Research Article
Cultivating Multicultural Literacy and Pedagogical Innovation Through Rumah Pendidikan’s Evaluative Framework
Moch Rifqy Fauzan Rizani*
Issue:
Volume 15, Issue 2, June 2026
Pages:
27-33
Received:
23 June 2026
Accepted:
11 July 2026
Published:
6 August 2026
Abstract: Education stands as the fundamental pillar in shaping the character and values of future generations. In an era defined by rapid technological advancement, the integration of digital platforms into the learning process has become an essential endeavor to improve educational quality. Recognizing this need, the Indonesian Ministry of Education, Culture, Research, and Technology (Kemendikdasmen) introduced "Rumah Pendidikan," a digital platform designed to serve as a strategic ecosystem for contemporary education. This platform is a timely innovation, aiming to create a learning environment that is adaptive, inclusive, and highly relevant to the challenges of the modern age. The purpose of this research is to explore and analyze how the specific features within the Rumah Pendidikan platform can be effectively utilized to facilitate three critical educational pillars: comprehensive assessment, pedagogical innovation, and the advancement of multicultural education. By examining these functionalities, this study seeks to understand how technology can serve as more than just a tool for knowledge transfer, but also as a vital space for nurturing tolerance and appreciation for diversity among students across the Indonesian archipelago. This research employs a qualitative descriptive method, utilizing library research to gather insights. The analysis is built upon an extensive review of policy documents, academic literature, and relevant references concerning the digitization of education to provide a holistic view of the platform’s potential. The findings indicate that Rumah Pendidikan possesses significant capacity to function as a medium for assessment, innovation, and multicultural education. The platform’s features provide educators with the resources to perform more personalized evaluations, foster creative teaching practices, and systematically integrate multicultural values into daily learning. Ultimately, Rumah Pendidikan serves as a catalyst for building an educational ecosystem that is not only academically excellent but also deeply rooted in the spirit of inclusivity and unity in diversity.
Abstract: Education stands as the fundamental pillar in shaping the character and values of future generations. In an era defined by rapid technological advancement, the integration of digital platforms into the learning process has become an essential endeavor to improve educational quality. Recognizing this need, the Indonesian Ministry of Education, Cultu...
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Research Article
Formative Feedback in a Resource-Constrained Ethiopian Primary School: Teacher Practice, Student Engagement, and Context
Seboka Geleta Tonkolu*
Issue:
Volume 15, Issue 2, June 2026
Pages:
34-42
Received:
18 August 2026
Accepted:
10 September 2026
Published:
24 September 2026
Abstract: Formative feedback is central to assessment for learning because it can help learners understand expectations, identify gaps in understanding, and improve subsequent learning. However, less is known about how formative feedback is understood and enacted in resource-constrained primary-school contexts. This study explored how Ethiopian primary-school teachers understand and enact formative feedback and how teacher, student, and contextual conditions shape feedback practices. Guided by Social Cognitive Theory (SCT), the study employed a qualitative instrumental case-study design at a government primary school in Asella, Oromia Regional State, Ethiopia. Data were collected through semi-structured interviews with five teachers and the school principal, classroom observations, and a focus group discussion involving five students and three Parent–Teacher Association representatives. Data were analyzed using reflexive thematic analysis, with SCT applied as an interpretive lens. Four themes emerged: teachers’ understanding and enactment of feedback; feedback, student engagement, and learning experiences; contextual conditions supporting feedback; and challenges and tensions affecting implementation. Teachers generally understood feedback as supporting learning, motivation, confidence, and participation. However, observations revealed a gap between formative intentions and enacted practices, with whole-class oral correction more common than sustained dialogue, individualized feedback, and opportunities for revision. Large classes, limited instructional time, assessment pressures, resource constraints, and differences in student engagement shaped implementation. The findings indicate that strengthening formative feedback requires teacher and student feedback literacy, relevant professional learning, and school conditions that enable dialogue, reflection, and revision.
Abstract: Formative feedback is central to assessment for learning because it can help learners understand expectations, identify gaps in understanding, and improve subsequent learning. However, less is known about how formative feedback is understood and enacted in resource-constrained primary-school contexts. This study explored how Ethiopian primary-schoo...
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