Improving Students' Mathematical Conceptual Understanding of Polyhedra through Formative Assessment
DOI:
https://doi.org/10.29407/4hk1tb91Keywords:
formative assessment,, classroom action research, , mathematical conceptual understanding, , polyhedra.Abstract
This study aimed to describe the implementation of formative assessment within Classroom Action Research (CAR) and to improve students’ mathematical conceptual understanding of polyhedra. The participants were 27 Grade VIII students at MTs Darul Ihsan Nganjuk in the 2025/2026 academic year. The study consisted of a pre-cycle stage, Cycle I, and Cycle II, with each cycle involving planning, action, observation, and reflection. Formative assessment was implemented through oral questioning, student worksheets, practice tasks, classroom discussions, collaborative correction, and feedback. Data were collected through tests, observations, and documentation and analyzed descriptively. The mean score increased from 52.64 in the pre-cycle stage to 74.67 in Cycle I and 91.26 in Cycle II. The findings indicate that formative assessment integrated with feedback, instructional follow-up, and CAR reflection can progressively improve students’ mathematical conceptual understanding of polyhedra.
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Copyright (c) 2026 Addin Zuhrotul Aini, Sabella Putri Dayana, Sherly Mayfana Panglipur Yekti (Author)
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