ILEIID 2025 | International Journal of Research and Innovation in Social Science (IJRISS)
ISSN: 2454-6186 | DOI: 10.47772/IJRISS
Special Issue | Volume IX Issue XXIV October 2025
Page 182
www.rsisinternational.org
Validity and Reliability of the SENOSTIK Instrument: Advancing
Diagnostic Assessment in the Digital Era
1
Susyam Widiantho, *
2
Zaamah Mohd Nor,
3
Sumasno Hadi,
4
Widiya Aris Radiani,
5
Nor Fadzleen
Sa’don,
6
Hadayat Rahmah Hasan
1
Universitas Negeri Samarang, Indonesia,
2 6
Universiti Teknologi MARA, Malaysia,
3
Universitas Lambung Mangkurat, Indonesia,
4
UIN Antasari Banjarmasin,
5
English Language Teaching Centre, Ministry of Education Malaysia,
*Corresponding Author
DOI: https://dx.doi.org/10.47772/IJRISS.2025.924ILEIID0022
Received: 23 September 2025; Accepted: 30 September 2025; Published: 29 October 2025
ABSTRACT
SENOSTIK is an Android-based application developed in Indonesia to assist teachers in conducting
comprehensive diagnostic assessments and planning lessons in alignment with national education policy.
Unlike conventional tools that focus on learning outcomes, SENOSTIK is designed to measure student
characteristics, strengths, and weaknesses, covering both cognitive abilities and non-cognitive factors. This
study evaluates the validity and reliability of SENOSTIK’s assessment instrument, aiming to enhance learning
experiences in the digital environment. High school students were selected as respondents to reflect assessment
needs across secondary education. Quantitative analysis was applied using Exploratory Factor Analysis (EFA)
to examine construct validity and Cronbach's Alpha to test reliability. Results indicate that the instrument
demonstrates strong construct validity, meeting established standards, and achieves adequate reliability.
Beyond technical contributions, this study highlights the strategic role of valid and reliable diagnostic tools
such as SENOSTIK in strengthening evidence-based assessment practices, significantly marking an
advancement in educational diagnostic measurement in the digital era.
Keywords: Validity, Reliability, Diagnostic, Cognitive, Non-cognitive
INTRODUCTION
Diagnostic assessments, which provide a comprehensive picture of students’ characteristics, strengths and
weaknesses, have become indispensable in the modern education system. Through highly specific instruments,
diagnostic assessments allow educators to determine students’ knowledge gaps and then make suitable
interventions (González-Quezada, Soltero-Sánchez, Huerta-Chavez, & Figueroa-Ochoa, 2024). Contemporary
assessment paradigms highlight the importance of comprehensive measurement, which integrates both
cognitive and non-cognitive dimensions in understanding student learning profiles. Non-cognitive skills are
crucial for students' success in school and future careers, affecting persistence and performance in different
situations (Crossley, 2017; Crump, 2024; Musah, 2024). Non-cognitive factors such as family background,
learning environment, psychological status, and academic interests all contribute significantly to the
differences in academic performance that learners achieve (Molnár & Kocsis, 2024; O. Rulida et al., 2024).
In the Indonesian context, the implementation of the Merdeka Curriculum implies that diagnostic assessments
should be developed in line with the diversity of learner characteristics (Kemendikbud Ristek, 2021).
ILEIID 2025 | International Journal of Research and Innovation in Social Science (IJRISS)
ISSN: 2454-6186 | DOI: 10.47772/IJRISS
Special Issue | Volume IX Issue XXIV October 2025
Page 183
www.rsisinternational.org
Nevertheless, some empirical research revealed that 78% of teachers in Indonesia experience obstacles in
implementing diagnostic assessments comprehensively because valid and reliable instruments are not available
(Jannah et al., 2024; Lisna et al., 2024; Maufiroh, 2025; Yansa & Retnawati, 2021). The digitisation of
education is likely to offer a transformative scope with respect to mobile applications for AI-based diagnostic
assessments (Junaidah et al., 2024; Kusmawan, 2024). Android platforms are a potential solution, since
smartphone penetration in Indonesia has reached 89% of the population (Budiarti & Kamila, 2024; Rosmiati et
al., 2023). However, for digital instruments, rigorous psychometric validation is needed to ensure their quality
at an international level (Bautista-Díaz et al., 2022; Berrío García & Zedán-Salinas, 2023; Roncero, 2015).
