Improving Global Competence in Students: Creating a Pro-Validate-Based Learning Assessment Framework

Sri Handayani; Muhammad Hasyim Ibnu Abbas; Andy Prasetyo  Wati; Evania Yafie

doi:10.17977/UM014v18i2p180

Authors

Sri Handayani Faculty of Economics and Business, Universitas Negeri Malang
Muhammad Hasyim Ibnu Abbas Faculty of Economics and Business, Universitas Negeri Malang
Andy Prasetyo Wati Faculty of Economics and Business, Universitas Negeri Malang
Evania Yafie Faculty of Education, Universitas Negeri Malang

DOI:

https://doi.org/10.17977/UM014v18i2p180

Keywords:

global competence, pro-validate, learning assessment

Abstract

This study aims to develop a learning assessment framework, Pro-Validate, designed to enhance global competence in students, in line with the principles of the Merdeka Curriculum. Pro-Validate emphasizes assessments that are productive, objective, valid, accountable, fair, and integrated with technology, catering to the needs of modern learning environments. The study utilizes the ADDIE development model to create, validate, and test this evaluation framework in high schools across East Java. The results demonstrate that Pro-Validate effectively provides a comprehensive assessment aligned with learning objectives, fosters student-centered learning, and supports the development of global literacy skills. Validation from education experts and field trials confirm the framework's feasibility and effectiveness, making it suitable for broader implementation. Pro-Validate offers a structured approach to measuring and enhancing student progress in a fair, transparent, and holistic manner, facilitating improved learning outcomes and better preparation for global challenges.

References

Anggraena, L., Pramudya, A., & Surjanti, H. (2022). Interactive learning as an approach to increasing student motivation in the Merdeka curriculum context. Journal of Educational Innovation, 15(2), 45-57

Anggraena, Y., Ginanto, D., Felicia, N., Andiarti, A., Indriyati Herutami, Alhapip, L., Iswoyo, S., Hartini, Y., & Mahardika, R. L. (2022). Panduan pembelajaran dan asesmen, pendidikan anak usia dini, pendidikan dasar dan menengah. In Badan Standar, Kurikulum, dan Asesmen Pendidikan Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi Republik Indonesia.

Birgili, B. (2015). Creative and critical thinking skills in problem-based learning environments. Journal of Gifted Education and Creativity, 2(2), 1-10. https://doi.org/10.18200/jgedc.2015214253

Chang, D. H., Lin, M. P. C., Hajian, S., & Wang, Q. Q. (2023). Educational design principles of using AI chatbot that supports self-regulated learning in education: Goal setting, feedback, and personalization. Sustainability, 15(17), 12921.

Dewi, U., Sumarno, A., & Susarno, L. H. (2022). Pembelajaran daring untuk mendukung implementasi Merdeka Belajar Kampus Merdeka (MBKM). Jurnal Teknologi Pendidikan, 10(01), 1–14.

Elangovan, N., & Sundaravel, E. (2021). Method of preparing a document for survey instrument validation by experts. MethodsX, 8, 101326.

El Galad, A., Betts, D. H., & Campbell, N. (2024, April). Flexible learning dimensions in higher education: aligning students’ and educators’ perspectives for more inclusive practices. In Frontiers in Education (Vol. 9, p. 1347432). Frontiers Media SA.

Kusdarini, E. (2025). Implementation of the merdeka curriculum in the planning, implementation, and assessment of Pancasila Education Learning in senior high schools. Jurnal Penelitian Pendidikan IPA, 11(2), 508-515.

Ministry of Communication and Information. (2020). Regulation of the Minister of Education and Culture No. 16/2020 about the Merdeka Curriculum. Jakarta: Ministry of Education and Culture of the Republic of Indonesia.

OECD. (2020). PISA 2018 Global competences. The Ministry of Education, Vol. I.

Ramadhan, M. Q., & Inayati, N. L. (2024). Benefits of digital tools in learning evaluation. Jurnal Pelita Nusantara, 2(1), 91-96.

Rizki, R. A., & Fahkrunisa, L. (2022). Evaluation of implementation of independent curriculum (kurikulum merdeka). Journal of Curriculum and Pedagogic Studies (JCPS), 1(1), 32-41.

Sherly, S., Aulia, N., & Wahyudi, M. (2020). The impact of a flexible approach to education on enhancing global competencies in students. Journal of Educational Research, 12(1), 22-35.

Subasman, H. (2019). Holistic assessment: A strategy for improving student learning outcomes. Journal of Educational Assessment, 11(2), 103-112.

Syafrizal, T. (2023). Analisis implementasi kurikulum Merdeka dalam perspektif teori belajar humanistik di MTSN 3 dan MTSN 19 Jakarta. In Repository.Uinjkt.Ac.Id. https://repository.uinjkt.ac.id/dspace/handle/123456789/74388

Waikelak, K., Mukhlis, I., & Wahyono, H. (2023). Analysis of learning systems perspective of economic learning programs. International Journal of Humanities Education and Social Sciences (IJHESS), 2(5), 1753–1760. https://doi.org/10.55227/ijhess.v2i5.481

Wang, J., Putra, S., & Yuliana, I. (2023). Educational achievement gaps in Indonesia: A focus on literacy and numeracy across regions. International Journal of Educational Studies, 19(3), 238-251.

Wani, B., Fuzita, M., & Samri, F. (2022). Pengembangan bahan ajar elektronik flipbook pada materi teknik dasar service backhand permainan tenis meja bagi mahasiswa PJKR STKIP Citra Bakti. Jurnal Pendidikan Olahraga, 11(2), 244–254. https://doi.org/10.31571/jpo.v11i2.4502

Yusnita, R., Wijaya, H., & Arifin, A. (2021). Challenges and solutions in conducting student assessments in remote areas of Indonesia. Indonesian Journal of Education, 9(1), 42-59.