How Is the Perception of Teachers in Indonesia about Portfolio Assessment for Elementary School?

This portfolio assessment has been widely applied in primary schools in Indonesia. In practice portfolio assessment has been widely used for the teacher certification process. This study aims to describe the implementation of portfolio assessment and describe the results of the implementation of portfolio assessment in elementary schools. The approach in this study uses a qualitative approach. While the type of research used in this study is the basic theory. This research was carried out at Muara Bulian 80 / I Elementary School, Batang Hari Regency, Jambi Province. Data collection techniques used are non-participant observation, interviews, and documentation. Researchers use the Miles and Hubermen model to analyze existing data. The model is to carry out the stages that begin with collecting data, reducing, displaying data, and verifying or drawing final conclusions. This research was conducted in the even semester of the Academic Year 2017/2018. From the results of the study concluded that portfolio assessment which includes content, assessment criteria and forms of presentation of student portfolios developed by teachers include, daily tests, book reading reports, self-assessment sheets, inter-theme assessment sheets, and for class 1 also included books homework, practice books, dictation assignments and coloring

Purpose The purpose of this paper is to measure and evaluate the performance of the relationships between farmers, dairy cooperatives and industrial milk processors. Design/methodology/approach Data used in this study were primary data collected through personal interviews and closed questionnaires with 1–5 Likert scale. The sample consisted of the representative of the management of 12 dairy cooperatives located in Central Java Province, representative of the management of 12 dairy cooperatives located in West Java Province and some farmers who are members of those dairy cooperatives. This study uses balanced supply chain management scorecard for measuring the performance of dairy supply chain, importance-performance analysis (IPA) for identifying the indicators that are most in need of improvement, and strength, weakness, opportunity and threat (SWOT) analysis for formulating strategic planning. Findings The results of balanced supply chain management scorecard combined with IPA analysis showed that the performance relationship between farmers, dairy cooperatives and industrial milk processors in West Java Province is slightly better than that in Central Java Province. It can be seen from the average value of the score of indicator, the category of each indicator and the category of the performance index of each relationship. The major weakness of the relationship between dairy farmers, cooperatives and industrial milk processors in Central Java Province lies in the different perspective (no perspective is dominant), whereas that in West Java Province is dominated by the perspective of the customer. On the other hand, the major strength of the relationship in Central Java Province is dominated by the perspective of the customer, whereas that in West Java Province is dominated by the perspective of learning and growth. Research limitations/implications The limitation of this study is related to the number of the dairy cooperatives as the sample and the type of scale used to measure the performance of the relationships between farmers, dairy cooperatives and individual milk processors. So, the future research may replicate this study by surveying all the dairy cooperatives in Central Java and West Java Provinces. It may also enhance the measurement of the performance of the relationships by using a direct measure of each indicator in each perspective, rather than recording the management of dairy cooperative perceptions. Practical implications This research provides essential insights for the management of dairy cooperative in the context of strategic planning development. The research reveals that there is a different strategic planning for improving the performance of the relationship between dairy farmers, cooperatives and industrial milk processors in each province. It depends on the major weakness and strength of the relationships, and also, opportunity and threat faced by the dairy industry. One important thing, the management of dairy cooperative in both provinces should have strategic planning related to the use of machine milking by farmers to improve the milk quality. Social implications The research revealed that strategic planning could be built after analyzing the internal and external conditions carefully. It may encourage more dairy cooperatives to measure and analyze the internal and external conditions at the bottom of strategic planning of their business. Originality/value Although this research only used the balanced supply chain management scorecard and IPA analysis for measuring the performance, and SWOT analysis in formulating the strategic planning for improving the current performance, it will make a difference. First, instead of measuring the performance of dairy cooperatives, this research measured the performance of the relationships between dairy farmers, cooperatives and industrial milk processors. This way, the dairy cooperatives were only sources of data collection. Second, the investigation was quite complicated since the objects of the research were represented by the relationships between farmers, dairy cooperatives and industrial milk processors in Central Java Province and West Java Province.

