Portfolio assessment with dimension of learning: an approach on the mastery of concept

Nurkhairo Hidayati, Tengku Idris, Peny Husna Handayani, Fitri Arsih


Portfolio assessment with the dimension of learning approach is an ideal combination to improve mastery concept and habits of mind students. The use of this assessment and approach can fully describe the students abilities during the learnig process. This study aims to determine the effect of using portfolio assessment with the dimension of learning approach on students' mastery of concepts on the excretion system material at the state senior high school in Pekanbaru City. This research is a weak experiment research with pretest posttest group design. The instrument in this study was a matter of conceptual mastery using Marzanos’ taxonomy. The instrument used was valid and reliable with a value of 0.56. The data were processed descriptively using the N-Gain formula and inferential statistics with one sample t test with a value of 0.31. The results of this study indicate that the students' mastery of concepts after the use of portfolio assessment with the dimension of learning approach increased for W senior high school 0.39 (sufficient);  X  senior high school 0.54 (sufficient); Y senior high school 0.68 (sufficient) and  Z senior high school0.39 (sufficient) with an average of 0.50 in the sufficient category. After the inferential test was carried out, it was obtained tcount (10.67)> ttable (0.00) so that it could be concluded that the use of portfolio assessment with the dimension of learning approach could significantly influence students' mastery of concepts. Referring to the findings of this study, teachers at the senior high school level, especially in the field of biology, can use portfolio assessment with the dimension of learning approach as a form of innovative assessment in the learning process.


Dimension of learning; Mastery of concepts; Portofolio assessment

Full Text:



Abdulrab, A. H. M., & SridharSingh, Y. N. (2012). Impact of Marzano’s dimensions of learning model on students’ science achievement. PARIPEX - Indian Journal of Research, 1(11), 34–35. https://www.worldwidejournals.com/paripex/recent_issues_pdf/2012/November/impact-of-marzanos-dimensions-of-learning-model-on-students-science-achievement_November_2012_5979500155_9701271.pdf

Abedl, F. E., & Alrababah, R. (2017). The effectiveness of Marzano’s dimensions of learning model in the tenth grade students acquisition of scientific concepts in science and the development of critical thinking skills and their attitude towards science. British Journal of Education, 5(1), 76–84. http://www.eajournals.org/wp-content/uploads/The-Effectiveness-of-Marzanos-Dimensions-of-Learning-Model-in-the-Tenth-Grade-Students-Acquisition.pdf

Amua-Sekyi, E. T. (2016). Assessment, student learning and classroom practice: A review. Journal of Education and Practice, 7(21), 1–6. https://files.eric.ed.gov/fulltext/EJ1109385.pdf

Artini, N. M., Marhaeni, A. A. I. N., & Dantes, N. (2014). Pengaruh implementasi asesmen portofolio terhadap kemampuan menulis dalam bahasa Inggris dengan pengendalian self-efficacy pada siswa kelas XII IPA SMA Negeri 1 Banjarangkan. Jurnal Penelitian Dan Evaluasi Pendidikan Indonesia, 4(1). https://ejournal-pasca.undiksha.ac.id/index.php/jurnal_ep/article/view/1227

Barton, C., & Collins, A. (1997). Portfolio assessment: A handbook for educators. Dale Seymour Publications.

Baumfalk, B., Bhattacharya, D., Vo, T., Forbes, C., Zangori, L., & Schwarz, C. (2019). Impact of model‐based science curriculum and instruction on elementary students’ explanations for the hydrosphere. Journal of Research in Science Teaching, 56(5), 570–597. https://doi.org/10.1002/tea.21514

Birgin, O., & Adnan, B. (2007). The use of portfolio to assess student’s performance. Journal of Turkish Science Education, 4(2), 75–90. https://www.tused.org/index.php/tused/article/view/673

Black, P., & Wiliam, D. (2010). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 92(1), 81–90. https://doi.org/10.1177/003172171009200119

