The implementation of portfolio assessment in assessing integrated social science learning results of inclusion basic school

Abstract

With the background of the importance of an assessment system that can measure students' abilities cognitively, affective, and psychomotor, an assessment is needed that can measure student learning outcomes which can not only be measured by scores through written tests but so that the quality of Integrated Social Studies learning can develop better required a portfolio assessment which is part of the class assessment.This study aims to examine the use of portfolio assessment as an alternative to classroom assessment in the Integrated Social Studies learning process in inclusive elementary schools by using qualitative research methods and case study designs. This research was conducted from February to June 2018 in five inclusive elementary schools in Sleman Regency.The results in this study are: (1) conceptually the teacher has understood the portfolio assessment, (2) the resulting planning designed by the teacher is a learning tool in the form of a syllabus, lesson plans, instruments, and assessment system, (3) the teacher is able to develop and carry out a portfolio assessment with well, (4) produced national or international journal articles