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A Scientific Approach Based on Portfolio Assessment for Autonom Problem Solving

Yıl 2018, , 29 - 36, 14.03.2018
https://doi.org/10.24331/ijere.406124

Öz

The aim of the current
study is: 1) application of a scientific approach based on portfolio assessment
in the English correspondence course; (2) 
learning outcome in English correspondence course; (3) constraints in
applying a scientific approach based on portfolio assessment. The participants
include 83 students of Education Studies Program Administration Office at the
State University of Surabaya. this research uses a qualitative approach and
this type of research is classroom action research. The results showed that the
application of Scientific approach -based portfolio assessment to improve
learning outcomes by 41% is the difference between pre-test and post-test. The
percentage of students who complete the study is 90%. Students are difficult to
arrange the portfolio and the preparation takes a long time. While the
advantage is to increase students' independence to solve problems and they can plan
their long-term goals

Kaynakça

  • Baeten, M., Dochy, F., & Struyven, K. (2008). Students’ approaches to learning and assessment preferences in a portfolio-based learning environment. Instructional Science, 36(5–6 EFFECTS OF CONSTR), 359–374. https://doi.org/10.1007/s11251-008-9060-y Budiyanto, M. A. K., Waluyo, L., & Mokhtar, A. (2016). Implementasi pendekatan saintifik dalam pembelajaran di pendidikan dasar di malang. Proceeding Biology Education Conference, 13(1), 46–51. Cain, T. (2011). Teachers’ classroom‐based action research. International Journal of Research & Method in Education, 34(1), 3–16. Dannefer, E., & Henson, L. (2007). The portfolio approach to competency-based asessment at the Cleveland Clinic Lerner College of Medicine. Academic Medicine, 82(5), 439–502. Duman, T., & Karagöz, S. (2016). An evaluation of turkish teacher education system compared to other models in different countries. International Journal of Educational Research Review, 1(1), 1–13. Fajar, A. (2005). Portofolio dalam Pelajaran IPS. PT Remaja Rosdakarya. Griffith, T. . (2007). The physics of everyday phenomana: A conceptual ıntroduction to physics. McGraw Hill : New York. Havnes, A., & McDowell, L. (2007). Balancing dilemmas in assessment and learning in contemporary education. Routledge. Hubermen, M., & Miles, M. (2002). The qualitative researcher’s companion. Sage. Janbuala, S., Dhirapongse, S., Issaramanorose, N., & Iembua, M. (2013). A study of using ınstructional media to enhance scientific process skill for young children in child development centers in northeastern area. International Forum of Teaching and Studies, 9(2), 41. Retrieved from https://search.proquest.com/openview/8c8fc6938c63eb5b1c9f4c3513cd0db0/1?pq-origsite=gscholar&cbl=38579 Machin, A. (2014). Implementasi pendekatan saintifik, penanaman karakter dan konservasi pada pembelajaran materi pertumbuhan. Jurnal Pendidikan IPA Indonesia, 3(1), 28–35. https://doi.org/10.15294/jpii.v3i1.2898 Majid, A. (2011). Perencanaan pembelajaran (Mengembangkan Standar Kompetensi Guru). PT Remaja