Implikasi Pembelajaran Berbasis Portofolio terhadap Metacognitive Awareness, Self-Regulating dan Karakter Mahasiswa Prodi PGSD Universitas Mataram di Masa Pandemi Covid-19

Nurhasanah Nurhasanah, Khairun Nisa, Anindita SHM Kusuma, Nasaruddin Nasaruddin, Mega P Sari

Abstract


Penerapan pembelajaran online (daring) sudah berlangsung dan mahasiswa maupun dosen sudah mulai terbiasa dengan kondisi tersebut.  Namun ada satu hal yang masih menjadi bahan diskusi yaitu asesmen dari pembelajaran online itu sendiri. Salah satu alternatif asesmen yang dapat digunakan untuk pembelajaran online adalah dengan portofolio. Tujuan penelitian adalah mengetahui implikasi penilaian berbasis portofolio terhadap metacognitive awareness, self-regulating dan karakter mahasiswa Prodi PGSD Universitas Mataram  di masa pandemi covid-19. Jenis penelitian yang digunakan mixed methods designs. Hasil penelitian menunjukkan ada implikasi pembelajaran berbasis portofolio terhadap metacognitive awareness mahasiswa prodi PGSD di masa Pandemi Covid-19 dengan nilai signifikansi sebesar 0.000 < alpha 0.05 (ρ < 0.05).Ada implikasi pembelajaran berbasis portofolio terhadap self-regulatingmahasiswa prodi PGSD di masa Pandemi Covid-19 dengan sebesar 0.000 < alpha 0.05 (ρ < 0.05). Nilai rerata karakter mahasiswa pada pertemuan ke-1 sebesar 70,8 ( mulai berkembang). Pada pertemuan ke-2 sebesar  87,4, pertemuan ke-3 sebesar 93,7, pertemuan ke 4 sebesar  95,3, pertemuan ke 5 sebesar 95,7 dan  pertemuan ke-6 sebesar  97,6 sehingga dapat disimpulkan bahwa pada pertemuan ke-2 sampai dengan pertemuan ke 6 karakter mahasiswa sudah membudaya. Saran diperuntukkan bagi kepentingan kemanfaatannya dalam pembelajaran yakni temuan dalam penelitian menunjukkan bahwa pembelajaran berbasis portofolio secara teoritik dan empirik mampu memberikan implikasi positif bagi metacognitive awarenss, self-regulating dam karakter mahasiswa, oleh karena itu peneliti menyarankan agar pembelajaran berbasis portofolio ini diimplementasikan pada pembelajaran yang lain. 

Keywords


Metacognitive Awareness; Self-regulating; Karakter; Portofolio; Covid-19.

Full Text:

PDF

References


Birgin, O. & Baki, A. (2007). The Use of Portofolio to Assess Student’s Performance. Journal of Turkish Science Education, 4 (2): 75-90. https://www.researchgate.net/publication/26474919.

Boekaerts, M., Pintrich, P. R., & Zeidner, M. (2000). Handbook of Self-Regulation: Theory, Research, and Applications. California: Academic Press.

Borba, M. (2008). Membangun Kecerdasan Moral: Tujuh Kebajikan Utama Agar Anak Bermoral Tinggi. Terj. oleh Lina Jusuf. Jakarta: PT. Gramedia Pustaka Utama.

Borich, Gary D. (2017). Effective Teaching Methods: Research-Based Practice. Boston: Pearson Education Inc.

Budimansyah, D. (2003). Model Pembelajaran dan Penilaian Berbasis Portofolio. Bandung: Genesindo.

Burke, P. J. & Dunn, S. (2006). Communicating science: Exploring Reflexive Pedagogical Approaches. Teaching in Higher Education, 11(2). DOI:10.1080/13562510500527743.

Creswell, J. W. (2014). Research Design: Qualitative, Quantitative and Mixed Methods Approaches. California: Sage Publication Inc.

Davis, M. H. & Ponnamperuma, G. G. (2005). Portofolio Assessment. Journal of Veterinary Medical Education, 32 (3).

Diehl, M., Semegon, A. B., & Schwarzer, R. (2006). Assessing Attention Control in Goal Pursuit: A Component of Dispositional Self-Regulation. Journal of Personality Assessment, 86, 306-317

Eggen, P. D, & Kauchak, D. P. (1996). Strategies for Teachers: Teaching Content and Thinking Skills. Boston: Allyn and Bacon.

