THE EFFECT OF PORTFOLIO ASSESSMENT AND LEARNING INDEPENDENCE ON LEARNING OUTCOMES BY CONTROLLING MATHEMATIC LOGICAL INTELLIGENCE
DOI:
https://doi.org/10.31941/delta.v10i2.1551Keywords:
asesmen portofolio, hasil belajar, kemandirian belajarAbstract
The purpose of the study was to examine the effect of portfolio assessment and learning independence on learning outcomes by considering logical mathematical intelligence (KLM). This experimental study uses a treatment by level 2×2 design. The population is all students of the Mathematics Study Program, FMIPA Undiksha who took the Integral Calculus course in the even semester of 2016 years, with a sample of 88 people taken randomly. Data were analyzed by ANACOVA. Based on the results of data analysis, it was found that the learning outcomes of students whose learning process was accompanied by a portfolio assessment were higher than students whose learning was accompanied by an essay assessment before and after KLM was controlled. The finding in this study is that learning independence has no significant effect on student learning outcomes before KLM is controlled, while after KLM is controlled learning independence has a significant effect on student learning outcomes.
References
Ahmed, W., et al. (2012) Emotions, Self- Regulated Learning, and Achievement in Mathematics: A Growth Curve Analysis. Journal of Educational Psychological Association 105 (1): 150-161. DOI:10.1037/a0030160
Bataineh, R.F &Obeiah, S.F. (2016). The Effect of Scaffolding and Portfolio Assessment on Jordanian EFL Learners' Writing. Indonesian Journal of Aplplied Linguistics, 6(1): 12-19.DOI: dx.doi.org/10.17509/ijal. v6i1.2643.
Boekaerts, M., Pintrich, P. & Zeinider, M. (2000). Hanbook of Self Regulation. San Diego: Academic Press.
Çakan, M, Mihladiz, G., Taşkin, B. G.. (2010). How Portfolio Use
Affects Students.,’ Learning and Their Attitudes toward 6th
Grade Science Lesson, International Online Journal of
Educational Sciences, 2(2)
Camahalan, F. M. G. (2006). Effects of Self Regulated Learning on Mathematics Achievement of Selected Southeast Asian Children. Journal of Instructional Psychologi, 3(33): 194–205.
Damirel, M & Duman, H. (2015). The Use of Portofolio In English Language Teaching And Its Effects On Achievement And Attitude. Procedia- Social and Behavioral Sciences, 191: 2364-2640.
Dewi, N. K. T., Dantes, N. & Marhaeni, A. A. I. N. (2014). Pengaruh Implementasi Asesmen Portofolio terhadap Kemampuan Menulis dalam Bahasa Inggris dengan Kovariabel Kemampuan Verbal pada Siswa Kelas XI SMAN 1 Banjarangkan. e-Journal Program Pasca-sarjana Undiksha Program Studi Penelitian dan Evaluasi Pendidikan, 4: 1-9.
Farhan, M & Zulkarnain, I. (2019). Analisis Kesalahan Mahasiswa pada Mata Kuliah Kalkulus Peubah Banyak Berdasarkan Newmann’s Error Analysis. JKPM (Jurnal Kajian Pendidikan Matematika), 4(2): 121-134. DOI: http://dx.doi.org/10.30998/jkpm.v4i2.3843
Gall, M., Gall, J. P. & Borg, W. R. (2003). Educational Research (Three Edition). Boston: Pearson Education, Inc.
Gardner, H. (2003). Multiple Intelligences. Batam: Interaksa.
Gunay, A. & Bekiroglu, F.O. (2014). Impact of Portfolio Assessment on Physics Students’ Outcomes: Examination of Learning and Attitude. Eurasian Journal of Mathematics, Science& Techonology Education, 6(10): 667–80.
Gunes, M. H, Demir, S. & Balaban, M. (2015). The Effect of Portfolio Assessment Application On Academic Achievement and Test Anxiety in Teaching Animal Tissue.Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 9 Issue 1: 1-22. DOI:10.17522/nefefmed.7702
Hargis, J. (2000). The Self Regulated Learner Advantage: Learning Science on the Internet, 4(4).
