The Development and Application of Rubrics in Education: A Scopus-Based Systematic Literature Review (2016–2026)

Ahmad Hanafi Nurmawansyah — 2026-07-14

Rubric is an assessment instrument that plays a central role in supporting transparency and consistency of evaluation in education. This study aims to map the development, application, and effectiveness of rubrics in education through the Systematic Literature Review (SLR) approach following PRISMA 2020 guidelines. A literature search was conducted using keywords ("rubric" AND "education") in the Scopus database selected for its broad coverage of high-quality international journals and its concentration of Q1 and Q2 publications in education yielding 186 initial records. After selection stages based on the 2016–2026 range, Q1–Q4 journal rankings, abstract availability, and full-text feasibility screening using the Watase Uake automated SLR tool, a total of 13 articles were selected as the corpus of analysis. Given the single-database approach, these findings should be understood as representative of high-impact Scopus-indexed literature rather than an exhaustive mapping of the entire rubric research field. The results show that the development and use of rubrics in education has increased significantly in the last decade, with diverse focuses including: (1) competency-based formative assessment; (2) self-assessment and self-directed learning; (3) integration of artificial intelligence in automated assessment; and (4) cross-disciplinary competency development covering the fields of STEAM, bioinformatics, and language education. Methodologically, the research analyzed was dominated by qualitative approaches and instrument development, followed by quantitative and mixed methods, with most research conducted in higher education contexts. These findings imply the need for more systematic standardization in rubric development, strengthening educators' capacity to use rubrics as learning tools, and further exploration of the role of technology in educational evaluation.

Application of The Power of Yet Strategy in Enhancing the Analytical Skills of Grade X.10 Students on Non-Military Threat Materials

Kinanda Pandu Listanto — 2026-11-07

Students' limited analytical skills in understanding non-military threats remain a significant challenge in Pancasila Education, particularly in achieving higher-order thinking competencies. This study aims to improve students' analytical skills in examining non-military threats through the implementation of The Power of Yet strategy. The study employed Classroom Action Research (CAR) using the Kemmis and McTaggart model, consisting of planning, action, observation, and reflection. The research was conducted at SMA Negeri 6 Malang during the odd semester of the 2025/2026 academic year, involving 33 students from Grade X.10. The intervention was implemented over two cycles, with four learning sessions in each cycle. Data were collected through analytical skills tests, classroom observations, questionnaires, documentation, and students' reflective journals. Quantitative and qualitative descriptive analyses were employed to examine improvements in mean scores, classical mastery percentages, and learning engagement. The findings revealed that students' mean analytical skills scores increased from 58.3 in the pre-cycle to 71.0 in Cycle I and 83.7 in Cycle II. Classical mastery also improved progressively from 33.3% to 60.6% and subsequently reached 84.8%. These findings indicate that The Power of Yet strategy effectively strengthens students' analytical skills by encouraging a growth mindset, facilitating structured reflection, and promoting active engagement in analyzing non-military threats within Pancasila Education.

Pedagogi : Jurnal Pendidikan dan Pembelajaran

The Development and Application of Rubrics in Education: A Scopus-Based Systematic Literature Review (2016–2026)

Application of The Power of Yet Strategy in Enhancing the Analytical Skills of Grade X.10 Students on Non-Military Threat Materials