MENGKAJI PERKEMBANGAN POTENSI PEMBELAJARAN PELAJAR BERPRESTASI RENDAH MELALUI PENTAKSIRAN DINAMIK DALAM TOPIK ELEKTROKIMIA

Abstract

Dynamic assessment is a form of assessment inspired by the concept of the Zone of Proximal Development (ZPD) within Vygotsky’s Sociocultural Theory framework, which emphasises social interaction through mediation to enhance individual learning potential and development. Dynamic assessment does not separate assessment and mediation (also known as scaffolding or guidance) into two distinct activities. Instead, in dynamic assessment, assessment and mediation are integrated as a single activity that allows any errors, difficulties or misconceptions experienced by students to be detected and appropriately addressed during the assessment process. Although dynamic assessment has long been studied in its implementation across various age groups with average and high performance in English subjects, it has been less explored in the context of STEM subjects, particularly chemistry, especially among low-performing students. This study aims to examine the development of learning potential among low-performing students in the topic of electrochemistry using a dynamic assessment procedure. Four students enrolled at a matriculation college were selected using purposive sampling. The study adapted an intervention-based dynamic assessment procedure in which the research process was divided into five implementation phases: pre-test phase, individual mediation phase, post-test phase, group mediation phase, and post-test phase 2. The interactions between the researcher and students during the mediation phases were recorded and analysed using thematic analysis techniques to examine the learning development processes that occurred. LPS 1, LPS 2, and microgenetic analysis were used to measure students' learning development. The findings indicate that dynamic assessment successfully enhanced the learning potential of low-performing students as the interaction provided insights into the students’ actual capabilities and enabled the teacher to offer appropriate mediation based on individual differences.