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All Journal Bahasa, Sastra, Pembelajaran Indo-MathEdu Intellectuals Journal Jurnal Ipteks Terapan : research of applied science and education Journal of Multidisciplinary Science: MIKAILALSYS Jurnal Pengabdian Masyarakat dan Riset Pendidikan
Syahrul R
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Development of Canva-Based Digital Portfolio Assessment in Learning to Write Advertising Texts for Junior High School Students Rafi Maulana; Syahrul R; Yenni Rozimela
Journal of Multidisciplinary Science: MIKAILALSYS Vol 4 No 2 (2026): Journal of Multidisciplinary Science: MIKAILALSYS
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/mikailalsys.v4i2.10871

Abstract

Advances in digital portfolio technology have enabled conventional portfolios to be transformed into more flexible, practical, and accessible assessment tools that allow teachers to systematically collect, document, and present students’ learning progress. This study aimed to develop a Canva-based digital portfolio assessment for teaching advertising text writing to junior high school students and to evaluate its validity and practicality. The study employed a Research and Development design using the ADDIE model, comprising Analysis, Design, Development, Implementation, and Evaluation. Data were collected using subject matter expert and media expert validation sheets, a student response questionnaire, and a learning outcome test. The resulting product was a Canva-based digital portfolio template containing student identification, learning objectives, initial advertising text drafts, revised drafts, final products, self-reflections, and an assessment rubric. Subject matter expert validation yielded a score of 92%, while media expert validation reached 93%, with both classified as highly valid. The content pilot test produced an average score of 89.0%, categorized as very good, whereas the product pilot test achieved an average score of 91.2%, indicating a highly practical level. The findings demonstrate that the Canva-based digital portfolio assessment facilitates continuous evaluation of learning processes and outcomes, enhances student engagement, and supports the development of advertising text writing skills. The study concludes that the developed product is valid and practical and can therefore serve as an alternative assessment instrument for Indonesian language instruction at the junior high school level. Its practical contribution lies in providing teachers with a structured, accessible, and process-oriented digital assessment tool for monitoring students’ writing development.
The Quality of English Test Items for Senior High School Students: Validity, Cognitive Level, and Language Skills Analysis Hevriani Sevrika; Yenni Rozimela; Syahrul R
Journal of Multidisciplinary Science: MIKAILALSYS Vol 4 No 2 (2026): Journal of Multidisciplinary Science: MIKAILALSYS
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/mikailalsys.v4i2.11264

Abstract

Although educational assessment has received considerable scholarly attention, comprehensive evaluations of teacher-made English examinations integrating validity, cognitive demand, and language-skill representation remain limited. This study evaluated the quality of a senior high school English summative examination by examining these three dimensions simultaneously. A quantitative descriptive design was employed to analyze all 50 multiple-choice and essay items included in the examination through total sampling. Data were obtained through documentation. Content validity was assessed based on curriculum alignment, empirical validity was examined using Pearson product–moment correlation, cognitive levels were classified according to Bloom’s Revised Taxonomy (C1–C6), and language-skill representation was analyzed using percentage-based descriptive statistics. The findings showed that 38 items (76%) were valid, whereas 12 items (24%) were invalid because of ambiguous wording, poorly constructed distractors, and insufficient alignment with instructional objectives. The cognitive-level distribution was dominated by lower-order thinking skills, particularly understanding (C2; 32%) and remembering (C1; 28%). Higher-order thinking skills were substantially underrepresented, comprising analyzing (C4; 12%), evaluating (C5; 6%), and creating (C6; 2%). The examination also emphasized receptive skills and structural knowledge, with reading comprehension accounting for 48% of the items, followed by grammar (20%) and vocabulary (14%). Productive and communicative skills received considerably less coverage, including writing (10%), listening (6%), and speaking (2%). These findings demonstrate that acceptable item validity alone does not ensure a cognitively balanced and communicatively authentic language assessment. This study contributes to the English language assessment literature by providing a multidimensional evaluation of teacher-made examinations in secondary education. It also highlights the need for teachers, schools, and policymakers to conduct continuous item validation, strengthen assessment literacy, increase higher-order cognitive demands, and achieve a more balanced representation of receptive, productive, and communicative language skills.
Co-Authors . Ermanto Agustina . Anni Rahimah ASRI WAHYUNI SARI Atmazaki Atmazaki Ayu Gustia Ningsih Dina Syarifah Nasution Elfia Sukma Haris Effendi Thahar Harris Effendi Thahar Hasanuddin WS Hasian Romadon Tanjung Hevriani Sevrika indra Putri Irzal Amin Khairun Nisa Mila Kurnia Sari Mina Syanti Lubis Mita Domi Fella Henanggil Mukhaiyar Ngusman . Nicky Prima Yudha Norliza Jamaluddin Novia Juita Piliang, Wilda Srihastuty Handayani Rafi Maulana Ricci Gemarni Tatalia Rosyidah . Suhatman Jaya Toras Barita Bayo Angin USWATUN HASANAH Vista Lara Sati, Nores Wiji Kholifah Yenni Hayati Yenni Rozimela Yulianti Rasyid Zulhafizh .