Cakani, M., Mihladiz, G., & Göçmen-Taşkin, B. (2010). How portfolio use affects students’ learning and their attitudes toward 6th grade science lesson. Internasional Journal Educational Sciences, 2(2), 362 – 377. https://iojes.net/index.jsp?mod=tammetin&makaleadi=&makaleurl=IOJES_268.pdf&key=41360

Cherif, A. H., Roze, M., & Gialamas, S. (2016). The free classroom creative assignment: Leveraging student strengths to enhance learning. The International Schools Journal, 35(2), 57–66. https://search.proquest.com/openview/7d24d1c046b92ffb98f96687a179f50c/1?pq-origsite=gscholar&cbl=2029238

Cowie, B., & Bell, B. (1999). A model of formative assessment in science education. Assessment in Education: Principles, Policy & Practice, 6(1), 101–116. https://doi.org/10.1080/09695949993026

Doğru, M. S., & Özsevgeç, L. C. (2018). Biology subjects which the teacher candidates have difficulties in learning and leading reasons. European Journal of Education Studies, 5(1), 221–232. https://oapub.org/edu/index.php/ejes/article/view/2059

Fourie, I., & Van Niekerk, D. (2001). Follow-up on the use of portfolio assessment for a module in research information skills: An analysis of its value. Education for Information, 19(2), 107–126. https://content.iospress.com/articles/education-for-information/efi00712

Frohbeiter, G., Greenwald, E., Stecher, B., & Schwartz, H. (2011). Knowing and doing: What teachers learn from formative assessment and how they use information. https://files.eric.ed.gov/fulltext/ED522825.pdf

Gunay, A., & Ogan-Bekiroglu, F. (2014). Impact of portfolio assessment on physics students’ outcomes: Examination of learning and attitude. EURASIA Journal of Mathematics, Science and Technology Education, 10(6), 667–680. https://doi.org/10.12973/eurasia.2014.1227a

Hake, R. R. (1999). Analyzing change/gain scores. https://www.physics.indiana.edu/~sdi/AnalyzingChange-Gain.pdf

Haruna, A., Ramlawati, R., & Auliah, A. (2018). The effect of using assessment portfolio through STAD type of cooperative learning toward student’s achivement of class X MIA SMA Negeri 1 Tellu Siattinge Kabupaten Bone (Studi pada materi pokok struktur atom dan tabel periodik). Chemica: Jurnal Ilmiah Kimia Dan Pendidikan Kimia, 19(1), 8–19. https://doi.org/10.35580/chemica.v19i1.6634

Hines, M. E., Catalana, S. M., & Anderson, B. N. (2019). When learning sinks in: Using the incubation model of teaching to guide students through the creative thinking process. Gifted Child Today, 42(1), 36–45. https://doi.org/10.1177/1076217518804858

Holmes, P. (2002). Teaching, learning and assessment: Complementary or conflicting categories for school statistics. Proceedings of the Sixth International Conference on Teaching Statistics. https://iase-web.org/documents/papers/icots6/04_ho.pdf

Javed, T. (2012). A study of effectiveness of dimensions of learning model for science teaching at elementary level [National University of Modern Languages Islamabad].

Joshi, M. K., Gupta, P., & Singh, T. (2015). Portfolio-based learning and assessment. Indian Pediatrics, 52(3), 231–235. https://doi.org/10.1007/s13312-015-0613-2

Kippers, W. B., Wolterinck, C. H. D., Schildkamp, K., Poortman, C. L., & Visscher, A. J. (2018). Teachers’ views on the use of assessment for learning and data-based decision making in classroom practice. Teaching and Teacher Education, 75, 199–213. https://doi.org/10.1016/j.tate.2018.06.015

Kılıç, E., & Mathews-Aydınlı, J. (2009). Portfolio implementation at Turkish university preparatory schools, and teachers’ perceptions of portfolios and problems experienced with portfolio use [Bilkent University]. In Thesis. http://hdl.handle.net/11693/29993

Ling, M. K. (2016). The use of academic portfolio in the learning and assessment of physics students from a Singapore private college. International Journal of Assessment Tools in Education, 3(2), 151–161. https://doi.org/10.21449/ijate.245199

Marzano, R. J. (1992). A different kind of classroom: Teaching with dimention of learning. Association for Supervision and Curriculum Development.