Rosdakarya. Mansvelder-Longayroux, D. D., Beijaard, D., & Verloop, N. (2007). The portfolio as a tool for stimulating reflection by student teachers. Teaching and Teacher Education, 23(1), 47–62. https://doi.org/10.1016/j.tate.2006.04.033 Marjan, J., Arnyana, I. B. P., & Setiawan, I. G. a N. (2014). Pengaruh pembelajaran pendekatan saintifik terhadap hasil belajar biologi dan keterampilan proses sains siswa ma mu ’ allimat nw pancor selong kabupaten lombok timur nusa tenggara barat. Jurnal Pendidikan IPA, 4(1), 1–12. Retrieved from http://pasca.undiksha.ac.id/e-journal/index.php/jurnal_ipa/article/view/1316/1017 Mulyono, Y., Bintari, S. H., Rahayu, E. S., & Widiyaningrum, P. (2012). Pengembangan perangkat pembelajaran dengan pendekatan scientific skill teknologi fermentasi berbasis masalah lingkungan. Lik, 41(1), 20–26. Olds, B. M., Moskal, B. M., & Miller, R. L. (2005). Assessment in engineering education: Evolution, approaches and future collaborations. Journal of Engineering Education, 94(1), 13–25. https://doi.org/10.1002/j.2168-9830.2005.tb00826.x Popham, W. J. (2011). Transformative assessment in action: An inside look at applying the process. ASCD. Reif, F. (1981). Teaching problem solving--A scientific approach. Physics Teacher, 19(5), 310–316. Sani, R. A. (2013). Inovasi pembelajaran. Jakarta: Bumi Aksara. Sanjaya, W. (2008). Kurikulum dan pembelajaran (Teori & Praktek KTSP). Kencana. ŞİMŞEK, Y. (2017). The evaluation of the application of transported education by teachers. International Journal of Educational Research Review, 2(1), 41–48. Struyven, K., Dochy, F., Janssens, S., Schelfhou, W., & Gielen, S. (2006). The overall effects of end-of-course assessment on student performance: A comparison between multiple choice testing, peer assessment, case-based assessment and portfolio assessment. Studies in Educational Evaluation, 32(3), 202–222. https://doi.org/10.1016/j.stueduc.2006.08.002 Surapranata, S., & Hatta. (2004). Penilaian portofolio: Implementasi kurikulum 2004. PT Remaja Rosdakarya. Tiwari, A., & Tang, C. (2003). From process to outcome: The effect of portfolio assessment on student learning. Nurse Education Today, 23(4), 269–277. https://doi.org/10.1016/S0260-6917(03)00012-1 Üstünel, E., & Deren, E. (2010). The effects of e-portfolio based assessment on students’ perceptions of educational environment. In Procedia - Social and Behavioral Sciences (Vol. 2, pp. 1477–1481). https://doi.org/10.1016/j.sbspro.2010.03.221 Van den Bergh, V., Mortelmans, D., Spooren, P., Van Petegem, P., Gijbels, D., & Vanthournout, G. (2006). New Assessment Modes Within Project-Based Education - the Stakeholders. Studies in Educational Evaluation, 32(4), 345–368. https://doi.org/10.1016/j.stueduc.2006.10.005 Van Joolingen, W. R., De Jong, T., Lazonder, A. W., Savelsbergh, E. R., & Manlove, S. (2005). Co-Lab: Research and development of an online learning environment for collaborative scientific discovery learning. Computers in Human Behavior, 21(4), 671–688. https://doi.org/10.1016/j.chb.2004.10.039 Wieman, C. E. (2007). A scientific approach to scientific writing. Change, 123. https://doi.org/10.3109/17453674.2011.588864
Yıl 2018, , 29 - 36, 14.03.2018
https://doi.org/10.24331/ijere.406124

