Pelaksanaan Penilaian Portofolio Di Sekolah Dasar

Abstract

This portfolio assessment has been widely applied in primary schools in Indonesia. In practice portfolio assessment has been widely used for the teacher certification process. This study aims to describe the implementation of portfolio assessment and describe the results of the implementation of portfolio assessment in elementary schools. The approach in this study uses a qualitative approach. While the type of research used in this study is the basic theory. This research was carried out at Muara Bulian 80 / I Elementary School, Batang Hari Regency, Jambi Province. Data collection techniques used are non-participant observation, interviews, and documentation. Researchers use the Miles and Hubermen model to analyze existing data. The model is to carry out the stages that begin with collecting data, reducing, displaying data, and verifying or drawing final conclusions. This research was conducted in the even semester of the Academic Year 2017/2018. From the results of the study concluded that portfolio assessment which includes content, assessment criteria and forms of presentation of student portfolios developed by teachers include, daily tests, book reading reports, self-assessment sheets, inter-theme assessment sheets, and for class 1 also included books homework, practice books, dictation assignments and coloring

How Is the Perception of Teachers in Indonesia about Portfolio Assessment for Elementary School?

“…Teachers should not use one of the dominant assessments, but are expected to adapt various assessment models. The use of various forms of assessment is expected to increase motivation and learning outcomes, as well as to maximize the development of psychological aspects [7]. For example, students who are only evaluated using a type of test, of course the orientation of developing their thinking patterns only refines the theoretical aspects and does not develop their skills.…”

“…This becomes an obstacle in portfolio assessment because one important component in portfolio assessment is the rubric of assessment which will later convert scores into student learning outcomes. Furthermore, the results of other studies also indicate that so far portfolio assessments conducted by primary school teachers substantially depend on private worksheet books which, according to some teachers, are the mainstay of teachers in learning today [7]. In addition, another empirical fact was found that in one of the favorite schools that had used portfolio assessment as a form of assessment, it was also not entirely successful.…”

Pelaksanaan Penilaian Keterampilan dengan Teknik Portofolio pada Peserta Didik Sekolah Dasar di Kabupaten Sijunjung

“…Dengan tiga aspek penilaian yang meliputi afektif, kognitif dan psikomotor. Akan tetapi dari hasil penelitian data yang diperoleh peneliti belum lengkap, guru belum memasukkan semua data penilaian kedalam lembar portofolio peserta didik Meskipun tidak mengembangkan kriteria penilaian, guru dapat memberi skor terhadap tugas yang telah dikerjakan peserta didik (Kuntarto & Gustina, 2019).…”

“…Namun dalam pelaksanaannya sebagian guru masih belum menggunakan instrumen penilaian dengan baik ketika penilaian aspek keterampilan, sebagian guru terkadang hanya menilai hasil belajar peserta didik aspek keterampilan dengan perasaan (Lius et al, 2019). Pada beberapa mata pelajaran guru hanya melaksanakan ujian tertulis berbentuk soal objektif dan isian untuk mengetahui hasil belajar peserta didik tanpa memperhatikan keterampilan proses peserta didik dalam pembelajaran (Kuntarto & Gustina, 2019).…”

Pelatihan Dan Pendampingan Merancang Instrumen Assessment for Learning Berbasis Portofolio Pada Guru-Guru Sekolah

“…Penilaian portofolio bertujuan untuk merefleksi suatu pekerjaan yang telah di kerjakan oleh peserta didik (Efendi et al, 2017;Kuntarto & Gustina, 2019).…”