PORTFOLIO ASSESSMENT IN LEARNING PHYSICS-BASED GUIDED INQUIRY

Abstract

This research aims to improve learning outcomes through the implementation of portfolio assessment in learning, which physics-based on guided inquiry, and secondly to describe the students’ response to the model is done in two cycles of learning. The location of this research is SMPN 33 Makassar City Class VII C sample of a population of 4 classes. Indicators used in this study were firstly) improving student learning outcomes based cognitive competence, competence affective, psychomotor competency and secondly) students’ response to the application portfolio assessment. Data were collected through observation, tests, questionnaires and interviews, and then analyzed descriptively. The results showed that ; The application portfolio assessment in this physics-based inquiry guided learning can improve student learning outcomes. This was due to an increase in the acquisition of student learning outcomes on cognitive competencies with good qualification at cycle I and II; an increase in the acquisition of student learning outcomes in affective competencies with good qualification cycle I and II; an increase in student learning outcomes in psychomotor competency with good qualification cycle I and II. In addition. The response of students to the application of portfolio assessment in this physics-based learning guided inquiry is very positive.