This study examined the perceptions of elementary school teachers about individual and organizational value congruence according to some variables, and provided several implications for person-organization value congruence at schools. In this study, a total of 575 teachers working in 40 elementary schools from central counties of Ankara were selected as the study sample by using cluster-sampling method. Results from this study indicated that a moderately significant positive correlation between teachers' perceptions of individual and organizational values was found. The results also showed that there were no statistically significant differences in perceptions of teachers' on person-organization value congruence in terms of gender, branch, years in current school, the last graduated school, educational level, and job satisfaction level. However, results demonstrated that teachers' perceptions on person-organization value congruence varied significantly depending on the years in profession, attitude towards the schools in which they work, and considering himself/herself as an important member of the school. According to the results, teachers with high job satisfaction, considering themselves as important members of schools, and having a strong commitment to schools had more positive person-organization value congruence perceptions than the others. Based on the results of the study, it was suggested that longitudinal studies on which values affect teachers' perceptions about teaching profession be conducted by using qualitative research techniques. Summary Person-organization (P-O) fit is a key to maintaining a committed workforce that is necessary in a competitive business environment (Cable a Parsons, 2001). P-O fit can be defined as the congruence between the needs, values, and priorities of person and of organization (Kristof, 1996; Parkes, Bochner a Schneider, 2001; Autry a Daugherty, 2003). It is possible to say that this means there is a harmony between individual and organizational values (Goodman a Svyantek, 1999). In another words, P-O fit is defined as the congruence between the norms and values of organizations and the values of persons (Chatman, 1989; Kraimer, 1997). The fit between people and organizations occurs when at least one entity provides what the others need, or they share similar fundamental characteristics, or both (Kristof, 1996; Kristof-Brown, 2000). In order to understand and predict the attitudes and behaviors of individuals with regard to their organizations, the fit between the individual and the organization may be examined. Studies on person-organization fit have shown several important implications for individual well-being and organizational outcomes. For instance, fit between a person's values and organizational values is related to behavioral and affective outcomes, such as longer tenure, greater organizational commitment and better job performance (O'Reilly III, Chatman a Caldwell, 1991; Van Vianen, 2000). There are many research findings in the field of person-organization fit suggesting that while individual and organizational value congruence increases job satisfaction, organizational commitment and performance of employees, and helps workers demonstrate organizational citizenship behaviors and extra effort for acquiring objectives, it decreases the level of leaving the job, role ambiguities, and negative factors causing stress in organization (Chatman, 1989; Chatman, 1991; O'Reilly III, Chatman a Caldwell, 1991; McDonald, 1993; Cable, 1995; Cable a Judge, 1996; Kraimer, 1997; Meglino a Ravlin, 1998; Finegan, 2000; Verquer, Beehr a Wagner, 2003). P-O fit has most frequently been studied as person-organization value congruence (Chatman, 1989; Kristof-Brown, 2000). Values are the main important aspect of both employees and organizations that can be compared directly and meaningfully. A value is an enduring belief that a specific mode of conduct or end-state is preferable to its opposite. These enduring beliefs guide the attitudes, judgment, and behaviors of individuals (Rokeach, 1973; Chatman, 1989; Cable a Judge, 1996). The values of a person directly affect his behavior in that they encourage him to act in accordance with his values. In this regard, values are one of the main forces which affect the behaviors of people (Meglino a Ravlin, 1998). When an individual's values are congruent with those that are prevalent in his or her social environment or organization, the values of the social environment may