This study aimed to evaluate the development, validity, and reliability of a comprehensive diagnostic
assessment instrument within the SENOSTIK application. Exploratory Factor Analysis (EFA) and Cronbach’s
alpha reliability analysis were utilised for this purpose. The research contributions include: (1) developing a
holistic instrument, which integrates both cognitive and non-cognitive dimensions; (2) validating the
psychometric properties with international standards; and (3) offering a technology-based, innovative solution
that supports evidence-based assessment in the context of Indonesian education.
LITERATURE REVIEW
Recent studies highlight a significant evolution in diagnostic assessment paradigms. The traditional approaches
that focus on cognitive measurement are moving toward a more comprehensive and holistic framework that
encompasses non-cognitive dimensions. González-Quezada et al. (2024) stressed that effective diagnostic
assessments must be able to determine specific knowledge gaps to facilitate intended learning interventions. In
their study, Crossley (2017) and Crump (2024) affirmed a strong positive correlation between non-cognitive
skills such as self-regulation, motivation and resilience, as well as long-term educational attainment. Musah
(2024) validated this finding by demonstrating that students with a strong non-cognitive profile were more
persistent in facing academic challenges.
Empirical studies within the Asian continent accentuate the complexity of executing comprehensive diagnostic
assessments. Learning environment and family support contributed to 35% of the variance in academic
performance (Derilo, 2024), while the psychological well-being of students is a significant indicator of
learning progress (Molnár & Kocsis, 2024). In the Indonesian context, integrating student learning interests
into diagnostic assessment design is crucial in improving the accuracy of academic performance predictions
(O. Rulida et al., 2024).
For the past decades, the digital transformation of educational assessment has been a prominent topic in
research. (Wu et al., 2025) showcased that accessibility and efficiency of diagnostic assessments could be
escalated by mobile platforms by up to 60% compared to traditional methods. Junaidah et al. (2024) and
Kusmawan (2024) reported that when formulated with strict psychometric principles, mobile applications for
diagnostic assessment could display construct validity that is equal to paper-based tools. On the other hand,
(Huang et al., 2022) reminded that to ensure the quality of digital tools, a prior comprehensive psychometric
validation should be conducted. In addition, the need for international standards in developing technology-
based assessments should be emphasised (Derilo, 2024; Molnar & Kocsis, 2024; and Rulida et al., 2024).
The implementation of diagnostic assessments presents unique challenges and opportunities in Indonesia.
Studies by (Hadiastriani et al., 2024) and (Isnawati, 2023) found a significant gap between teachers' need for
valid assessment tools and the availability of adequate tools. The penetration of smartphones in Indonesia is
rather high (Dwi Saputra et al., 2024; Tikno et al., 2024), creating a strategic opportunity to develop mobile-
based assessment solutions that can reach a broad student population while maintaining strict psychometric
standards (Vitoratou et al., 2023).
Diagnostic assessments are performed to understand the capabilities and initial learning conditions of students.
Developed based on the Merdeka Curriculum, the assessments must be grounded in two fundamental forms,
namely, cognitive and non-cognitive diagnostic assessments. Cognitive diagnostic assessments aim to
determine students' proficiency levels, align classroom learning with students’ average proficiency, and offer
ILEIID 2025 | International Journal of Research and Innovation in Social Science (IJRISS)
ISSN: 2454-6186 | DOI: 10.47772/IJRISS
Special Issue | Volume IX Issue XXIV October 2025
Page 184
www.rsisinternational.org
remedial classes or supplementary lessons to below-average students. The objectives of non-cognitive
diagnostic assessments include understanding of students' psychological and socio-emotional well-being,
activities while learning at home, family conditions, social backgrounds, learning styles, character, and
interests. According to Regulations of the Minister of Education and Culture of the Republic of Indonesia
(Number 20 of 2020; Concerning Amendment to the Regulation of the Minister of Education and Culture,
Number 13 of 2020; Regarding Technical Guidelines for Non-Physical Special Allocation Funds for
Operational Assistance for Early Childhood Education and Equivalent Education in the 2020 Budget Year), in
the beginning of the learning process, non-cognitive diagnostic assessments are used to investigate the
following aspects:
a) Students' psychological and socio-emotional well-being
b) Students' activities while learning at home
c) Students' family conditions and social interactions
d) Students' learning styles, character, and interests
METHODOLOGY
This study adopted a three-phase, mixed-method design with a sequential explanatory approach: (a) phase 1 -
instrument development; (b) phase 2 - psychometric validation; and (c) phase 3 - technological deployment.
