poerwanti, J.I.S. & Sutijan, 2019). Penerapan Penilaian Portofolio dalam Asesmen Perkembangan Motorik Halus Anak di TK Se-Gugus Arjuna Kecamatan Jatipurno. Jurnal Kumara Cendekia 7 (1). 16—25. https:// jurnal.uns.ac.id/kumara/article/view/35628Earl, L. & Katz, S. (2006). Rethinking Classroom Assessment with Purpose in Mind: Assessment for Learning Assessment as Learning Assessment of Learning. Manitoba: Crown in Right of Manitoba. Goldstein, J. & Flake, J.K. (2015). Towards a framework for the validation of early childhood assessment systems. Educational Assessment, Evaluation and Accountability 28 (3). 273—293. https://link.springer.com/ article/10.1007/s11092-015-9231-8Hartati, Sofia. (2017). Pengembangan Model Asesmen Perkembangan Anak Taman Kanak-Kanak di DKI Jakarta. Jurnal Pendidikan Usia Dini. 19—30. http://journal.unj.ac.id/unj/index.php/jpud/article/view/2522Hasanah. F. & Uyun, Q. (2019). Asesmen Perkembangan Kognitif Anak Usia Dini (Studi Kasus TK Khadijah Al-Muayyada Sampang). Islamic EduKids: Jurnal Pendidikan Anak Usia Dini 1 (1). 31—37. https:// journal.uinmataram.ac.id/index.php/IEK/article/view/1814Hu, B.Y., Li, Y., Zhang, X., Roberts, S.K. & Vitiello, G. (2021). The quality of teacher feedback matters: Examining Chinese teachers’ use of feedback strategies in preschool math lessons. Teaching and Teacher Education 98. 1—14. https://www.sciencedirect.com/science/article/abs/pii/S0742051X2031444XKamar, Eka M. (2018). Pengembangan Perangkat Evaluasi Perkembangan Bahasa Anak Usia Dini pada Anak TK Islam Al Markaz Al Islami Kelompok B Makassar. Pembelajar: Jurnal Ilmu Pendidikan, Keguruan, dan Pembelajaran 2 (2). 92—100. https://ojs.unm.ac.id/ pembelajar/article/view/5642Lam, Ricky. (2015). Assessment as learning: examining a cycle of teaching, learning, and assessment of writing in the portfolio-based classroom. Studies in Higher Education 41 (11). 1900—1917. https://www.tandfonline.com/doi/abs/10.1080/03075079.2014.999317Miles, M.B., Huberman, A.M. & Saldana, J. (2014). Qualitative Data Analysis: A Methods Sourcebook. Edition 3. Thousand Oaks: SAGE Publications, Inc. Novianti, R., Puspitasari, E. & Chairilsyah, D. (2013). Pemetaan Kemampuan Guru PAUD dalam Melaksanakan Asesmen Perkembangan Anak Usia Dini di Kota Pekanbaru. Jurnal Sorot 8 (1). 95—104. https:// sorot.ejournal.unri.ac.id/index.php/JS/article/view/2353/0Nugraha, E. (2016). Evaluasi Pendidikan Pada Jenjang PAUD. aṣ-ṣibyān: Jurnal Pendidikan Anak Usia Dini, 1(2), 106–118. Nurhayati, S. & Rakhman, A. (2017). Studi Kompetensi Guru PAUD dalam Melakukan Asesmen Pembelajaran dan Perkembangan Anak Usia Dini di Kota Cimahi. Jurnal Pendidikan Anak 6 (2) 109—120. https:// journal.uny.ac.id/index.php/jpa/article/view/17699Nurlaili. (2019). Implementasi Penilaian Pembelajaran Anak Usia Dini di RA Khairin Medan Tembung. Raudhah 7 (1). 93-110. http:// jurnaltarbiyah.uinsu.ac.id/index.php/raudhah/article/download/471/417Prihantoro, Agung. (2021). Tiga Paradigma Evaluasi Pendidikan: Sebuah Peta Perkembangan. Academy of Education Journal 12 (1). 22—38.https://jurnal.ucy.ac.id/index.php/fkip/article/view/430Purwasih, Wahyu. (2018). Teknik Penilaian Unjuk Kerja dan Catatan Anekdot sebagai Upaya Pemantauan Perkembangan Anak Di Paud Aisyiyah Sukoharjo Jawa Tengah. Jurnal Warna 2 (2), 76—86. https://ejournal.iaiig.ac.id/index.php/warna/article/view/92Pyle, A. & DeLuca, C. (2013). Assessment in the Kindergarten Classroom: An Empirical Study of Teachers’ Assessment Approaches. Early Childhood Education Journal 41 (5). 373–380. https://link.springer.com/ article/10.1007/s10643-012-0573-2Pyle. A. & DeLuca, C. (2016). Assessment in play-based kindergarten classrooms: An empirical study of teacher perspectives and practices. The Journal of Educational Research 41 (5). 373—380. https://link.springer.com/article/10.1007/s10643-012-0573-2Snyder, Hannah. (2019). Literature review as a research methodology: An overview and guidelines. Journal of Business Research. Journal of Business Research 104. 333–-339. https://www.sciencedirect.com/ science/article/pii/S0148296319304564Suyadi. (2016). Perencanaan dan Asesmen Perkembangan pada Anak Usia Dini (Studi Kasus pada Lembaga Pendidikan Anak Usia Dini (PAUD/TK/RA) di Daerah Istimewa Yogyakarta. Golden Age Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini 1 (1). 65—74. http://ejournal.uin-suka.ac.id/tarbiyah/index.php/goldenage/article/view/1251Utsman. (2013). Pengembangan Model Instrumen Asesmen Pencapaian Perkembangan Fisik Motorik Anak pada Taman Kanak-Kanak. Lembaran Ilmu Kependidikan 42 (1), 63—69. https://journal.unnes.ac.id/ nju/index.php/LIK/article/view/2698von Suchodoletz, A., Trommsdorff, Heikamp, T., Wieber, F. & Gollwitzer, P.M. (2009). Transition to school: The role of kindergarten children's behavior regulation. Learning and Individual Differences 19 (4). 561—566. https://www.sciencedirect.com/science/article/abs/pii/S1041608009000545?via%3DihubWahyuningsih, Riris. (2019). Studi Observasi Asesmen Perkembangan Bahasa Anak (Studi Kasus di TK Jogja Green School). Islamic EduKids: Jurnal Pendidikan Anak Usia Dini 1 (1). 8—12. https://journal.uinmataram.ac.id/ index.php/IEK/article/view/1810