positively affect the behaviors of the individual. Therefore, the congruence between teachers' individual values and organizational values of schools can be regarded as a tool for increasing job satisfaction level and organizational commitment of teachers and improving education quality. Method The purpose of this study was to examine the perceptions of elementary school teachers about individual and organizational value congruence according to some variables, and to provide several implications for person-organization value congruence at schools. For this aim, firstly, a general conceptual analysis on the importance of person-organization fit, and individual and organizational value congruence was presented. Then, considering the unique characteristics of schools, consequences of person-organization value congruence in terms of job satisfaction, organizational commitment and performance were discussed. As a descriptive study, dependent variables of this research were the perceptions of elementary school teachers on person-organization value congruence. Demographic variables of the teachers such as gender, branch, years in current school, years in profession, the last graduated school, attitude towards the school, educational status, job satisfaction level, and feeling himself/herself as an important and valuable member of the school were independent variables. In this study, a total of 575 teachers working in 40 elementary schools from central counties of Ankara (Altindag, Cankaya, Etimesgut, Golbasi, Kecioren, Mamak, Sincan, and Yenimahalle) were selected as the study sample by using cluster-sampling method. The study sample consists of 364 female (63%) and 211 male (37%) teachers. Out of these teachers participating in the study, 340 (59%) were classroom teachers and 235 (41%) were in different branches. A self-developed questionnaire was used to gather data. The questionnaire involves both teachers' personal characteristics and a scale used for measuring person-organization value congruence. A normative technique was used to measure the values. This technique typically requires respondents to rate the extent they endorse a set of items or statements describing a value or set of values. In order to analyze the data, Pearson Product-Moment Correlation Coefficient, Independent Samples t-Test, One-Way Anova (ANOVA), Tukey-HSD Multiple Comparison Test, Kruskal Wallis H-Test, and Mann Whitney U-Test were used. Results and Findings Results from this study indicated that a moderately significant positive correlation between teachers' perceptions of individual and organizational values was found. The results also revealed that there were no statistically significant differences in perceptions of teachers' on person-organization value congruence in terms of gender, branch, years in current school, the last graduated school, educational level, and job satisfaction level. However, results demonstrated that teachers' perceptions on person-organization value congruence varied significantly depending on the years in profession, attitude towards the schools in which they work, and feeling himself/herself as an important member of the school. According to the results, teachers with high job satisfaction, feeling themselves as important members of schools, and having a strong commitment to schools had more positive person-organization value congruence perceptions than the others. Conclusion and Suggestions Since the results of the study showed that the teachers with high job satisfaction level were likely to have a more positive person-organization value congruence perception, it was recommended that the factors supporting teachers job satisfaction be investigated. Based on the results of the study, it was suggested that longitudinal studies on which values effect teachers' perceptions about teaching profession be conducted by using qualitative research techniques. In order to improve individual and organizational value congruence, teachers should be educated on ethical codes and values of teaching profession both by in-service education programmes and courses in universities before graduation. The managerial strategies allowing teachers to participate in the decision making processes and providing them with opportunities for supporting their individual and professional development should be seen as important. An effective communication among students, teachers, school managers, and parents should be developed for reinforcing values and ethical behaviors.