Öz

Kaynakça

  • Baeten, M., Dochy, F., & Struyven, K. (2008). Students’ approaches to learning and assessment preferences in a portfolio-based learning environment. Instructional Science, 36(5–6 EFFECTS OF CONSTR), 359–374. https://doi.org/10.1007/s11251-008-9060-y Budiyanto, M. A. K., Waluyo, L., & Mokhtar, A. (2016). Implementasi pendekatan saintifik dalam pembelajaran di pendidikan dasar di malang. Proceeding Biology Education Conference, 13(1), 46–51. Cain, T. (2011). Teachers’ classroom‐based action research. International Journal of Research & Method in Education, 34(1), 3–16. Dannefer, E., & Henson, L. (2007). The portfolio approach to competency-based asessment at the Cleveland Clinic Lerner College of Medicine. Academic Medicine, 82(5), 439–502. Duman, T., & Karagöz, S. (2016). An evaluation of turkish teacher education system compared to other models in different countries. International Journal of Educational Research Review, 1(1), 1–13. Fajar, A. (2005). Portofolio dalam Pelajaran IPS. PT Remaja Rosdakarya. Griffith, T. . (2007). The physics of everyday phenomana: A conceptual ıntroduction to physics. McGraw Hill : New York. Havnes, A., & McDowell, L. (2007). Balancing dilemmas in assessment and learning in contemporary education. Routledge. Hubermen, M., & Miles, M. (2002). The qualitative researcher’s companion. Sage. Janbuala, S., Dhirapongse, S., Issaramanorose, N., & Iembua, M. (2013). A study of using ınstructional media to enhance scientific process skill for young children in child development centers in northeastern area. International Forum of Teaching and Studies, 9(2), 41. Retrieved from https://search.proquest.com/openview/8c8fc6938c63eb5b1c9f4c3513cd0db0/1?pq-origsite=gscholar&cbl=38579 Machin, A. (2014). Implementasi pendekatan saintifik, penanaman karakter dan konservasi pada pembelajaran materi pertumbuhan. Jurnal Pendidikan IPA Indonesia, 3(1), 28–35. https://doi.org/10.15294/jpii.v3i1.2898 Majid, A. (2011). Perencanaan pembelajaran (Mengembangkan Standar Kompetensi Guru). PT Remaja Rosdakarya. Mansvelder-Longayroux, D. D., Beijaard, D., & Verloop, N. (2007). The portfolio as a tool for stimulating reflection by student teachers. Teaching and Teacher Education, 23(1), 47–62. https://doi.org/10.1016/j.tate.2006.04.033 Marjan, J., Arnyana, I. B. P., & Setiawan, I. G. a N. (2014). Pengaruh pembelajaran pendekatan saintifik terhadap hasil belajar biologi dan keterampilan proses sains siswa ma mu ’ allimat nw pancor selong kabupaten lombok timur nusa tenggara barat. Jurnal Pendidikan IPA, 4(1), 1–12. Retrieved from http://pasca.undiksha.ac.id/e-journal/index.php/jurnal_ipa/article/view/1316/1017 Mulyono, Y., Bintari, S. H., Rahayu, E. S., & Widiyaningrum, P. (2012). Pengembangan perangkat pembelajaran dengan pendekatan scientific skill teknologi fermentasi berbasis masalah lingkungan. Lik, 41(1), 20–26. Olds, B. M., Moskal, B. M., & Miller, R. L. (2005). Assessment in engineering education: Evolution, approaches and future collaborations. Journal of Engineering Education, 94(1), 13–25. https://doi.org/10.1002/j.2168-9830.2005.tb00826.x Popham, W. J. (2011). Transformative assessment in action: An inside look at applying the process. ASCD. Reif, F. (1981). Teaching problem solving--A scientific approach. Physics Teacher, 19(5), 310–316. Sani, R. A. (2013). Inovasi pembelajaran. Jakarta: Bumi Aksara. Sanjaya, W. (2008). Kurikulum dan pembelajaran (Teori & Praktek KTSP). Kencana. ŞİMŞEK, Y. (2017). The evaluation of the application of transported education by teachers. International Journal of Educational Research Review, 2(1), 41–48. Struyven, K., Dochy, F., Janssens, S., Schelfhou, W., & Gielen, S. (2006). The overall effects of end-of-course assessment on student performance: A comparison between multiple choice testing, peer assessment, case-based assessment and portfolio assessment. Studies in Educational Evaluation, 32(3), 202–222. https://doi.org/10.1016/j.stueduc.2006.08.002 Surapranata, S., & Hatta. (2004). Penilaian portofolio: Implementasi kurikulum 2004. PT Remaja Rosdakarya. Tiwari, A., & Tang, C. (2003). From process to outcome: The effect of portfolio assessment on student learning. Nurse Education Today, 23(4), 269–277. https://doi.org/10.1016/S0260-6917(03)00012-1 Üstünel, E., & Deren, E. (2010). The effects of e-portfolio based assessment on students’ perceptions of educational environment. In Procedia - Social and Behavioral Sciences (Vol. 2, pp. 1477–1481). https://doi.org/10.1016/j.sbspro.2010.03.221 Van den Bergh, V., Mortelmans, D., Spooren, P., Van Petegem, P., Gijbels, D., & Vanthournout, G. (2006). New Assessment Modes Within Project-Based Education - the Stakeholders. Studies in Educational Evaluation, 32(4), 345–368. https://doi.org/10.1016/j.stueduc.2006.10.005 Van Joolingen, W. R., De Jong, T., Lazonder, A. W., Savelsbergh, E. R., & Manlove, S. (2005). Co-Lab: Research and development of an online learning environment for collaborative scientific discovery learning. Computers in Human Behavior, 21(4), 671–688. https://doi.org/10.1016/j.chb.2004.10.039 Wieman, C. E. (2007). A scientific approach to scientific writing. Change, 123. https://doi.org/10.3109/17453674.2011.588864
Toplam 1 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Makaleler
Yazarlar

