Implementation of Portfolio-Based Performance Assessment to Improve High School Students' Argumentation Skills in Physics Learning
DOI:
https://doi.org/10.26740/jdpe.v2i2.52776Keywords:
Argumentation Skills, Performance Assessment, Physics Learning, Portfolio, Toulmin's Argument PatternAbstract
Objective: To determine the implementation and effect of portfolio-based performance assessment in improving argumentation skills in physics learning, and to identify students' responses to its application. Method: This study used a quasi-experimental pretest-posttest control group design with 66 tenth-grade students at SMA Negeri 1 Bubulan, divided into an experimental class of 33 students receiving portfolio-based performance assessment and a control class of 33 students receiving conventional instruction. Data were collected through observation, TAP indicator-based essay tests, and portfolios, and analyzed using normality tests, paired and independent samples t-tests, and N-Gain calculations. Results: Portfolio assessment was implemented very well (93.75%). The experimental class's argumentation skills improved, with an average N-Gain score of 0.71 (high category), higher than the control class's 0.63 (medium category). However, the difference in post-test scores between the two classes was not statistically significant (p = 0.499). Novelty: The study integrates portfolio-based performance assessment with a Problem-Based Learning (PBL) model incorporating Toulmin's Argument Pattern (TAP) as an innovative approach to measuring and improving high school students' scientific argumentation skills in physics learning more comprehensively and authentically.
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