IMPLEMENTASI ASESMEN PORTOFOLIO SEBAGAI BENTUK PENILAIAN AUTENTIK PADA MATA PELAJARAN BAHASA INDONESIA MATERI PUISI KELAS IV SEKOLAH DASAR

Abstract

This article aims to describe the implementation of portfolio assessment as a form of authentic assessment in Indonesian language learning, particularly in poetry material for fourth-grade elementary school students. This study employed a qualitative approach with a conceptual development study design. The data were obtained through a literature review of scientific articles relevant to portfolio assessment, authentic assessment, poetry learning, and the development of assessment rubrics. The data were analyzed using content analysis by reviewing various sources, identifying key concepts, and formulating assessment indicators aligned with the characteristics of poetry learning in elementary school. The results show that portfolio assessment can be implemented through three stages: collecting poetry examples, composing poetry, and reciting poetry. Each stage is supported by an assessment rubric containing measurable aspects, such as source variety, theme suitability, word choice, creativity, poetry structure, writing neatness, pronunciation, intonation, expression, fluency, and attitude during poetry recitation. Portfolio assessment enables teachers to assess both the learning process and learning outcomes in a comprehensive, objective, systematic, and continuous manner. In addition, the use of rubrics helps teachers provide fair assessment and assists students in recognizing the strengths and weaknesses of their learning outcomes.