The implementation of student portfolios to improve grade ix students’ positive attitudes toward assessments in an international school Bogor

Kumalasari, Maria Yashinta Putri (2019) The implementation of student portfolios to improve grade ix students’ positive attitudes toward assessments in an international school Bogor. Bachelor thesis, Universitas Pelita Harapan.

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Abstract

As the integral part of learning, assessments play important roles to determine the effectiveness of students’ learning. In fact, in Grade IX Extended Mathematics Class of An International School located in Bogor, researcher found that the students showed negative behaviors during the tests and learning process as the manifestations of their negative attitudes toward assessments. Therefore, researcher decided to conduct research to improve students’ positive attitudes toward assessments by implementing the student portfolios in teaching and learning processes. The methodology that was used to conduct the research is Classroom Action Research designed by Robert Pelton. Started from September 4, 2018 the research was conducted in five steps of implementation until November 2, 2018. The main inferences taken from questionnaires and graded rubrics, while interview report, journal reflections, and researcher’s anecdotal record on researcher’s lesson plans would provide further elaboration and description of quantitative data inferences. Therefore, the descriptive and simple statistics would be used in analyzing the results of this CAR. In this CAR, the students showed 82.22 % positive attitudes toward formative assessments and 90.56 % positive attitudes toward summative assessments. Thus, this percentages indicate that the student THE IMPLEMENTATION OF STUDENT PORTFOLIOS TO IMPROVE GRADE IX STUDENTS’ POSITIVE ATTITUDES TOWARD ASSESSMENTS IN AN INTERNATIONAL SCHOOL BOGOR (xiv + 56 pages: 1 figures; 15 tables; 17 appendices) As the integral part of learning, assessments play important roles to determine the effectiveness of students’ learning. In fact, in Grade IX Extended Mathematics Class of An International School located in Bogor, researcher found that the students showed negative behaviors during the tests and learning process as the manifestations of their negative attitudes toward assessments. Therefore, researcher decided to conduct research to improve students’ positive attitudes toward assessments by implementing the student portfolios in teaching and learning processes. The methodology that was used to conduct the research is Classroom Action Research designed by Robert Pelton. Started from September 4, 2018 the research was conducted in five steps of implementation until November 2, 2018. The main inferences taken from questionnaires and graded rubrics, while interview report, journal reflections, and researcher’s anecdotal record on researcher’s lesson plans would provide further elaboration and description of quantitative data inferences. Therefore, the descriptive and simple statistics would be used in analyzing the results of this CAR. In this CAR, the students showed 82.22 % positive attitudes toward formative assessments and 90.56 % positive attitudes toward summative assessments. Thus, this percentages indicate that the student portfolios bring good influences students’ attitudes toward assessments in this CAR context and scope of study. Further, the researcher also identified that the third features implementation; incorporating student portfolio in the teaching and learning processes, became the main feature which influences students’ attitudes toward assessments, because this feature construct positive attitudes by involving the cognitive, affective, and behavioral responses of the students while they were developing their portfolios. / Sebagai bagian yang tidak terpisahkan dari proses pembelajaran, penilaian memiliki peranan penting untuk menentukan efektifitas pembelajaran siswa. Namun pada kenyataannya, di kelas 9 matematika lanjutan sebuah sekolah internasional di kota Bogor, peneliti menemukan bahwa siswa – siswi menunjukkan perilaku negative selama proses pembelajaran dan ujian yang diselenggarakan, sebagai manifestasi dari sikap negatif mereka terhadap penilaian. Oleh karena itu, peneliti mengadakan penelitian untuk