This study aims was determine the effectiveness of the problem-based learning model based on portfolio assessment on the ability to critical thinking in mathematics. The research sample was 120 elementary school students in South Kalimantan. sampling was used multistage cluster sampling technique. This research was a quasiexperimental research. Data analysis was performed used a two-way ANACOVA test. The results showed that (1) Problem based learning had an influence on students' critical thinking skills in mathematics because the Fcount obtained was 6.351 compared to F table (0.05< 1.115), which was 3.93. (2) it was said that there was a significant influenced between the interaction of learning models and assessment techniques on students' critical thinking skills in mathematics because the Fcount obtained was 25.669 compared to Ftable (0.05< 1.115), namely 3.93. (3) it was not true that the portfolio assessment technique has a significant effect on students' mathematical critical thinking skills. The Fcount obtained was 1.476 compared to Ftable (0.05>1.115), which was 3.93. Judging from the value of sig. (0.227) > α (0.05)

Portfolio assessment, as an alternative writing assessment approach, has received growing attention in the past few decades. Although the benefits of portfolio assessment are well validated, there is a dearth of empirical research on how portfolio assessment can be sustained over time and the support teachers need to sustain portfolio assessment practice in their teaching contexts. To fill this significant void, the present study examines the influences that contribute to the sustainability of portfolio assessment in second-language writing. Drawing on data from interviews with the principal, English department chair and four English teachers from one elementary school in Hong Kong, as well as classroom observation and teachers’ team meeting observation, the study revealed that administrators’ role in dispersing decision-making authority to teachers, exploiting learning opportunities and providing a stimulating environment for teachers, and the sharing of common vision and goals, as well as collective flows of learning among team members, are the cornerstone of transformation and sustainability for the practice of portfolio assessment. The paper concludes with practical implications on how the innovative attempts in portfolio assessment can be sustained over time.

ABSTRACTConstruct: Students entering the health professions require competency in teamwork. Background: Although many teamwork curricula and assessments exist, studies have not demonstrated robust longitudinal assessment of preclerkship students' teamwork skills and attitudes. Assessment portfolios may serve to fill this gap, but it is unknown how narrative comments within portfolios describe student teamwork behaviors. Approach: We performed a qualitative analysis of narrative data in 15 assessment portfolios. Student portfolios were randomly selected from 3 groups stratified by quantitative ratings of teamwork performance gathered from small-group and clinical preceptor assessment forms. Narrative data included peer and faculty feedback from these same forms. Data were coded for teamwork-related behaviors using a constant comparative approach combined with an identification of the valence of the coded statements as either “positive observation” or “suggestion for improvement.” Results: Eight codes related to teamwork emerged: attitude and demeanor, information facilitation, leadership, preparation and dependability, professionalism, team orientation, values team member contributions, and nonspecific teamwork comments. The frequency of codes and valence varied across the 3 performance groups, with students in the low-performing group receiving more suggestions for improvement across all teamwork codes. Conclusions: Narrative data from assessment portfolios included specific descriptions of teamwork behavior, with important contributions provided by both faculty and peers. A variety of teamwork domains were represented. Such feedback as collected in an assessment portfolio can be used for longitudinal assessment of preclerkship student teamwork skills and attitudes.

Penelitian ini bertujuan mengetahui pengaruh model Pembelajaran Berbasis Masalah (PBM) disertai asesmen portofolio terhadap kemampuan menulis karya ilmiah dengan kovariabel gaya kognitif. Penelitian ini tergolong quasi eksperiment dengan jenis posttest only control group design. Sampel berjumlah 66 orang, diambil secara random pada tingkat kelas. Instrumen penelitian berupa tes (rubrik) kinerja dan tes gaya kognitif. Analisis menggunakan ANAKOVA satu jalur (one way anacova). Hasil penelitian menemukan bahwa 1) terima H1 karena Fhitung 22,964 (0,00) Kata Kunci : Model PBM, Asesmen Portofolio, Gaya Kognitif dan Menulis Karya Ilmiah This research aimed at investigating the effect of the PBM model with portfolio assessment toward students’ academic writing competency with one co-variable cognitive sytle. The research was quasi-experimental by using posttest only control group design. Random sampling technique which classes as intact groups was used. Sample of research was 66 students. Instrument used was performance test and cognitive style test. The data were analyzed by one-way ANACOVA and simple regression. The result of the analysis indicates that 1) first hypothesis HO was rejected and H1 was accepted because Fob = 22,964 (0,00) was lower than 0,05. It means there was a significant difference on students’ academic writing competency who were taught by using PBM model with portfolio assessment with those taught by using the conventional model with conventional assessment; 2) second hypothesis, H0 was rejected and H1 was accepted because Fob = 6,756 (0,012) was lower than 0,05. It means after controlling cognitive style, there was a defference on students’ academic writing competency who were taught by using PBM model with portfolio assessment with those taught by using the conventional model with conventional assessment; 3) third hypothesis, H0 was rejected and H1 was accepted because Fob = 27,512 (0,000) was lower than 0,05. It means cognitive style contributed significantly toward students’ academic writing = 30,1% with p keyword : PBL model, portfolio assessment, cognitive style and academic writing.