Maxwell, J. A. (2004). Causal explanation, qualitative research, and scientific inquiry in education. Educational Researcher, 33(2), 3–11. https://doi.org/10.3102/0013189X033002003

Mhlauli, M. B., & Kgosidialwa, K. (2016). The use of a portfolio to enhance authentic assessment among in-service student-teachers’ in social studies education at the University of Botswana. Journal of Education and Human Development, 5(3), 84–96. https://doi.org/10.15640/jehd.v5n3a10

Mogonea, F. (2015). Portfolio-tool for (Self) evaluation of students-future teachers. Procedia - Social and Behavioral Sciences, 180, 860–864. https://doi.org/10.1016/j.sbspro.2015.02.227

Mokhtaria, L. (2015). The use of portfolio as an assessment tool. International Journal of Scientific & Technology Research, 4(07), 170–172. https://www.ijstr.org/final-print/july2015/The-Use-Of-Portfolio-As-An-Assessment-Tool.pdf

Olson, M. W. (1991). Portfolios: Education tools. Reading Psychology, 12(1), 73–80.

Patni, L. D. P., Parwati, N. N., & Suharta, I. G. P. (2018). Peningkatan pemahaman konsep matematika siswa melalui penerapan model pembelajaran AIR disertai penilaian portofolio. Jurnal Pendidikan Dan Pembelajaran Matematika Indonesia, 7(1), 22–32. https://doi.org/10.23887/jppm.v7i1.2810

Paulson, F. L., Paulson, P. R., & Meyer, C. A. (1991). What makes a portfolio a portfolio. Educational Leadership, 48(5), 60–63. https://web.stanford.edu/dept/SUSE/projects/ireport/articles/e-portfolio/what makes a portfolio a portfolio.pdf

Popham, W. J. (2000). Modern educational measurement. Practical guidelines for educational leaders (3rd ed.). Pearson Education.

Ramlawati, R., Liliasari, L., Martoprawiro, M. A., & Wulan, A. R. (2014). The effect of electronic portfolio assessment model to increase of students’ generic science skills in practical inorganic chemistry. Journal of Education and Learning (EduLearn), 8(3), 179–186. https://doi.org/10.11591/edulearn.v8i3.260

Retnawati, H., Hadi, S., & Nugraha, A. C. (2016). Vocational high school teachers’ difficulties in implementing the assessment in curriculum 2013 in Yogyakarta province of Indonesia. International Journal of Instruction, 9(1), 33–48. https://doi.org/10.12973/iji.2016.914a

Ring, G., & Ramirez, B. (2012). Implementing ePortfolios for the assessment of general education competencies. International Journal of EPortfolio, 2(1), 87–97. http://www.theijep.com/pdf/IJEP62.pdf

Rizavega, I. H. (2018). Authentic assessment based on curriculum 2013 carried by EFL teacher. Jurnal Profesi Keguruan, 4(2), 142–149. https://journal.unnes.ac.id/nju/index.php/jpk/article/view/17375

Rowais, A. S. Al. (2019). Effectiveness of Marzano’s dimensions of learning model in the development of creative thinking skills among Saudi foundation year students. World Journal of Education, 9(4), 49–64. https://doi.org/10.5430/wje.v9n4p49

Roy, P. (2016). Creativity and science education for the gifted: Insights from psychology. In K. S. Taber & M. Sumida (Eds.), International Perspectives on Science Education for the Gifted: Key issues and challenges. Routledge.

Rustaman, N. Y. (2010). Penilaian portofolio. Universitas Pendidikan Indonesia.

