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All Journal Journal of Digitalization in Physics Education (JDPE)
Hatta Daeng
State University of Surabaya
Computer Science & IT Decision Sciences, Operations Research & Management Education Industrial & Manufacturing Engineering Physics Social Sciences

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Implementation of Portfolio-Based Performance Assessment to Improve High School Students' Argumentation Skills in Physics Learning Hatta Daeng; Abu Zainuddin
Journal of Digitalization in Physics Education Vol. 2 No. 2 (2026): August
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jdpe.v2i2.52776

Abstract

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.
Co-Authors Abu Zainuddin