Artikel ini bertujuan untuk (1) mendeskripsikan bagaimana kegagalan pelaksanaan AA pada pelajaran PAI di sekolah dan madrasah di Indonesia, (2) menjelaskan mengapa kegagalan tersebut terjadi dan (3) menjelaskan apa implikasi dari kegagalan itu. Dengan metodologi penelitian pustaka sistematis (systematic literature review), artikel ini telah meneliti 27 pustaka hasil penelitian tentang praktik AA. Artikel ini berkesimpulan bahwa (1) kegagalan pelaksanaan AA itu berupa sedikitnya karakteristik AA yang terdapat dalam praktik-praktik AA tersebut. (2) Kegagalan ini disebabkan guru-guru PAI-nya tidak memahami AA, karena kurangnya sosialisasi dan pelatihan AA. (3) Kegagalan ini berimplikasi pada siswa-siswa yang tidak terdidik untuk menerapkan pengetahuan, keterampilan berpikir tingkat tinggi dan sikap dalam kehidupan riil, mengidentifikasi dan menyelesaikan masalah-masalah umat Islam yang kompleks, berkolaborasi, dan mengonstruksi pengetahuan.

Waste or additional costs in infrastructure projects such as jetty projects are often caused by rework. Besides having an impact on costs, rework is also a very significant contributor to waste or add time which causes delays in the completion schedule of the project. A lot of research on rework has been carried out on both building and road construction projects, but there is no jetty construction project. This study aims to develop improvement scenarios to minimize the emergence of rework on pier infrastructure projects by modeling and simulating cost performance. The research variables were obtained based on the results of a literature study by asking for opinions from experts who are compatible in their scope. The initial model used the causal loop diagram form which was later developed into a Stock Flow Diagram, after which a repair simulation was carried out using the system dynamics method to determine the effect on cost performance. From the research results obtained 14 factors that affect the cost and time performance on the jetty project, the implementation of system dynamics can provide the optimum solution with the ability to reduce the percentage of the number of reworks by 24.12% for 12 months.

In the field of classroom educational assessment or evaluation, there is a research gap in the development of three educational assessment paradigms: assessment of learning, assessment for learning, and assessment as learning. The paper aims to fill the gap by describing the development. The research methodology employed was literature review. The results indicated that two phases of the development are early and advanced ones. In the early phase, some educational stakeholders hoped to orient educational assessment toward learning, not only assessing. The early phase originated the assessment as learning which showed differences among the three paradigms. In the advanced phase, the assessment as learning together with the assessment of learning and the assessment for learning were applied in various classes in schools and higher education in many countries. The application generated scientifically empirical shreds of evidence of strengths and weaknesses and future progress of particularly the assessment as learning.