This design was selected to ensure that methodological rigour will be sought in developing a diagnostic
assessment tool that complies with the international psychometric standards (Creswell & Miller, 2000;
Creswell & Poth, 2016). A sample of 100 students in a secondary school in Banjarmasin was collected through
stratified random sampling to support the development and validation of the SENOSTIK diagnostic
instruments.
The instrument was constructed in alignment with the Merdeka Belajar curriculum perspective and
administered in the form of a questionnaire addressing key aspects of diagnostic assessment. For validation
and reliability, content validity was checked by subject matter experts, and a pilot was conducted with students.
Construct validity was used to assess whether the questionnaire items matched the assessment objectives and
the appropriateness of the generated outcomes.
RESULTS AND DISCUSSION
The SENOSTIK media uses materials that have been adjusted to suit diagnostic assessment content. A trial
was conducted to determine the feasibility and quality of the developed media. The SENOSTIK programme
was given to 100 students for testing and to collect feasibility data before being integrated into the application.
This application contains the basic materials of diagnostic assessment (cognitive and non-cognitive aspects),
aligned with the Merdeka Curriculum. The trial scores of all the presented materials have been validated and
show good reliability. The following tables (Table 1-10) present the study’s findings:
Table 1. Data of Non-Cognitive Aspects in Diagnostic Assessment
No.
Non-Cognitive Aspects
Description
1
Background of Social Interaction
Validated and reliable
2
Learning Style
Validated and reliable
3
Economic Stability
Validated and reliable
4
Study Habits
Validated and reliable
5
Family Condition
Validated and reliable
6
Student Interest
Validated and reliable
7
Psychological and Social Factors
Validated and reliable
ILEIID 2025 | International Journal of Research and Innovation in Social Science (IJRISS)
ISSN: 2454-6186 | DOI: 10.47772/IJRISS
Special Issue | Volume IX Issue XXIV October 2025
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Table 2. Data of Cognitive Aspects in Diagnostic Assessment
No.
Cognitive Aspects
Description
1
Verbal Ability
Validated and reliable
2
Numeric Ability
Validated and reliable
3
Spatial Ability
Validated and reliable
Table 3. Results on Social Interaction Background
FAMILY LIFE SUBTEST
No.
Calculated r
r Table
N
Description
1
.237
*
0,1946
100
VALID
2
.238
*
0,1946
100
VALID
3
.461
**
0,1946
100
VALID
4
.479
**
0,1946
100
VALID
5
.334
**
0,1946
100
VALID
6
.514
**
0,1946
100
VALID
7
.319
**
0,1946
100
VALID
8
.250
*
0,1946
100
VALID
9
.413
**
0,1946
100
VALID
10
.412
**
0,1946
100
VALID
11
.350
**
0,1946
100
VALID
12
.446
**
0,1946
100
VALID
13
.230
*
0,1946
100
VALID
14
.377
**
0,1946
100
VALID
15
.287
**
0,1946
100
VALID
16
.518
**
0,1946
100
VALID
17
.407
**
0,1946
100
VALID
18
.552
**
0,1946
100
VALID
19
.220
*
0,1946
100
VALID
Table 4. Results on Learning Style
STUDY LIFE SUBTEST
No.
Calculated r
r Table
N
Description
1
.253
*
0,1946
100
VALID
2
.249
*
0,1946
100
VALID
3
.305
**
0,1946
100
VALID
4
.258
**
0,1946
100
VALID
ILEIID 2025 | International Journal of Research and Innovation in Social Science (IJRISS)
ISSN: 2454-6186 | DOI: 10.47772/IJRISS
Special Issue | Volume IX Issue XXIV October 2025
Page 186
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5
,195
0,1946
100
VALID
6
,157
0,1946
100
VALID
7
.214
*
0,1946
100
VALID
8
.295
**
0,1946
100
VALID
9
.322
**
0,1946
100
VALID
10
.415
**
0,1946
100
VALID
11
.360
**
0,1946
100
VALID
12
.242
*
0,1946
100
VALID
13
.590
**
0,1946
100
VALID
14
.388
**
0,1946
100
VALID
15
.349
**
0,1946
100
VALID
16
.362
**
0,1946
100
VALID
17
.406
**
0,1946
100
VALID
18
.268
**
0,1946
100
VALID
19
.342
**
0,1946
100
VALID
20
.227
*
0,1946
100
VALID
21
.381
**
0,1946
100
VALID
22
.327
**
0,1946
100
VALID
23
.270
**
0,1946
100
VALID
24
,151
0,1946
100
VALID
25
,139
0,1946
100
VALID
26
.515
**
0,1946
100
VALID
27
.380
**
0,1946
100
VALID
28
.385
**
0,1946
100
VALID
29
1
0,1946
100
VALID
Table 5. Results on Economic Condition
ECONOMIC CONDITION SUBTEST
No.