Triesninda Pahlevi Bu kişi benim

Brillian Rosy Bu kişi benim

Meylia Elizabeth Ranu Bu kişi benim

Yayımlanma Tarihi 14 Mart 2018
Yayımlandığı Sayı Yıl 2018

Kaynak Göster

APA Pahlevi, T., Rosy, B., & Elizabeth Ranu, M. (2018). A Scientific Approach Based on Portfolio Assessment for Autonom Problem Solving. International Journal of Educational Research Review, 3(2), 29-36. https://doi.org/10.24331/ijere.406124
AMA Pahlevi T, Rosy B, Elizabeth Ranu M. A Scientific Approach Based on Portfolio Assessment for Autonom Problem Solving. IJERE. Nisan 2018;3(2):29-36. doi:10.24331/ijere.406124
Chicago Pahlevi, Triesninda, Brillian Rosy, ve Meylia Elizabeth Ranu. “A Scientific Approach Based on Portfolio Assessment for Autonom Problem Solving”. International Journal of Educational Research Review 3, sy. 2 (Nisan 2018): 29-36. https://doi.org/10.24331/ijere.406124.
EndNote Pahlevi T, Rosy B, Elizabeth Ranu M (01 Nisan 2018) A Scientific Approach Based on Portfolio Assessment for Autonom Problem Solving. International Journal of Educational Research Review 3 2 29–36.
IEEE T. Pahlevi, B. Rosy, ve M. Elizabeth Ranu, “A Scientific Approach Based on Portfolio Assessment for Autonom Problem Solving”, IJERE, c. 3, sy. 2, ss. 29–36, 2018, doi: 10.24331/ijere.406124.
ISNAD Pahlevi, Triesninda vd. “A Scientific Approach Based on Portfolio Assessment for Autonom Problem Solving”. International Journal of Educational Research Review 3/2 (Nisan 2018), 29-36. https://doi.org/10.24331/ijere.406124.
JAMA Pahlevi T, Rosy B, Elizabeth Ranu M. A Scientific Approach Based on Portfolio Assessment for Autonom Problem Solving. IJERE. 2018;3:29–36.
MLA Pahlevi, Triesninda vd. “A Scientific Approach Based on Portfolio Assessment for Autonom Problem Solving”. International Journal of Educational Research Review, c. 3, sy. 2, 2018, ss. 29-36, doi:10.24331/ijere.406124.
Vancouver Pahlevi T, Rosy B, Elizabeth Ranu M. A Scientific Approach Based on Portfolio Assessment for Autonom Problem Solving. IJERE. 2018;3(2):29-36.

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