PENGGUNAAN ASESMEN PORTOFOLIO DALAM PENGIDENTIFIKASIAN KETERAMPILAN PROSES SAINS SISWA SD - Nisa Apriliani, - (2023)
Penelitian ini dilatar belakangi oleh kajian literatur dan studi lapangan yang memaparkan bahwa: (1) asesmen portofolio yang disusun belum menggunakan kriteria penilaian yang dilakukan bersama antara guru dan siswa dan (2) asesmen portofolio yang disusun belum melakukan penilaian yang berkesinambungan. Oleh karena itu, penelitian ini bertujuan untuk mendeskripsikan penggunaan asesmen portofolio yang dilakukan untuk mengidentifikasi keterampilan proses sains siswa di kelas V sekolah dasar. Penelitian ini dilakukan di SD Negeri Indihiang. Partisipan dalam penelitian ini berjumlah 13 orang, yaitu 1 orang guru kelas dan 12 orang siswa yang terdiri dari lima orang laki-laki dan tujuh orang perempuan. Penelitian ini menggunakan metode analisis deskriptif dan pre-experiment one-shot case study pendekatan mixed methods. Data dikumpulkan dengan menggunakan pedoman wawancara, dokumentasi dan tes. Analisis data dilakukan melalui pengumpulan data, reduksi data, penyajian data dan penarikan kesimpulan. Hasil penelitian ini menunjukkan bahwa asesmen portofolio yang digunakan di SD hanya kumpulan karya siswa saja tanpa adanya penegakkan kriteria penilaian dan tanpa pelaksanaan refleksi. Bentuk asesmen portofolio yang digunakan dalam mengidentifikasi keterampilan proses sains siswa merupakan portofolio kerja berbentuk projek. Kemampuan awal keterampilan proses sains siswa menggunakan asesmen portofolio mendapatkan nilai tinggi dan hanya dua orang siswa berada pada kategori rendah. Aspek melakukan percobaan dan interpretasi merupakan aspek keterampilan proses yang paling banyak dikuasai, sedangkan aspek observasi menjadi keterampilan yang paling rendah dikuasai siswa. Hal ini berdasarkan analisis abilitas siswa dan peta wright. Pelaksanaan asesmen portofolio dengan refleksi efektif dalam meningkatkan keterampilan proses sains siswa. This research was motivated by a literature review and field studies which explained that: (1) the portfolio assessment that was prepared did not use assessment criteria that were carried out jointly between teachers and students and (2) the portfolio assessment that was compiled did not carry out continuous assessments. Therefore, this study aims to describe the use of a portfolio assessment conducted to identify students' science process skills in grade V elementary school. This research was conducted at SD Negeri Indihiang. There were 13 participants in this study, namely 1 class teacher and 12 students consisting of five boys and seven girls. This research uses the descriptive analysis method and the pre-experiment one-shot case study mixed methods approach. Data were collected using interview guidelines, documentation and tests. Data analysis was carried out through data collection, data reduction, data presentation and drawing conclusions. The results of this study indicate that the portfolio assessment used in SD is only a collection of students' work without any enforcement of assessment criteria and no reflection. The form of portfolio assessment used in identifying students' science process skills is a work portfolio in the form of a project. The initial ability of students' science process skills using portfolio assessment received high scores and only two students were in the low category. The aspect of conducting experiments and interpretation is the aspect of process skills that is most mastered, while the aspect of observation is the skill that is the least mastered skill by students. This is based on the analysis of students' abilities and the Wright map. The implementation of portfolio assessment with effective reflection in improves students' science process skills.