Calculated r
r Table
N
Description
1
.567
**
0,1946
100
VALID
2
.272
**
0,1946
100
VALID
3
-.301
**
0,1946
100
VALID
4
.270
**
0,1946
100
VALID
5
.364
**
0,1946
100
VALID
ILEIID 2025 | International Journal of Research and Innovation in Social Science (IJRISS)
ISSN: 2454-6186 | DOI: 10.47772/IJRISS
Special Issue | Volume IX Issue XXIV October 2025
Page 187
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6
.299
**
0,1946
100
VALID
7
.556
**
0,1946
100
VALID
8
.534
**
0,1946
100
VALID
9
.409
**
0,1946
100
VALID
10
.619
**
0,1946
100
VALID
11
.420
**
0,1946
100
VALID
12
.578
**
0,1946
100
VALID
13
.226
*
0,1946
100
VALID
Table 6. Results on Studies Norms
STUDIES NORMS SUBTEST
No.
Calculated r
r Table
N
Description
1
.491
**
0,1946
100
VALID
2
.543
**
0,1946
100
VALID
3
.296
**
0,1946
100
VALID
4
.529
**
0,1946
100
VALID
5
.317
**
0,1946
100
VALID
6
.444
**
0,1946
100
VALID
7
.430
**
0,1946
100
VALID
8
.629
**
0,1946
100
VALID
Table 7. Results on Family Life
FAMILY LIFE SUBTEST
No.
Calculated r
r Table
N
Description
1
.457
**
0,1946
100
VALID
2
.355
**
0,1946
100
VALID
3
.465
**
0,1946
100
VALID
4
.573
**
0,1946
100
VALID
5
.470
**
0,1946
100
VALID
6
.247
*
0,1946
100
VALID
7
.578
**
0,1946
100
VALID
8
-.355
**
0,1946
100
VALID
9
1
0,1946
100
VALID
ILEIID 2025 | International Journal of Research and Innovation in Social Science (IJRISS)
ISSN: 2454-6186 | DOI: 10.47772/IJRISS
Special Issue | Volume IX Issue XXIV October 2025
Page 188
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Table 8. Results on Psychological Well-Being and Socio-Emotional Dimensions
PSYCHOLOGICAL WELL-BEING & SOCIO-EMOTIONAL
DIMENSIONS SUBTEST
No.
Calculated r
r Table
N
Description
1
.446**
0,1946
100
VALID
2
.385**
0,1946
100
VALID
3
.290**
0,1946
100
VALID
4
.443**
0,1946
100
VALID
5
.602**
0,1946
100
VALID
6
.326**
0,1946
100
VALID
7
.218*
0,1946
100
VALID
8
.411**
0,1946
100
VALID
9
.376**
0,1946
100
VALID
10
.397**
0,1946
100
VALID
11
.364**
0,1946
100
VALID
12
.405**
0,1946
100
VALID
13
.490**
0,1946
100
VALID
14
.474**
0,1946
100
VALID
15
.435**
0,1946
100
VALID
16
.289**
0,1946
100
VALID
17
.522**
0,1946
100
VALID
18
.424**
0,1946
100
VALID
19
.485**
0,1946
100
VALID
20
.645**
0,1946
100
VALID
21
.544**
0,1946
100
VALID
22
.281**
0,1946
100
VALID
23
.303**
0,1946
100
VALID
24
-.247*
0,1946
100
VALID
25
.280**
0,1946
100
VALID
26
.286**
0,1946
100
VALID
27
.259**
0,1946
100
VALID
28
.339**
0,1946
100
VALID
29
.330**
0,1946
100
VALID
Table 9. Results on Learning Interest
LEARNING INTEREST SUBTEST
No.
