<![CDATA[Science learning assessments should ideally not only measure conceptual mastery, but also document students' learning artifacts in an authentic, contextual, and equitable manner. However, assessment practices in schools are still dominated by written tests that do not adequately represent complex learning products and do not fully account for the diversity of students' backgrounds. This study aimed to describe the design, implementation, and effectiveness of a Wakelet-based summative digital portfolio as a science learning artifact assessment in biology classes, specifically on the human digestive system, using a quantitative descriptive approach with 48 eighth-grade students in Cimahi City and one science teacher as the evaluator. The results showed that Wakelet-based digital portfolios authentically represented science learning outcomes, with two groups achieving the excellent category (average scores of 92.59 and 95.37) and three groups in the sufficient category (average scores of 71.30–74.07). Students' perceptions of cultural responsiveness were in the high category (overall average 3.83 out of 5), while Wakelet effectiveness was rated high by students (overall score 3.71) and good by the teacher (average 3.17), although moderate technical obstacles remained (score 3.10). ABSTRAK Asesmen pembelajaran IPA idealnya tidak hanya mengukur penguasaan konsep, tetapi juga mendokumentasikan artefak hasil belajar siswa secara autentik, kontekstual, dan berkeadilan. Namun, praktik asesmen di sekolah masih didominasi tes tertulis yang kurang merepresentasikan produk belajar kompleks dan belum sepenuhnya memperhatikan keberagaman latar belakang siswa. Penelitian ini bertujuan mendeskripsikan desain, implementasi, dan efektivitas portofolio digital sumatif berbasis Wakelet sebagai dokumen penilaian artefak pembelajaran IPA kelas Biologi, khususnya materi sistem pencernaan manusia, menggunakan pendekatan deskriptif kuantitatif dengan subjek 48 siswa kelas VIII di Kota Cimahi dan satu guru IPA sebagai evaluator. Hasil penelitian menunjukkan bahwa portofolio digital berbasis Wakelet mampu merepresentasikan capaian akhir pembelajaran IPA secara autentik, dengan dua kelompok mencapai kategori sangat baik (skor rata-rata 92,59 dan 95,37) dan tiga kelompok pada kategori cukup (skor rata-rata 71,30–74,07). Persepsi siswa terhadap responsivitas budaya berada pada kategori tinggi (skor rata-rata keseluruhan 3,83 dari skala 5), sedangkan efektivitas Wakelet dinilai tinggi oleh siswa (skor keseluruhan 3,71) dan baik oleh guru (rata-rata 3,17), meskipun masih terdapat hambatan teknis pada tingkat sedang (skor 3,10). ]]>
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