Development of a Digital Test Instrument for the Integrated Science Course at Universitas Serambi Mekkah
Abstract
Digital assessment is increasingly used in higher education, but a platform is educationally useful only when its content, interface, and implementation are aligned with the course context. This study developed a Socrative-supported digital test instrument for the Integrated Science course at Universitas Serambi Mekkah and examined its initial feasibility. A Research and Development design comprised five stages: needs analysis, product design, expert validation, revision, and limited implementation. Forty students who had taken Integrated Science were selected purposively: 5 from Physics Education, 13 from Biology Education, and 22 from Chemistry Education. Data were collected using a needs-observation sheet, two 12-item expert-validation sheets, and a 15-item student-response questionnaire. All expert-validation items used a consistent five-point scale. The content expert awarded 57 of 60 points (95.00%), and the media expert awarded 53 of 60 points (88.33%); both results met the study’s highly valid criterion. Student responses were positive for 16 students (40.0%), moderately positive for 18 (45.0%), and negative for 6 (15.0%). The product therefore showed strong initial content and media feasibility and was acceptable to most participants in limited use. These findings do not establish empirical item validity, test reliability, comparative effectiveness, or learning gains; those outcomes require broader psychometric and experimental evaluation.
Keywords
digital assessmentIntegrated ScienceResearch and DevelopmentSocrativetest instrumentReferences
Abdulla, M. H. (2018). The use of an online student response system to support learning of physiology during lectures to medical students. Education and Information Technologies, 23(6), 2931–2946. https://doi.org/10.1007/s10639-018-9752-0
Balta, N., Perera-Rodríguez, V.-H., & Hervás-Gómez, C. (2018). Using Socrative as an online homework platform to increase students’ exam scores. Education and Information Technologies, 23, 837–850. https://doi.org/10.1007/s10639-017-9638-6
Balta, N., & Tzafilkou, K. (2019). Using Socrative software for instant formative feedback in physics courses. Education and Information Technologies, 24(1), 307–323. https://doi.org/10.1007/s10639-018-9773-8
Gall, M. D., Gall, J. P., & Borg, W. R. (2003). Educational research: An introduction (7th ed.). Allyn & Bacon.
Gikandi, J. W., Morrow, D., & Davis, N. E. (2011). Online formative assessment in higher education: A review of the literature. Computers & Education, 57(4), 2333–2351. https://doi.org/10.1016/j.compedu.2011.06.004
Guarascio, A. J., Nemecek, B. D., & Zimmerman, D. E. (2017). Evaluation of students’ perceptions of the Socrative application versus a traditional student response system and its impact on classroom engagement. Currents in Pharmacy Teaching and Learning, 9(5), 808–812. https://doi.org/10.1016/j.cptl.2017.05.011
Heil, J., & Ifenthaler, D. (2023). Online assessment in higher education: A systematic review. Online Learning, 27(1), 187–218. https://doi.org/10.24059/olj.v27i1.3398
Hunsu, N. J., Adesope, O., & Bayly, D. J. (2016). A meta-analysis of the effects of audience response systems (clicker-based technologies) on cognition and affect. Computers & Education, 94, 102–119. https://doi.org/10.1016/j.compedu.2015.11.013
Nikou, S. A., & Economides, A. A. (2017). Mobile-based assessment: Investigating the factors that influence behavioral intention to use. Computers & Education, 109, 56–73. https://doi.org/10.1016/j.compedu.2017.02.005
Pellegrino, J. W., Chudowsky, N., & Glaser, R. (Eds.). (2001). Knowing what students know: The science and design of educational assessment. National Academy Press. https://doi.org/10.17226/10019
Rizal, S., Kasmawati, Walidain, B., Wahyuni, A., & Musdar. (2019). Student perception toward e-learning in Primary School Teacher Education Department students of Serambi Mekkah University. Journal of Physics: Conference Series, 1232(1), Article 012053. https://doi.org/10.1088/1742-6596/1232/1/012053
Rizal, S., Azzarkasyi, M., Firmansyah, J., & Ibrahim. (2023). Perceptions of science teachers in developing student learning outcomes instruments online. Jurnal Penelitian Pendidikan IPA, 9(9), 6957–6961. https://doi.org/10.29303/jppipa.v9i9.4161
Roman, C., Delgado, M. A., & García-Morales, M. (2021). Socrative, a powerful digital tool for enriching the teaching–learning process and promoting interactive learning in chemistry and chemical engineering studies. Computer Applications in Engineering Education, 29(6), 1542–1553. https://doi.org/10.1002/cae.22408
Shute, V. J. (2008). Focus on formative feedback. Review of Educational Research, 78(1), 153–189. https://doi.org/10.3102/0034654307313795
Stödberg, U. (2012). A research review of e-assessment. Assessment & Evaluation in Higher Education, 37(5), 591–604. https://doi.org/10.1080/02602938.2011.557496
Tautz, D., Sprenger, D. A., & Schwaninger, A. (2021). Evaluation of four digital tools and their perceived impact on active learning, repetition and feedback in a large university class. Computers & Education, 175, Article 104338. https://doi.org/10.1016/j.compedu.2021.104338
Copyright & License
© 2026 Mhd. Rufil Illiyin, Mahyana Mahyana, Muhammad Azzarkasyi (Author)
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