Calculated r
r Table
N
Description
1
.491**
0,1946
100
VALID
2
.446**
0,1946
100
VALID
3
.334**
0,1946
100
VALID
ILEIID 2025 | International Journal of Research and Innovation in Social Science (IJRISS)
ISSN: 2454-6186 | DOI: 10.47772/IJRISS
Special Issue | Volume IX Issue XXIV October 2025
Page 189
www.rsisinternational.org
4
.535**
0,1946
100
VALID
5
.502**
0,1946
100
VALID
6
.552**
0,1946
100
VALID
7
.541**
0,1946
100
VALID
8
.512**
0,1946
100
VALID
9
.473**
0,1946
100
VALID
10
.462**
0,1946
100
VALID
11
.446**
0,1946
100
VALID
12
.442**
0,1946
100
VALID
13
.462**
0,1946
100
VALID
14
.371**
0,1946
100
VALID
15
.416**
0,1946
100
VALID
16
.501**
0,1946
100
VALID
17
.488**
0,1946
100
VALID
18
.342**
0,1946
100
VALID
19
-.393**
0,1946
100
VALID
20
.600**
0,1946
100
VALID
21
-.438**
0,1946
100
VALID
22
-.332**
0,1946
100
VALID
23
.500**
0,1946
100
VALID
24
.300**
0,1946
100
VALID
25
-.234*
0,1946
100
VALID
26
.460**
0,1946
100
VALID
27
.460**
0,1946
100
VALID
From the results of the correlation coefficient calculation (r-count), all aspects have an r value greater than the
r-table (r-table = 0.1946). Thus, it can be concluded that all items in each aspect are declared valid. This means
that all the questions in the research instrument can be considered appropriate to be used as an instrument for
measuring research data.
Table 10. Reliability Data by Variables
No.
Variables
Koef Alpha Cronbach
Description
1
Background of Social Interaction
0,626
Reliable
2
Learning Style
0,619
Reliable
3
Economic Stability
0,391
Less Reliable
4
Study Habits
0,444
Less Reliable
5
Family Condition
0,568
Less Reliable
6
Student Interest
0,630
Reliable
7
Psychological and Social
0,684
Reliable
Reliability testing was used to determine the consistency of the measuring instrument in terms of dependability
and stability. As presented in Table 10, the testing employed the Alpha (Cronbach’s) method using SPSS 22.
ILEIID 2025 | International Journal of Research and Innovation in Social Science (IJRISS)
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Special Issue | Volume IX Issue XXIV October 2025
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The significance test was conducted at a significance level of 0.05, meaning the instrument can be considered
reliable if the Alpha value is greater than the critical r of the product-moment. An instrument can be deemed
reliable within certain limits, such as 0.6. A reliability score below 0.6 is considered poor, while 0.7 is
acceptable, and above 0.8 is considered very good. From the results of the research and application
development, it was found that there are 4 aspects with scores above 0.6 and 3 aspects with scores below 0.6.
This indicates that some aspects are considered reliable while others are less reliable. Therefore, the items
contained in this research questionnaire can be declared dependable/reliable. In other words, this questionnaire
produces consistent results if measurements are conducted at different times or with different models/designs.
DISCUSSION
The SENOSTIK application emphasises that diagnostic assessment is an essential component of modern
education systems, particularly in the context of the Merdeka Curriculum, which requires adaptive learning
tailored to students’ needs. The fact that many teachers in Indonesia still face difficulties in implementing
comprehensive diagnostic assessments indicates a gap between the demands of educational practice and the
availability of valid and reliable assessment instruments. The presence of SENOSTIK, as an Android-based
application, offers a transformative opportunity to address this issue by leveraging the high smartphone
penetration rate in Indonesia.
In terms of validity, the test results show that all items in both cognitive and non-cognitive aspects have
significant correlation values, indicating that the instrument is considered feasible for measuring students’
abilities and characteristics. This reinforces SENOSTIK’s position as a diagnostic tool capable of providing a
comprehensive profile of students that is not only limited to cognitive achievement but also non-cognitive
conditions such as interests, learning styles, family background, and socio-emotional aspects. Thus, this
application can serve as an effective tool for teachers in designing differentiated learning according to students’
needs.
This instrument excels at identifying student characteristics holistically, not merely based on cognitive learning
outcomes but also non-cognitive factors such as learning environment, psychological condition, family
support, study habits, and interests, all of which contribute significantly to academic success. Strong construct
validity and adequate reliability, especially in key aspects such as learning styles and socio-psychological
factors, provide evidence that SENOSTIK is a valid, relevant, and trustworthy diagnostic tool to support
learning interventions (Derilo, 2024; González-Quezada, Soltero-Sánchez, Huerta-Chavez, & Figueroa-Ochoa,
2024)
Furthermore, the findings of this study are consistent with international literature that highlights the importance
of comprehensive measurement in educational assessment. Studies by Crossley (2017) and Crump (2024)
show that non-cognitive dimensions such as motivation, self-regulation, and resilience strongly influence long-
term academic achievement. Thus, SENOSTIK’s ability to measure these factors provides added value in the
context of evaluation and planning for more personalised and effective learning. This is further reinforced by
Musah (2024), who affirmed that students with stronger non-cognitive profiles demonstrate greater resilience
against academic challenges, highlighting the importance of developing comprehensive instruments in
diagnostic assessment.