Hosseini, H. & Ghabanchi, Z. (2014). The Effect of Portfolio Assessment on EFL Learners’ Reading Comprehension and Motivation, English Language Teaching. Canadian Center of Science and Education, 7(5): 110-119. DOI:10.5539/elt.v7n5p110
Javanmard. Y. & Faharani, H. (2012). Investigating Using Portfolio Assessment and Learning English Language in Qom Secondary Schools. Global Journal of Human Social Science, 12(12): 52–60.
Kaino, L. M. (2014). Assessment of Teaching Mathematics Use Portfolio. Journal of Social Science,5(15):1-9. DOI: 10.5901/mjss.2014.v5n15p267.
Lange, D.J. (1987). Mathematics Insight and Meaning. Utrech: OW&OC.
Lubis, S. (2016). Efektivitas Penggunanan Portofolio Pada Perkuliahan Mikrobiologi Terhadap Kemandirian dan Hasil Belajar Mahasiswa. Jurnal Pendidikan Biologi, 6(1), 13(1):564-569.
Mahayukti, G. A. (2014). Pengembangan Perangkat Pembelajaran Berbasis Masalah Berbantuan Pertanyaan-Pertanyaan Pembimbing untuk Meningkatkan Kualitas Perkuliahan Kalkulus. Prosiding Seminar Nasional Riset dan Inovatif ke-2. Diselenggarakan olehLemlit Undiksha.
……………… dkk. (2018). Computer -Based Portfolio Asseement to Enchance Students' Self--Regulated Learning. Journal of Theoretical and Applied Information Technology, 96(8).
Mujib, A. (2017). Identifikasi Miskonsepsi Mahasiswa Menggunakan CRI pada Mata Kuliah Kalkulus II. Jurnal Mosharafa, 6(2): 181–192.
Mutakin, T. Z. (2013). Analisis Kesulitan Belajar Kalkulus I Mahasiswa Teknik Informatika, Jurnal Formatif, III (1): 49-60. DOI: http://dx.doi.org/10.30998/formatif.v3i1.113
Nasution, N. B. (2018). Analisis Kesalahan Mahasiswa pada Materi Fungsi Dua Peubah dengan Newmann’s Error Analysis (NEA). Delta: Jurnal Ilmiah Pendidikan Matematika, 6(1), 21-32.
Nur, M. & Wikandari, P.R. (2004). Pendekatan-Pendekatan Konstruktivis Dalam Pembelajaran. Surabaya: Unesa.
Safranj, J.(2016). Logical/Mathematical Intelligence in Teaching English as a Second Language. Procedia-Social and Behavioral Sciences, 232: 75-82.
Suherman, E., dkk. (2003). Strategi Pembelajaran Matematika Kontemporer. Bandung: JICA.
Sunandar. (2012). Pengaruh Penilaian Portofolio Dan Kecerdasan Emosional Terhadap Hasil Belajar Matematika Topik Dimensi Tiga.Jurnal Fourier,1(2):70-77.
Suparta, IN (2014). Kontribusi Pendidikan Matematika Dalam Pengembangan Nilai Kemanusiaan (The Contribution of Mathematics Education to Develop the Humanity Values). Paper dipresentasikan pada acara pengukuhan Guru Besar di prodi Matematika Universitas Pendidikan Ganesha Singaraja.
Winastri, N. K., Suparta, I.N. & Sariyasa. (2016). Pengaruh Model Pembelajaran Pemecahan Masalah Berorientasi Masalah Matematika Terbuka terhadap Kemampuan Pemecahan Masalah Ditinjau dari Kecerdasan Logis Matematis Siswa Kelads X SMA Negeri 2 Denpasar. Prosiding Seminar Nasional MIPA Undiksha, 54-62.
Yalmanci, S.G. & Gozum, A.I. (2013). The Effect of Multiple Intelligence Theory Based Teaching on Student's Achievement and Retention of Knowledge (Example of Enzymes Subyect). International Journal on New Trends in Education and Their Implications, 4(4):27-36.
Zimmerman, B.J. (2002). Becoming a Self Regulated Learner: An Overview.Theory Into Practice College of Education, USA: The Ohio State University, 41 (2): 64-70. DOI:10.1207/s15430421tip4102_2.
Downloads
Additional Files
Published
Issue
Section
License
Authors who publish with this journal agree to the following terms:Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
