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Decolonizing assessment: Validating a language learning evaluation model based on indigenous philosophy.

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Title: Decolonizing assessment: Validating a language learning evaluation model based on indigenous philosophy.
Authors: Sumarno, Sumarno1 sumarno@umko.ac.id, Prihatmojo, Agung1, Fuad, Muhammad2, Masitoh, Masitoh1, Ratnaningsih, Dewi1
Source: Pedagogical Research. Apr2026, Vol. 11 Issue 2, p1-11. 11p.
Subject Terms: *Language ability testing, *Cultural values, *Educational outcomes, Decolonization, Structural equation modeling, Social theory
Geographic Terms: Indonesia
Abstract: This study aimed to develop and empirically validate a language learning evaluation model grounded in indigenous cultural philosophy. The research addressed the limited availability of culturally grounded assessment frameworks by operationalizing the Lampung philosophy of Piil Pesenggiri into measurable constructs representing the Learning Process and Learning Outcomes. A non-experimental cross-sectional design was employed with data collected from 207 eleventh-grade students in North Lampung, Indonesia. The proposed model was tested using Structural Equation Modeling (SEM). The results indicated that the model demonstrated acceptable fit with the empirical data (p = 0.052; RMSEA = 0.072; CFI = 0.98; GFI = 0.95). The structural analysis also revealed a strong relationship between the culturally grounded learning process and learning outcomes (ß = 0.91, p < 0.001), with the model explaining 83% of the variance in learning outcomes. These findings indicate that indigenous cultural values can be systematically translated into measurable indicators within a language learning evaluation framework. The study provides an empirical example of how culturally grounded assessment models can complement conventional evaluation approaches while reflecting the socio-cultural dimensions of language learning. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:This study aimed to develop and empirically validate a language learning evaluation model grounded in indigenous cultural philosophy. The research addressed the limited availability of culturally grounded assessment frameworks by operationalizing the Lampung philosophy of Piil Pesenggiri into measurable constructs representing the Learning Process and Learning Outcomes. A non-experimental cross-sectional design was employed with data collected from 207 eleventh-grade students in North Lampung, Indonesia. The proposed model was tested using Structural Equation Modeling (SEM). The results indicated that the model demonstrated acceptable fit with the empirical data (p = 0.052; RMSEA = 0.072; CFI = 0.98; GFI = 0.95). The structural analysis also revealed a strong relationship between the culturally grounded learning process and learning outcomes (ß = 0.91, p < 0.001), with the model explaining 83% of the variance in learning outcomes. These findings indicate that indigenous cultural values can be systematically translated into measurable indicators within a language learning evaluation framework. The study provides an empirical example of how culturally grounded assessment models can complement conventional evaluation approaches while reflecting the socio-cultural dimensions of language learning. [ABSTRACT FROM AUTHOR]
ISSN:24684929
DOI:10.29333/pr/18552