meningkatkan sikap positif siswa dengan menerapkan portofolio siswa di dalam proses belajar mengajar. Metode yang digunakan dalam penelitian ini adalah metode Penelitian Tindakan Kelas yang dikemukakan oleh Robert Pelton. Penelitian ini dimulai sejak tanggal 4 September 2018 sampai 2 November 2018 dengan menerapkan lima langkah penelitian. Pembahasan dari penelitian ini mengacu kepada beberapa sumber data utama yakni kuesioner dan rubrik, dan beberapa data pendukung seperti laporan wawancara, jurnal refleksi, dan catatan peneliti yang terdapat pada RPP (Rancangan Pelaksanaan Pembelajaran). Oleh karena itu, teknik yang digunakan untuk pengolahan data adalah statistika sederhana (untuk data kuantitatif) dan analisis deskriptif (untuk data kualitatif). Hasil dari penelitian ini menunjukkan bahwa siswa memiliki 82,22 % sikap positif terhadap penilaian sumatif dan 90,56 % sikap positif terhadap penilaian sumatif. Oleh karena itu, melalui persentase tersebut dapat dikatakan bahwa penerapan portofolio siswa memberikan dampak yang baik terhadap sikap siswa terhadap penilaian terutama dalam ranah penelitian ini. Selanjutnya, peneliti juga mengidentifikasi bahwa penerapan portofolio dalam setiap proses pembelajaran di kelas adalah penyebeb utama meningkatnya sikap siswa terhadap penilaian. Hal ini dikarenakan, adanya keterlibatan aktif dari respon kognitif, afektif, dan perilaku siswa ketika mereka menyusun portofolio tersebut. portfolios bring good influences students’ attitudes toward assessments in this CAR context and scope of study. Further, the researcher also identified that the third features implementation; incorporating student portfolio in the teaching and learning processes, became the main feature which influences students’ attitudes toward assessments, because this feature construct positive attitudes by involving the cognitive, affective, and behavioral responses of the students while they were developing their portfolios. Keyword: student portfolios, positive attitudes toward assessments, summative assessments, formative assessments. References: 27 (1993 - 2019). v ABSTRAK Maria Yashinta Putri Kumalasari (00000018376) PENERAPAN PORTOFOLIO SISWA UNTUK MENINGKATKAN SIKAP POSITIF SISWA KELAS IX TERHADAP PENILAIAN DI SEBUAH SEKOLAH INTERNASIONAL DI BOGOR (xiv + 56 halaman: 1 gambar; 15 tabel; 17 lampiran) Sebagai bagian yang tidak terpisahkan dari proses pembelajaran, penilaian memiliki peranan penting untuk menentukan efektifitas pembelajaran siswa. Namun pada kenyataannya, di kelas 9 matematika lanjutan sebuah sekolah internasional di kota Bogor, peneliti menemukan bahwa siswa – siswi menunjukkan perilaku negative selama proses pembelajaran dan ujian yang diselenggarakan, sebagai manifestasi dari sikap negatif mereka terhadap penilaian. Oleh karena itu, peneliti mengadakan penelitian untuk meningkatkan sikap positif siswa dengan menerapkan portofolio siswa di dalam proses belajar mengajar. Metode yang digunakan dalam penelitian ini adalah metode Penelitian Tindakan Kelas yang dikemukakan oleh Robert Pelton. Penelitian ini dimulai sejak tanggal 4 September 2018 sampai 2 November 2018 dengan menerapkan lima langkah penelitian. Pembahasan dari penelitian ini mengacu kepada beberapa sumber data utama yakni kuesioner dan rubrik, dan beberapa data pendukung seperti laporan wawancara, jurnal refleksi, dan catatan peneliti yang terdapat pada RPP (Rancangan Pelaksanaan Pembelajaran). Oleh karena itu, teknik yang digunakan untuk pengolahan data adalah statistika sederhana (untuk data kuantitatif) dan analisis deskriptif (untuk data kualitatif). Hasil dari penelitian ini menunjukkan bahwa siswa memiliki 82,22 % sikap positif terhadap penilaian sumatif dan 90,56 % sikap positif terhadap penilaian sumatif. Oleh karena itu, melalui persentase tersebut dapat dikatakan bahwa penerapan portofolio siswa memberikan dampak yang baik terhadap sikap siswa terhadap penilaian terutama dalam ranah penelitian ini. Selanjutnya, peneliti juga mengidentifikasi bahwa penerapan portofolio dalam setiap proses pembelajaran di kelas adalah penyebeb utama meningkatnya sikap siswa terhadap penilaian. Hal ini dikarenakan, adanya keterlibatan aktif dari respon kognitif, afektif, dan perilaku siswa ketika mereka menyusun portofolio tersebut.

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