A Digital Portfolio Based Formative Assessment Model in the Merdeka Curriculum: Effects on Elementary Students' Self-Regulated Learning and Academic Achievement

Abstract

The Merdeka Curriculum positions formative assessment as a strategic instrument for competency development, yet its implementation in elementary schools remains hindered by conventional approaches lacking sustained reflection and feedback. This study examines the impact of a digital portfolio-based formative assessment model on students’ self-regulation and learning outcomes. A quasi-experimental nonequivalent control group pretest-posttest design, enriched with exploratory qualitative components, was applied to 142 fifth-grade students from two public elementary schools in Sleman Regency. Instruments included a learning outcome test (α=0.87), a Self-Regulated Learning questionnaire (α=0.91), a digital portfolio rubric, and interview guidelines. Data were analyzed using ANCOVA and thematic analysis. Results indicated significant improvements in self-regulation (F(1,139)=48.32, p<0.001, η²=0.26) and learning outcomes (F(1,139)=31.15, p<0.001, η²=0.18) in the experimental group. Qualitative analysis revealed four SRL-promoting mechanisms: structured goal planning, visual progress monitoring, feedback-based reflection, and strategy adaptation. The novelty lies in integrating the formative assessment cycle with self-regulation phases within a measurable digital portfolio ecosystem, alongside providing an adoptable operational model. This model is recommended as an instrument to strengthen the Pancasila Student Profile through reflective and autonomous learning.