ASSESMEN PORTOFOLIO DALAM PEMBELAJARAN KONTEKSTUAL TERHADAP KEMAMPUAN DASAR KOGNITIF DAN KEMAMPUAN BAHASA ANAK

  • Ni Nyoman Lisna Handayani STAHN Mpu Kuturan Singaraja
DOI: https://doi.org/10.53977/kumarottama.v1i2.399
Keywords: portfolio-based approach to contextual learning, basic cognitive abilities, language skills

Abstract

This study uses an experimental research pattern The Posttest-Only Control-Group Design. The research population is all children of group B TK Lab Undiksha. The sample in this study amounted to 41 people. Data on children's basic cognitive abilities and language skills were collected by observation using an observation sheet. The data analysis used was MANOVA (Multivariat Analysis of Variance) assisted by SPSS 17.00 for windows. The results showed that: First, portfolio assessment in contextual learning had an effect on students' cognitive abilities (F= 28.56 p<5%). Second, portfolio assessment in contextual learning has an effect on students' language skills (F= 38.75 p<5%). Third, portfolio assessment in contextual learning has a significant effect on students' basic cognitive abilities and language skills (F= 17.59 p<5%).

References

Agung, A. A. G. (2017). Metodologi Penelitian Kuantitatif (Perspektif Manajemen Pendidikan). Singaraja: Universitas Pendidikan Ganesha.

Andi, Yudha. (2009). Kenapa Guru Harus Kreatif. Bandung: Dar Mizan.

Arikunto, S. (2019). Prosedur Penelitian. Jakarta: Rineka cipta.

Budiningsih, Asri. (2005). Belajar dan Pembelajaran. Jakarta: Rineka Cipta.

Buzan, Tony. (2002). Sepuluh Cara jadi Orang yang Jenius Kreatif. Jakarta: Gramedia Pustaka Utama.

Dahar, R. W. (2011). Teori-teori Belajar. Bandung: Erlangga.

Dantes, Nyoman. (2012). Metode Penelitian. Yogyakarta : CV Andi Offset.

Dantes, Nyoman. (2012). Statistik Test. Singaraja : Undiksha.

Dimyati dan Mudjiono. (2015). Belajar dan Pembelajaran. Jakarta: Rineka Cipta.

Hanafiah dan Suhana. (2012). Konsep Strategi Pembelajaran. Bandung: PT Refrika Aditama.

Mudjia Rahardjo. (2017). Studi Kasus dalam Penelitian Kualitatif Konsep dan Prosedurnya. Jurnal Ilmiah. Malang: Universitas Islam Negeri Maulana Malik Ibrahim Malang.

Rusyan, A. Tabrani. (2005). Proses Belajar Mengajar yang Efektif Tingkat Pendidikan dasar. Bandung: Bina Budaya.

Sadiman, dkk. (2006). Media Pendidikan. Jakarta: PT RajaGrafindo Persada.

Schement, J. R. (2002). Encyclopedia of Cpmmunication and Information (Volume 1). New York: McMilland Reference.

Slameto. (2003). Belajar dan Faktor-faktor yang Mempengaruhinya. Jakarta: Trineka Cipta.

Suami, Dewa Ayu. (2016) Penerapan assesmen portofolio dalam pembelajaran kontekstual Untuk Meningkatkan Minat dan Hasil belajar IPS Anak Kelas IV SDN 21 Dauh Puri Denpasar. Tesis. Program Pascasarjana Undiksha Singaraja.

Sudjana, Nana. (2005). Srategi Pembelajaran. Bandung: Falah Produktion.

Sugiyono. (2008). Metode Penelitian Pendidikan Pendekatan Kuantitatif, Kualitatif, dan R & D. Bandung: Alfabeta.

Sugiyono. (2017). Metode Penelitian Kuantitatif, Kualitatif, dan R&D. Bandung : Alfabeta, CV.

Sukmadinata, Syaodih Nana. (2004). Landasan Psikologi Proses Pendidikan. Bandung: Remaja Rosdakarya.

Sukreni, Wayan. (2017). Penerapan Pembelajaran Inkuiri Untuk Meningkatkan Minat Dan Hasil Belajar Anak Kelompok B Tk Kumara Jati Denpasar. e-Journal Program Pascasarjana Universitas Pendidikan Ganesha Program Studi Pendidikan Dasar (Volume 4 Tahun 2017).

White, P. E. (1992). Women and minorities in science and engineering: An update. Washington, DC: National Science Foundation.

Winarno. (2011). Dinamika Peradaban Global & Pengaruhnya Bagi Negara Bangsa. Solo: FKIP UNS.
Published
2022-01-31
How to Cite
Handayani, N. N. L. (2022). ASSESMEN PORTOFOLIO DALAM PEMBELAJARAN KONTEKSTUAL TERHADAP KEMAMPUAN DASAR KOGNITIF DAN KEMAMPUAN BAHASA ANAK. Kumarottama: Jurnal Pendidikan Anak Usia Dini, 1(2), 98-108. https://doi.org/https://doi.org/10.53977/kumarottama.v1i2.399
Issue
Vol 1 No 2 January 2022
Section
Articles
Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International 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-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the works authorship and initial publication in this journal.
  • Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journals 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).