This study examines the relationships among the school intellectual capital,the school innovation management and school competitiveness of the elementary and junior high schools, the brand-molding, and the differences of school competitiveness. The research subjects are the principals, directors, low leader and teachers of th Yilan County junior high and elementary schools. The research results are deducted from the analysis of the findings, the survey of the questionnaires, and the focus group interviews catering to the research purposes and research questions. The analysis results provide suggestions for future researches for the educational administrative institutes, for the junior high and elementary schools , and teachers. Based on previous researches, a research theoretical scaffolding was built with the focus group analysis technique. The questionnaire of the school intellectual capital,the school innovation management and school competitiveness the elementary and junior high schools, was used to draw random samples of the 1,006 principals, directors, low leader and teachers of the Yilan County. There were 886 effective questionnaires. The dada was analyzed by the Windows SPSS 18.0 statistics analysis software, analyzing the mean value and standard deviations of the view points of the subjects school intellectual capital,the school innovation management and school competitiveness the elementary and junior high schools. Analysis of variance and the Scheffe method were conducted to compare subjects from different school backgrounds and community backgrounds to decide if they have obvious differences upon school competitiveness, school intellectual capital,the school innovation management. Stepwise multiple regression analysis was used in analyzing school intellectual capital,the school innovation management and the school competitiveness. With the analyzed data from the questionnaires along with the researches and the information acquired from the interviews, the following conclusions are formed after comprehensive discussions： 1. Schools intellectual capital, innovation management research for school competitive with the times, the value and applicability. 2. Schools intellectual capital, innovation management and development of the school competitive with theoretical support. 3. Master dissertation domestic capital for innovative business school research and competitive intelligence school, are taking a positive conclusion. 4. The elementary and junior high schools intellectual capital, innovative business schools, schools at all levels are competitive and are performance level. 5. Performance in terms of male educators school intellectual capital, senior and young teachers, principals, and full-time or subject teachers, new schools and a short history of the school educational personnel, representing a higher level of consciousness of other educational personnel. 6. Higher principals than other educational personnel at the school level of perceived innovation management. 7. The degree of intellectual capital, the higher the degree of innovative business schools, their schools more competitive good. 8. Elementary, city (towns and villages) Center Area and mountainous and remote areas, relationship capital, the higher the degree of schools' competitiveness of its high schools. 9. Educators 'Masters and Ph.D.' qualifications, the lower level of consciousness competitiveness. 10. The higher the degree of intellectual capital schools, their school innovation more favorable operating performance. 11. Young and senior education officers perceived a higher degree of innovative business school, rural areas schools, moderate size of the school, the school innovation more favorable operating performance. 12. The elementary and junior high schools intellectual capital of highly positive correlation between the level of competitiveness and schools at all levels. 13. The elementary and junior high schools innovation management of highly positive correlation between the level of competitiveness and schools at all levels. 14. The elementary and junior high schools at all levels of intellectual capital and innovation management schools reached a high positive correlation between the levels. 15. The elementary and junior high schools explanatory power of intellectual capital on highly competitive schools predictive power. 16. The elementary and junior high schools to explain the power of innovative business school is highly competitive predictive power. 17. The elementary and junior high schools to explain the power of intellectual capital is a highly innovative business schools predict. 18. The elementary and junior high schools relational model of intellectual capital, innovation management and competitiveness in school, school innovation management as a mediator. Another study based on the conclusions put forward concrete proposals to enable the competent educational authority, the national primary and secondary schools, teachers and researchers subsequent reference.

