Assessment Differentiation Workshop as an Innovation to Strengthen Student Creativity and Critical Reasoning

Lydia Valensia

doi:10.47239/je9qnp64

Authors

Lydia Valensia SMA Negeri 5 Palembang, Indonesia

DOI:

https://doi.org/10.47239/je9qnp64

Keywords:

assessment, creativity, critical reasoning, differentiated instruction, workshop

Abstract

This study examines students’ creativity and critical reasoning during learning through ADIL (Assessment–Differentiation–Workshop), an instructional innovation integrating non-cognitive diagnostic assessment, differentiated learning, and a workshop-style exhibition of student products. The study used a qualitative descriptive best-practice design involving 32 Grade XII Science 1 students at SMA Negeri 5 Palembang. Data were obtained through non-cognitive diagnostic assessment, classroom observation, student worksheets, problem-posing activities, and evaluation of products displayed in the workshop. The findings show progressive movement in critical-reasoning performance across meetings. By the fourth observation, 75.00% of students were classified as proficient or highly proficient on Indicator 1 (questioning), while 71.88% reached those categories on Indicator 2 (identifying, clarifying, and processing information and ideas). Creativity was particularly evident during the final workshop: 81.25% of students were classified as highly proficient in generating original ideas and producing original works or actions. The findings indicate that ADIL provides a structured way to respond to learner diversity while creating opportunities for questioning, contextual problem posing, product creation, peer interaction, and public presentation. Because the study is descriptive and involves one class, the results should be interpreted as evidence of classroom improvement rather than causal effectiveness.

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