Sahu, S., Soudarssanane, M., Roy, G., Premrajan, K., & Sarkar, S. (2008). Use of portfolio-based learning and assessment in community-based field curriculum. Indian Journal of Community Medicine, 33(2), 81–84. https://doi.org/10.4103/0970-0218.40873

Saragih, L. E., & Tarigan, R. (2016). Perbedaan hasil belajar siswa dengan menggunakan model pembelajaran kooperatif script dan problem based instruction pada materi pokok sistem ekskresi manusia. Jurnal Pelita Pendidikan, 4(2), 148–152. https://jurnal.unimed.ac.id/2012/index.php/pelita/article/view/4057

Shepard, L. A. (2005). Formative assessment: Caveat emptor. In ETS Invitational Conference The Future of Assessment: Shaping Teaching and Learning. Lawrence Erlbaum Associates, Inc.

Stiggins, R. J. (1994). Student-centered classroom assessment. Macmillan College Publishing.

Subban, P. K., & Round, P. (2015). Differentiated instruction at work. Reinforcing the art of classroom observation through the creation of a checklist for beginning and pre-service teachers. Australian Journal of Teacher Education, 40(5), 117–131. https://doi.org/10.14221/ajte.2015v40n5.7

Sugiyono. (2015). Statistika untuk penelitian.

Sulistyo, T., Eltris, K. P. N., Mafulah, S., Budianto, S., Saiful, S., & Heriyawati, D. F. (2020). Portfolio assessment: Learning outcomes and students’ attitudes. Studies in English Language and Education, 7(1), 141–153. https://doi.org/10.24815/siele.v7i1.15169

Sunarto, S., & Riduwan, R. (2013). Pengantar statistika untuk penelitian pendidikan, sosial, komunikasi, ekonomi, dan bisnis. CV Alfabeta.

Supovitz, J. (2012). Getting at student understanding--The key to teachers’ use of test data. Teachers College Record, 114(11). http://www.tcrecord.org/Content.asp?ContentId=16804

Surapranata, S., & Hatta, M. (2006). Penilaian portofolio: Implementasi kurikulum 2004. Remaja Rosdakarya.

Tawiland, M., & Amin, B. D. (2013). Portfolio-based physics learning model to improve critical thinking skills. International Journal of Education and Research, 1(9), 1–8. http://www.ijern.com/journal/September-2013/43.pdf

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

Trumbull, E., & Lash, A. (2013). Understanding formative assessment: insights from learning theory and measurement theory. WestEd. https://www.wested.org/online_pubs/resource1307.pdf

Van der Kleij, F. M., Vermeulen, J. A., Schildkamp, K., & Eggen, T. J. H. M. (2015). Integrating data-based decision making, Assessment for Learning and diagnostic testing in formative assessment. Assessment in Education: Principles, Policy & Practice, 22(3), 324–343. https://doi.org/10.1080/0969594X.2014.999024

Wehmeyer, M. L., Shogren, K. A., Palmer, S. B., Williams-Diehm, K. L., Little, T. D., & Boulton, A. (2012). The impact of the self-determined learning model of instruction on student self-determination. Exceptional Children, 78(2), 135–153. https://doi.org/10.1177/001440291207800201

Wiliam, D. (2011). What is assessment for learning? Studies in Educational Evaluation, 37(1), 3–14. https://doi.org/10.1016/j.stueduc.2011.03.001

Zulfikar, T. (2018). The making of Indonesian education: An overview on empowering Indonesian teachers. Journal of Indonesian Social Sciences and Humanities, 2, 13–39. https://doi.org/10.14203/jissh.v2i0.19

DOI: http://dx.doi.org/10.26555/bioedukatika.v9i1.19384

Article Metrics

Abstract view : 0 times
PDF - 0 times


  • There are currently no refbacks.

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

View J.Bioedukatika Stats

ISSN 2338-6630 (Print) | ISSN 2541-5646 (Online)
Organized by Department of Biology Education
Published by Universitas Ahmad Dahlan
Jl.Ringroad Selatan, dk Kragilan, Tamanan, Banguntapan, Bantul, Daerah Istimewa Yogyakarta, Indonesia