The present study explored the teachers’ 21st-century qualities for the improvement of their instructional performance. It is guided by Urie Brofenbrenner’s Ecological System Theory, Albert Bandura’s Self Efficacy Theory, George Siemans Connectivism Learning Theory and utilizes the conceptual paradigm that the researcher developed in analyzing data. And employs quantitative method to gather and analyze the data using survey questionnaire administer to one hundred sixty-three (163) respondents from Elementary Public School at East District Unit I of Division of Valenzuela City. The findings highlights that there is no significant difference between the perceptions of Teachers and Master Teachers regarding the teachers’ 21st-century qualities, and there is no significant difference between the perceptions of Teachers and Master Teachers regarding the teachers’ instructional performance. And strong and significant connections between 21st-century teacher qualities and instructional performance. And finally, this study proposed a training design on Enhancing 21st-Century Teacher Qualities for Improved Instructional Performance as an output. The training program aims to improve teachers’ instructional performance by focusing on integrating technology, fostering collaboration, and promoting leadership and creativity in the classroom. As this is an initial study, it is recommended that longitudinal studies to evaluate how the development of these qualities’ influences teacher performance over time and in diverse contexts. And pilot programs that assess the impact of teachers’ creativity, adaptability, leadership, and technology use on teachers’ instructional performance and based on the results, expand these initiatives. Strategies should be implemented to support professional development in these areas, particularly through targeted training programs that incorporate technology and innovative teaching methods to improve instructional performance. Regular workshops and ongoing professional development opportunities should be provided to help teachers keep pace with educational innovations.

This quantitative study aims to investigate Teachers’ Insights on the Implementation and Significance of Career Guidance in Elementary Schools, with the intention of influencing elementary school policy and practice. Career counseling is regarded as a very important element for students. Teachers' perceptions of the need for career counselling services at the elementary school level are examined in this study, with a focus on the link between their opinions and their perceptions. Two primary goals serve as the foundation for this study: 1) to examine the perception of teachers towards the current status of career counseling services at elementary level and 2), to identify the perception of teachers towards the need of career counseling services at elementary level .Quantitative research design used in the present study. 378 elementary public school teachers and 44 public school were overall population of the study at sector Nilore Islamabad. Target population was 180 elementary public school teachers. Sample of the pilot study was 21 elementary public school teachers from 6 public elementary school. Final study of sample was 123 elementary public school teachers from 35 public elementary schools at sector Nilore Islamabad were selected. Simple random sampling technique was used for the selection of sample from public elementary schools. Questionnaire was developed and distributed among teachers in order to collect data. According to 87.0% of respondents, a significant percentage believe that career counselling services are crucial for supporting and improving academic achievement for both boys and girls. The broad belief that career advice is crucial for fostering students' future success is demonstrated by the 84.3% of respondents who agreed. There is broad agreement on the importance of career counselling, as seen by the 83.6% of respondents who agreed. 74.7% shows that there is broad agreement about the need of offering counselling services tailored to a student's gender in order to better meet their unique needs for career development. According to 72.6% of respondents (Agree + Strongly Agree), career counselling programs are essential in reducing elementary school pupils' likelihood of committing crimes. Very few people answered 1.4 percent (2 individuals) strongly disagree. According to 2.1% (3 respondents), there is minimal opposition to the idea that career coaching aids students in overcoming their challenges. The results showed that although teachers acknowledge the value of career counselling in promoting students' growth and directing their future goals, many of them claim a dearth of official programs and inadequate training. Their views of the need for improved counseling services are influenced by this disparity. The study comes to the conclusion that in order to effectively assist students in their career exploration, career counseling has to be improved via focused professional development and resource allocation. To build a supportive atmosphere for professional development in primary school, recommendations include putting in place training programs for teachers, setting up organized counseling services, and encouraging community involvement.