Flavell, J. H. (1979). Metacognition and cognitive monitoring: A New Area of Cognitive-developmental Inquiry. American Psychologist, 34.

Gravetter, F. J & Wallnau, L. B. (2017). Statistics for the Behavioral Sciences. Boston: Cengage Learning.

Griffin, P. (2015). Assesment and Teaching of 21st Century Skills. New York: Springer.

Hoyle, R. H. (2010). Handbook of Personality Self-Regulation. UK: John Wiley & Sons Ltd.

Kemendikbud. (2010). Pengembangan Pendidikan Budaya dan Karakter Bangsa: Pedoman Sekolah. Kementerian Pendidikan Nasional: Badan Penelitian dan Pengembangan Pusat Kurikulum.

Kicken, W & Merrienboer, J. J. G. (2009). Design and Evaluation of a Development Portfolio: How to Improve Students’ Self-directed Learning Skills. Instructional Science. DOI 10.1007/s11251-008-9058-5.

Lickona, T. (1991). Educating for Character: How Our School Can Teach Respect and Responsibility. New York: Bantam Books.

Livingston, J. A. (1997). Metacognition: An overview. Retrieved Sept. 23, 2005. (online) (http://www.gse.buffalo.edu/fas/shuell/cep564/Metacog.htm.

Lubis, S., Hasrudin & Mahmud. (2016). Efektivitas Penggunaan Portofolio pada Perkuliahan Mikrobiologi terhadap Kemandirian dan Hasil Belajar Mahasiswa. Procedding Biology Education Conference (ISSN: 2528-5742), 13(1) 2016: 564-569.

Mertens, D. M. (2010). Research and Evaluation in Education and Psyhology (3th edition). California: SAGE Publications Inc.

Mukhid, A. (2008). Strategi Self-regulating Learning. Jurnal Tadris. 3(2).

Ozhiganova, G. V. (2018). Self-regulation and Self-regulatory Capacities: Components, Levels, Models. RUDN Journal of Psychology and Pedagogics 2018, 15(3), 255-270.

Pintrich, P. R. (2004). A Conceptual Framework for Assessing Motivation and Self-regulating Learning in College Students. Educational Psychology Review, 16(4), 385-407.

Ridley, D.S., Schutz, P.A., Glanz, R.S. & Weinstein, C.E. (1992). Self-regulating Learning: the Interactive Influence of Metacognitive Awareness and Goal-setting. Journal of Experimental Education 60 (4), 293-306.

Schraw, G., & Dennison, R.S. (1994). Assesing Metacognitive Awareness. Contemporary Educational Psychology 19, 460-475

Schunk, D. H. (2012). Learning Theories: An Educational Perspective. Boston: Pearson Education Inc.

Singh, C. K. S & Samad, A. A. (2012). The Use of Portfolio as an Assessment Tool in the Malaysian L2 Classroom. Intersitional Journal of English Language Education 1(1). DOI:10.5296/ijele.v1i1.2851

Tabatabaei, O & Assefi, F. (2012). The Effect of Portfolio Assessment Technique on Writing Performance of EFL Learners. English Language Teaching. 5(5); May 2012. www.ccsenet.org/elt.

Winn, W. & Snyder, D. (1996). Cognitive Perspectives in Pyschology. In D.H. Jonassen, ed. Handbook of research for educational communications and technology. New York: Simon & Schuster Macmillan.

Zimmerman, B.J. (2000). Attaining Self-regulation: A Social Cognitive Perspective. In Boekaerts, M., Pintrich, P. R., & Zeidner, M. (edition), Handbook of Self-Regulation: Theory, Research, and Applications, pp. 13-39. San Diego, CA: Academic Press.




DOI: https://doi.org/10.29303/jipp.v6i3.198

Refbacks

  • There are currently no refbacks.


Indexing

JIPP's Visitors

Flag Counter

Statistik

Editor's Office

Jurnal Ilmiah Profesi Pendidikan

FKIP Universitas Mataram, Jln. Majapahit no. 62 Mataram 83125, Lombok, NTB Indonesia

 

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