The Bachelor Program of Science Education (S1 Pendidikan IPA), FMIPA Universitas Negeri Yogyakarta, has once again achieved an outstanding academic milestone. One of its esteemed lecturers, Didik Setyawarno, has officially earned the degree of Doctor of Science Education after successfully defending his dissertation in a closed doctoral examination (without an open defense) held at the Graduate Building of FMIPA UNY. In that session, Didik Setyawarno presented his dissertation titled: “The Development of an Assessment as Learning (AaL)-Based Science Learning Model Using an Online Assessment System (OAS) and Automatic Feedback (AF) on Static Electricity to Facilitate Students’ Analytical and Creative Thinking Skills.”

This research emphasizes the importance of utilizing assessment as a learning tool through the integration of online technology and automated feedback systems to support a more adaptive and reflective learning process. The findings indicate that the developed model significantly enhances students’ analytical and creative thinking skills. The examination was led by six examiners: (1) Prof. Dr. Tien Aminatun, M.Si., (2) Prof. Insih Wilujeng, M.Pd., (3) Prof. Dr. Dadan Rosana, M.Si., (4) Prof. Dr. Heru Kuswanto, M.Si., (5) Prof. Sulistyo Saputro, M.Si., Ph.D. (external examiner from Universitas Sebelas Maret), and (6) Prof. Dr. Paidi, M.Si.

Following the academic deliberation, Didik Setyawarno was declared to have passed with remarkable achievements: a GPA of 4.00, a study duration of 34 months, and the distinction of “Highest Honors.” He was exempted from an open doctoral defense because he had already produced two Scopus-indexed international publications. As a lecturer in the Undergraduate Science Education Program, this achievement marks a proud moment for the entire Department of Science Education, FMIPA UNY. Dr. Didik’s academic contributions and innovations in learning development have significantly strengthened the competencies of his students. Through this dissertation, it is expected that science learning practices will continue to advance, particularly in implementing assessment models that empower students and promote greater independence and active engagement in the learning process.