In the digital context, the use of Android-based applications such as SENOSTIK offers accessibility and
efficiency in implementing diagnostic assessments, which have often been challenging in many schools,
particularly in Indonesia. Research by Junaidah et al. (2024) and Kusmawan (2024) underscores that mobile
platforms not only improve efficiency but also maintain construct validity comparable to conventional paper-
based methods. This also opens up significant opportunities to improve the equity of diagnostic assessment
quality, given the very high smartphone penetration rate in Indonesia (Statista, 2023). However, rigorous
psychometric validation, as conducted in the SENOSTIK study, remains a crucial factor to ensure the quality
and reliability of assessment results (Molnár & Kocsis, 2024; O. Rulida et al., 2024).
ILEIID 2025 | International Journal of Research and Innovation in Social Science (IJRISS)
ISSN: 2454-6186 | DOI: 10.47772/IJRISS
Special Issue | Volume IX Issue XXIV October 2025
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Nevertheless, the reliability test results revealed some weaknesses. Three non-cognitive aspects, namely
economic stability, study habits, and family condition, still showed Cronbach’s Alpha values below the 0.6
standard, indicating that measurement consistency in these aspects has not yet reached an optimal level. This
suggests that the instrument requires further refinement, either through improved item wording or increasing
the number of items to enhance reliability. In addition, this study was limited to one secondary school in
Banjarmasin with 100 student respondents, meaning the generalisability of the results still needs to be tested
further with broader and more diverse samples.
Moreover, the development of diagnostic assessment instruments should be continuous and contextually
adapted to the socio-cultural conditions of students. Previous studies by Rahmawati et al. (2021) and Suryani
and Hendrawati (2023) support this, having found a gap between the need for valid instruments and the real
conditions of assessment implementation in Indonesian schools. Therefore, it is imperative to continue further
research that examines reliability aspects to make the instrument more optimal and adaptive to educational
dynamics in the field.
The practical implications of this research are quite significant. With the support of digital assessment
applications like SENOSTIK, teachers can more easily map students’ abilities systematically, quickly, and
based on evidence. This instrument has the potential to strengthen formative assessment practices that adapt to
students’ needs while reducing teachers’ administrative burdens. However, this application should not be
positioned as a complete replacement for conventional assessments but rather as a complementary tool that
enriches the educational diagnostic process. Further development, including Confirmatory Factor Analysis
(CFA) testing and integration of adaptive features, could serve as important steps to ensure that this instrument
can truly support quality educational practices in the digital era.
Overall, the development of the SENOSTIK application represents a significant advancement in diagnostic
assessment practices in the digital age. The use of a holistic approach that integrates cognitive and non-
cognitive factors, supported by adequate psychometric validation and easily accessible mobile technology,
supports the implementation of evidence-based assessments that are more relevant and responsive to students’
needs. These findings confirm the importance of educational technology innovations that not only prioritise
accessibility but also ensure psychometric quality as the foundation for effective and sustainable learning
interventions (Kemendikbud Ristek, 2021).
CONCLUSION
This study provides evidence for the validity and reliability of SENOSTIK as a digitalised diagnostic
assessment tool that combines cognitive and non-cognitive processing, particularly focusing on profiling
students' learning. Adhering to the Merdeka Curriculum and international psychometric standards, SENOSTIK
is a feasible technology-enhanced tool to assist teachers in generating adaptive instructions based on student
characteristics. SENOSTIK’s potential as a strategic tool to facilitate evidence-based assessments in
Indonesian secondary schools has been proven. However, more research is required to expand its
generalisation and explore the possibility of integrating it with intelligent technologies for a more in-depth and
effective assessment analysis.
ACKNOWLEDGEMENTS
The authors are especially thankful to SMA 13 Banjarmasin for their willingness to participate in the pilot test,
and to educational departments and educators across Indonesia for their support. A special appreciation also
goes to ILEIID and APB-LEAPS, organised by Akademi Pengajian Bahasa, University Technology MARA,
Malaysia, for providing SENOSTIK a platform for wider and international recognition.
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