Development of Portfolio Assessment Instruments Based on Scientific Literacy on the Archaebacteria and Eubacteria Concepts
Abstract
This research aimed to develop the portfolio assessment instruments based on scientific literacy on the concept of the archaebacteria and eubacteria and to know the feasibility of the product. The research method was used Research and Development with research design: problem pontential and data collection, design of product, product development. The result of this research is portfolio assessment instruments based on scientific literacy with content cognitive assessment, affective assessment, psychomotor assessment, lesson plan, portfolio assessment, and presentation product and was judged by expert judgment consist aspect: construction, validity, language, scientific literacy and completeness used expert assessment sheets. The data obtained was analyzed with qualitative and quantitative. Based on the results of the portfolio assessment instruments based on scientific literacy on the concept of the archaebacteria and eubacteria obtained was 87,8% with category very good and feasible to use.
Keywords
Full Text:
PDFReferences
Arifin, Z. 2009. Evaluasi pembelajaran. Remaja Rosdakarya, Bandung: vii + 312 hlm.
Astuti, W.P., Prasetyo, A.P.B., & Rahayu, E.S. 2012. Pengembangan Instrumen Assesmen Autentik Berbasis Literasi Sains Pada Materi Sistem Ekskresi. Lembaran Ilmu Kependidikan. 41 (1): 39-43.
Kusaeri. 2014. Acuan dan teknik penilaian proses dan hasil belajar dalam kurikulum 2013. Ar-Ruzz Media, Yogyakarta: 220 hlm.
Marhaeni, I, N. 2006. Asesmen Portofolio Dalam Pembelajaran Berbasis Kompetensi. 21 hlm. pasca.undiksha.ac.id/e-learning/staff/images/img_info/4/5-282.pdf. 14 Februari 2017, pk 21.35 WIB.
Muslich, M. 2011. Authentic Asessment: Penilaian Berbasis Kelas dan Kompetensi. Refika Aditama. Bandung.
National Research Council (NRC). 1996. National Science Education Standards. https://www.nap.edu/read/4962. 28 April 2017, pk 14.15 WIB.
Nbina, J. & Obomanu. 2010. The Meaning of Scientific Literacy : A Model of Relevance in Science Education. Academic Journal. 8. (4): 24 hlm.
Nurgiyantoro, Burhan. 2011. Penilaian Otentik (dalam Pembelajaran Bahasa). Gadjah Mada University Press, Yogyakarta: xi + 148 hlm.
Sanjaya, W. 2008. Strategi Pembelajran: Berorientasi Standar Proses Pendidikan. Kencana, Jakarta: xvi + 294 hlm.
Suardana, I.K. 2007. Penilaian portofolio dalam pembelajaran fisika berbasis inquiry terbimbing di SMP Negeri 2 Singaraja. Jurnal Penelitian dan Pengembangan Pendidikan. 1 (2): 122-134.
Sugiyono. 2012. Metode Penelitian Kuantitatif Kualitatif dan R&D. Alfabeta, Bandung: xiii + 464 hlm.
Supandi. 2019. Upaya Meningkatkan Keterampilan Proses Sains Siswa pada Konsep Pertumbuhan dan Perkembangan Tumbuhan Melalui Model Pembelajaran Guided Inquiri. Biodidaktika. 14 (1): 14-21.
Wulandari, N. et al., 2016. Analisis Kemampuan Literasi Sains Pada Aspek Pengetahuan Dan Kompetensi Sains Siswa Smp Pada Materi Kalor. Edusains. 8 (1): 66-73.
DOI: https://doi.org/10.53889/ijbetsd.v2i1.130
Article Metrics
Abstract view : 259 timesPDF - 259 times
Refbacks
- There are currently no refbacks.
Copyright (c) 2022 International Journal of Biology Education Towards Sustainable Development
This work is licensed under a Creative Commons Attribution 4.0 International License.
International Journal of Biology Education Towards Sustainable Development is licensed under a Creative Commons Attribution 4.0 International License