Development of Portfolio based Learning Instrument for Early

Childhood

Farida Samad, Haryati, and Syarifah Kurniaty Kahar

Lecturers of Faculty of Teacher Training and Education, Universitas Khairun, Jalan Bandara Babullah Akehuda Ternate

Maluku Utara, Indonesia

Keyword: Portfolio, Early Childhood.

Abstract: The study is a research and development research which aims at developing portfolio-based learning

instrument in terms of teacher’s manual, child’s worksheet and daily lesson plan. The subject was teachers and

students at PAUD Terpadu Alkhairat Skep Ternate. The instrument of portfolio was tested to 12 students of

class B at PAUD Terpadu Alkhairat Skep Ternate. The development model used was thiagarajan model or 4D

models consisted of four stages, namely defining stage, designing stage, development stage, and dissemination

stage. The portfolio instrument was validated and revised by the expert which then produced feasible product.

The result of the study showed that the portfolio-based learning instrument was valid, practical, and effective.

The learning instrument was develop after content validation and empirical validation were conducted. Then,

they were stated as valid based on Gregory’s formulation (>75% or 0.75). The learning instrument was stated

as practical because all of the aspects of learning was in completely conducted. The learning instrument was

stated as effective because it has fulfilled the criteria of effectiveness with the result that teachers gave 80% of

positive response toward the learning instrument based.

1 INTRODUCTION

Kindergarten provides guidance through stimulus

in the form of learning. This task shows that

through learning it is expected that children have

readiness to enter further education and they are

ready to learn in a broad sense. Therefore

development is needed in the learning model to

realize the learning objectives.

Learning functions is to direct students to

design learning used as a guide in learning

implementation in order to achieve effective,

efficient, attractive, and humanistic learning. Joice,

(1992) (in Yus, A: 2008) explains the learning

model is a plan or a pattern used as a guide in

planning classroom learning or tutorials and

determining learning instrument and directing us in

designing learning for students so that its

objectives are achieved.

In learning activities there are several

innovative learning models can be used by

teachers. Innovative learning models can provide

motivation for students to learn more actively so

that they can improve achievement and one of the

innovative learning models is portfolio-based

learning. Learning carried out in kindergartens

requires varied activities. One form of learning that

fulfills the learning is portfolio-based learning which

includes all aspects of child development to the

assessment of children's work. Machado, (2002) (in

Yus, A: 2008) states that portfolio-based learning

provides a great opportunity for children to move

according to their needs (Yus, A, 2008).

Portfolio-based learning is very possible to do in

kindergarten because teachers and students always

do certain products or works, for example, inviting

children to draw, color, cut, fold, stick and so on.

Meanwhile, activities to collect products or works of

students and interpret the collection of children's

products are sometimes forgotten. Some products or

children's work collected by educators are often not

evaluated again and at the end of the semester the

product is returned to the parents.

The problems occur in portfolio-based learning

start from the creation of student worksheets by

teachers and what the teacher makes as portfolios are

available magazines while the work of other children

is not portfolio. There are still many shortcomings in

the portfolio used in kindergarten. In fact, the

portfolio has an advantage can be used to evaluate

Samad, F., Haryati, . and Kahar, S.

Development of Portfolio based Learning Instrument for Early Childhood.

DOI: 10.5220/0008897000340037

In Proceedings of the 1st International Conference on Teaching and Learning (ICTL 2018), pages 34-37

ISBN: 978-989-758-439-8

learning process of students, so teachers and

parents can know children development from time

to time. However, the success of a learning model

depends on teaching instruments used to support

the learning model. The instrument is something

that supports the implementation of learning,

therefore learning instruments must be in

accordance with the learning model. In portfolio-

based learning, learning instruments are needed

such as manuals used by teachers in implementing

learning, the role of students worksheets is used to

test children's abilities and its results can be used

as children's portfolios, and daily lesson plan are

used to support learning models in accordance with

activity portfolio based. Based on the explanation

above, the researcher wants to conduct research on

the development of portfolio-based learning

instruments in kindergarten.

2 RESEARCH METHOD

This research is research and development/R&D

method because researchers want to develop

portfolio-based learning instruments for early

childhood using the 4D development model

includes four stages of development namely

define, design, develop, and disseminate. It is

expected to get products in the form of teacher

guidebook, students worksheets, and daily lesson

plans for effective activities. It was conducted at

PAUD Terpadu Alkhairat Skep in Ternate City.

The subjects were students in group B academic

year 2018/2019, the reason is students were able to

recognize letters, were able to read the beginning,

were able to write and were able to understand the

teacher's explanation. This research was conducted

from September to October of the 2018/2019

school year. The instruments used in this study are:

(1) teacher questionnaire on portfolio learning

devices (2) learning implementation observation

sheet (3) validation results sheet.

Data has been collected using these instruments

will then be analyzed quantitatively to explain

validity and effectiveness and the practicality of

the learning devices developed. Data obtained

from the results of validation by experts were

analyzed to explain the validity of learning

devices. The results of the trial data, namely the

teacher questionnaire and student performance

value data are used for the effectiveness of the

learning learning device.

