International Journal of Research and Innovation in Social Science (IJRISS) |Volume VI, Issue XI, November 2022|ISSN 2454-6186
Fadly Azhar*, Hasnah Faizah, Putri Yuanita, Erni Erni, Auzar
Faculty of Teacher Traning and Education Universitas Riau Indonesia, Indonesia
*Corresponding author
Abstract: One of the major issues of designing self & portfolio assessments as a learning evaluation system is to help teachers assessing students’ works in virtual learning. So, through the application of this type of assessment system, it is expected that three parties: teachers, students, and parents will get involved proportionately in determining the aspects to be evaluated by each of them. In this descriptive quantitative study, this paper aimed at describing the application of self & portfolio assessments as a learning evaluation system in virtual learning within the elementary, lower and higher secondary school teachers in Riau Province-Indonesia. Findings show that out of 25 principles that the learning evaluation system has, the principle of ‘simple’ is at the lowest level (0.400 > 0.2242) while the principles of ‘accountable, objective, critical, innovative, creative, quality, apprreciation, students’ participation, and teachers’ participation are at the highest level of validity (0.888 > 0.2242); however, all of the principles are at the highest level of reliability (0.938). In terms of hypothesis testing, there is no positive and significant differences on the aspects of education units (0.335 > 0.05); regency (0.558 > 0.05); gender (0.928 > 0.05); and on the aspect of teaching experience (0.471 > 0.05). In conclusion, the teachers within Riau Province-Indonesia have shown their higher consent and approval on the application of the principles of self & portfolio assessments as a learning evaluation system in virtual learning in terms of validity and reliability as well as the aspects to be evaluated by teachers (80%), to be evaluated by students (10%) and to be evaluated by parents (10%).
Key-words: application, self & portfolio assessments, virtual learning
I. INTRODUCTION
Virtual learning has been implemented since 16 March 2020 at each education unit in Indonesia (Harnani, 2020; Kemendikbud, 2020). As a consequence, teachers, students and parents within the Province of Riau– Indonesia have many obstacles in conducting virtual learning. Teachers, for example, have problems in designing a set of teaching instrument such as power-point, modules, video, portable document format, and launching them through various types of virtual applications; parents, particularly with more than one child, have problems in facilitating their children with communication tools and internet access; while students would have not well-prepared to study without having smart phones with android application system.