Development of formative assessment in history lessons with research-based learning model to measure historical thinking skills

This study aims to develop a valid, practical, and effective formative assessment framework tailored for history education, utilizing a research-based learning model within the History Education Study Program at the University of Riau. By adopting Plomp's educational development model, the research emphasizes three core criteria: validity, practicality, and effectiveness. The methodology is structured into two main phases: the predevelopment phase and the development phase. The predevelopment phase is further divided into three stages: initial investigation, design phase, and realization phase. These stages focus on understanding the educational context, designing assessment tools, and realizing the initial framework. The development phase encompasses testing, evaluation, and revision stages, ensuring that the assessment tools are refined and optimized for educational use. The study's findings reveal a comprehensive set of assessments specifically designed for history education, utilizing the research-based learning model. The trial results indicate that the formative assessment framework successfully meets the criteria of validity, practicality, and effectiveness. The validity of the formative assessment and its associated tools is categorized as excellent, demonstrating a robust alignment with educational standards and objectives. Furthermore, the practicality and effectiveness of the formative assessment and all implemented tools are rated as very practical and effective, highlighting their ease of use and positive impact on learning outcomes. The research further indicates that the effectiveness of alternative assessments, based on both process and learning outcomes, shows a consistent improvement trend, categorizing them as good. This study not only contributes to the enhancement of formative assessments in history education but also provides a model that can be adapted to other educational contexts. The implications of this research suggest significant potential for improving teaching strategies and student engagement through well-designed assessment tools, ultimately contributing to the advancement of educational practices.