𝐶𝑜𝑛𝑡𝑒𝑛𝑡 𝑉𝑎𝑙𝑖𝑑𝑖𝑡𝑦 =

𝐷

(𝐴 + 𝐵 + 𝐶 + 𝐷)

Analysis to calculate the percentage of the

number of teachers who responded to each category

listed on the teacher's response questionnaire using

the following formula:

Pr=

∑𝑅𝑠

∑𝑠

x 100%

Then determine the category of implementation of

each aspect or overall aspect of the implementation of

the learning device (Nurdin, 2007):

1.5 M 2.0 all implemented

0.5 M 1.5 partly implemented

0.0 M 0.5 not implemented

3 RESULTS AND DISCUSSION

Portfolio-based learning is student-centered learning

that is very effective in teaching and learning. This is

in accordance with the constructivism theory

according to Yager (1992), the application of

constructivism means placing students in a central

position in the overall learning. To support portfolio-

based learning, supporting instruments such as daily

lesson plan do not include all portfolio and portfolio-

based learning scenario stages so that daily lesson

plan are needed, then improper portfolio compilation

and making portfolios are only a collection of

students assignments that only cognitive and motoric

development can be seen while in the portfolio all

that is included or all aspects of development are in,

that is why photos and videos are needed to find out

the extent of language development, gross motoric,

art and several other developments, in accordance

with previous research deal with portfolio-based

learning showed that portfolios contain work and

activities of children in learning process so that

teachers and parents can see child development, this

is in accordance with Herman's theory, Gearhart and

Ascbacher (1995) states that the use of portfolios in

learning has two functions, that are used as a form of

learning assessment as well as learning techniques.

Furthermore winter (1989) also emphasizes the

use of a good portfolio must contain a number of

learning experiences and should also be supported

by documentation. Therefore it takes preparation and

assessment handbook that summarizes how the

portfolio and preparation of portfolio as well as ways

to assess the portfolio. The process of developments

instruments done through some stages such as

define, design and develop and disseminate aims to

produce learning instrument in this case teacher

handbook, students worksheet, and daily teaching

Development of Portfolio based Learning Instrument for Early Childhood

Figure 1.

plan to obtain valid and effective instruments used

in PAUD Terpadu Alkhairat Skep in Ternate.

These results prove that learning instruments

that has been revised based on input from

validators are valid and reliable to be tested. The

initial validator assessment for the teacher

guidebook and daily lesson plan based on the

results of analysis of all aspects was valid and

reliable even though there was a revision of the

preparation format.

Empirically the results of trials for practicality

criteria have met the criteria, the practicality

component of the teacher handbook and daily

lesson plan is determined by observation of two

observers on the implementation of portfolio-based

learning that have been implemented, from the

results can be considered adequate because all

components that are assessed in the instrument are

carried out entirely with a high level of reliability

so that the instruments meet the criteria of

practicality. Components that are considered to be

in the category are fully implemented because the

learning instruments used are easily understood by

students. This shows that learning instruments that

have been developed can be used in kindergarten

in accordance with the themes and sub-themes that

have been determined.

The effectiveness of learning instruments can

be seen from the questionnaire of teacher

responses that provide a positive response to the

portfolio used. These shows the effectiveness criteria

have been achieved. Thus the effectiveness criteria

of assessment for teacher also achieved because

teachers feels delighted in using portfolio so it

indicates that the teaching instruments are suitable

for use in kindergarten.

4 CONCLUSIONS

The condition of learning instrument is still not

perfect, there are still many things need to be

addressed so that portfolio-based learning is as

expected, so learning instruments such as teacher

guidebook and daily lesson plan are needed to

support the portfolio-based learning model because

of lack understanding of teacher about the

appropriate children's portfolio and how to compile

and assess the student's portfolio.

The prototype of previous instrument was not in

accordance with portfolio-based learning even

though the portfolio used in PAUD Terpadu

Alkhairat Skep in Ternate city had fulfilled some of

learning aspects but it was not perfect, therefore the

prototype instrument was developed to complement

portfolio-based learning in PAUD Terpadu Alkhairat

Skep in Ternate city through the stages of design to

form a hypothetical prototype.

Based on the results, the instrument is feasible to

use. The results of portfolio-based learning

ICTL 2018 - The 1st International Conference on Teaching and Learning

development obtained through a 4-D model,

including: 1) the defining stage consists of five

steps, namely: initial analysis, students analysis,

task analysis, concept analysis and learning

objectives.2) design phase consisting of four steps,

namely: test preparation, media selection and

design of the format, and initial design. 3) The

development stage, namely expert assessment and

field trials, then all the initial designs are validated

by experts and they are in the valid category then

tested to find out its practicality and effectiveness,

so it is feasible to use. 4) The stage of deployment,

namely the stage that the product is distributed to

other classes or other schools to further test the

product effectiveness. However, in this study the

distribution stage was not carried out.

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Development of Portfolio based Learning Instrument for Early Childhood