Digital Portfolio as an Alternative Solution for Science Learning Assessment in Elementary Schools after the Covid-19 Pandemic Dede Trie Kurniawan (1*), Fully Rakhmayanti (1), R R Sukardi (1), Sri Maryanti (2)
1) PGSD Kampus UPI Di Cibiru, Universitas Pendidikan Indonesia, Jl. Raya Cibiru, KM 15 Bandung, West Java, 40393, Indonesia
*dedetriekurniawan[at]upi.edu
2) Program Studi Pendidikan Biologi, FTK UIN Sunan Gunung Djati Bandung, Jalan Cimencrang, Panyileukan, Gedebage, Kota Bandung, Jawa Barat 4029, Indonesia
Abstract
This research specifically aims to develop, describe and analyze student assessment design products at the elementary school level with portfolio techniques that are integrated with digital technology Seesaw, Google Classroom, Class dojo, and Edmodo. This study carried out a series of tests on portfolio assessment design products that were integrated with digital technology that obtained valid and steady results from experts and became a choice of solutions that could be implemented to assess students^ products and learning processes in the post-covid-19 pandemic. This development research uses the ADDIE model which consists of the stages of analysis, design, development, implementation and evaluation. The assessors for digital portfolio designs and instruments are lecturers of educational evaluation courses and three expert lecturers consisting of one evaluation expert, one media expert, and one elementary school thematic learning content expert. In this paper, researchers will reveal an assessment design with portfolio techniques that are integrated with digital technology for elementary school science learning which contains assessments for processes, products and attitudes that are equipped with assessment rubrics as well as provisions and procedures for processing final portfolio scores for students in science learning. The three experts who were the subject of the design assessors in general stated that this digital portfolio design is feasible and good to use in elementary school science learning, but there needs to be collaboration with parents in monitoring and entering the series of products that make up this portfolio because students cannot have full rights in digital technology management.
Keywords: Assessment In Science Education, Digital Portfolio, Primary Education
