Facilitating the Utilization and Refinement of the Sains Masemba Application to Support Science Assessment Readiness at MTsN 9 Bantul
Keywords:
Sains Masemba application, digital science assessment, Participatory Action Research, user experienceAbstract
Design/methods/approach – The program employed Participatory Action Research through two cycles. Cycle I involved 49 ninth-grade students and one science teacher on 13–15 June 2026. Cycle II implemented application version 18 and involved 59 students and three teachers on 23–24 June 2026. Data were collected using four-point Likert questionnaires, open- and semi-open-ended questions, usage observations, and application documentation. The analysis included descriptive statistics, internal consistency testing, a Wilcoxon signed-rank test involving 49 students who participated in both cycles, and descriptive thematic coding.
Findings – Students’ mean response increased from 3.31, or 82.86% of the maximum score, in Cycle I to 3.81, or 95.17%, in Cycle II. Positive responses increased from 94.90% to 99.83%. Paired data showed an increase from 3.31 to 3.82, with 44 students improving, five remaining unchanged, and none declining. The difference was statistically significant (p < 0.001; r = 0.87). Teacher responses increased descriptively from 85.00% to 98.33%. Performance, access, and connectivity concerns decreased from 26.53% to 8.47%.
Research implications/limitations – The findings represent perceived usability rather than learning achievement. Future evaluations should include technical logs, task-completion data, and paired learning outcomes.
Originality/value – This program demonstrates how participatory feedback and iterative application refinement can improve digital science assessment experiences in a madrasah context.
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