Ida Bagus Putu Mardana, Gaguk Margono, I. Made Candiasa
This study examined the impact of formative exam forms and the experiential learning model on the science learning of first state junior high school students. A 2×2 factorial design was used, with 111 students selected from 205. Data were collected using a diagnostic test, essay, and objective test instruments. MANCOVA was used to evaluate the data. Results showed that there was an interaction effect between learning models and formative tests on students’ science learning outcomes (F = 111.2; p <.05), students following the experiential learning model had higher learning outcomes than those following the direct learning model (t =-5.401; p <.05). Students learning with essay tests had higher outcomes than those learning with multiple-choice tests (t =-6.176; p <.05). According to the study, to improve the caliber of scientific instruction in junior high school, teachers should implement the experiential learning approach in conjunction with an essay test. © 2025 Kasetsart University.
Department of Physics Education, Faculty of Math and Science, Universitas Pendidikan Ganesha, Bali, 81116, Indonesia; Educational Research and Evaluation Study Program, Graduate Faculty, Universitas Negeri Jakarta, Jakarta Timur, 13220, Indonesia
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