This quantitative study aims to Perceived Role of Career Counseling in Early Education: A Study of Elementary School Teachers, with the intention of influencing elementary school policy and practice. Career counseling is regarded as a very important element for students. Teachers' perceptions of the need for career counseling services at the elementary school level are examined in this study, with a focus on the link between their opinions and their perceptions. Two primary goals serve as the foundation for this study: 1) to examine the perception of teachers towards the current status of career counseling services at elementary level and 2), to identify the perception of teachers towards the need of career counseling services at elementary level .Quantitative research design used in the present study. 378 elementary public school teachers and 44 public school were overall population of the study at sector Nilore Islamabad. Target population was 180 elementary public school teachers. Sample of the pilot study was 21 elementary public school teachers from 6 public elementary school. Final study of sample was 123 elementary public school teachers from 35 public elementary schools at sector Nilore Islamabad were selected. Simple random sampling technique was used for the selection of sample from public elementary schools. Questionnaire was developed and distributed among teachers in order to collect data. According to 87.0% of respondents, a significant percentage believe that career counselling services are crucial for supporting and improving academic achievement for both boys and girls. The broad belief that career advice is crucial for fostering students' future success is demonstrated by the 84.3% of respondents who agreed. There is broad agreement on the importance of career counselling, as seen by the 83.6% of respondents who agreed. 74.7% shows that there is broad agreement about the need of offering counselling services tailored to a student's gender in order to better meet their unique needs for career development. According to 72.6% of respondents (Agree + Strongly Agree), career counselling programs are essential in reducing elementary school pupils' likelihood of committing crimes. Very few people answered 1.4 percent (2 individuals) strongly disagree. According to 2.1% (3 respondents), there is minimal opposition to the idea that career coaching aids students in overcoming their challenges. The results showed that although teachers acknowledge the value of career counselling in promoting students' growth and directing their future goals, many of them claim a dearth of official programs and inadequate training. Their views of the need for improved counseling services are influenced by this disparity. The study comes to the conclusion that in order to effectively assist students in their career exploration, career counseling has to be improved via focused professional development and resource allocation. To build a supportive atmosphere for professional development in primary school, recommendations include putting in place training programs for teachers, setting up organized counseling services, and encouraging community involvement.

The low competency of students' mathematical knowledge is caused by the lack of optimal models during learning so the students find it difficult to understand learning. It was proven by the results of observations, 53 students or 21.73% of Mathematics PTS scores had reached KKM while as many as 191 people or 78.27% had not yet reached the KKM. This study aimed at analyzing the effect of the NHT model based on portfolio assessment on the competency of the fifth-grade elementary school. This research was a quasi-experimental study with a non-equivalent control group design. The population was all grade V elementary schools consisting of 10 classes of 244 students. The sample was determined using a random sampling technique so selected the fifth grade (Elementary School) SD 1 Mengwi of 34 students as the experimental group and the fifth grade Elementary School Mengwi of 35 students as a control group. In the process of data collection, the test was chosen as a research instrument in the form of an ordinary multiple-choice objective test so the obtained data in the form of mathematical knowledge competency values in the form of quantitative data, then it was analyzed using uji-t analysis with the polled variance formula. The results of data analysis obtained tcount = 4.351> ttable = 2,000 (α = 0.05 and dk = 67) then H0 was rejected and Ha was accepted, which means that there are significant differences between the experimental and control groups. Based on these results, it can be concluded that the NHT model based on portfolio assessment influences the competency of mathematics knowledge in the fifth-grade elementary school.

Learning will be memorable if students practice directly about the material being studied, but also the activity of students greatly affect their ability to absorb the material. With active students practice directly about the material being studied can help teachers in delivering the material being studied, especially on materials that are full of memorization as in the social studies in elementary school. For that new innovation is needed in the learning activities that are able to support students' activities in the learning process. This study aims to determine the steps of development of portfolio assessment and to determine the appropriateness of applying portfolio assessment to support student activeness in IPS learning. This research is a type of research development (R & D). The procedure is to conduct preliminary study to know the potential and problems, data collection, product design, design validation, design revision, product test, product trial revision. Portfolio assessment instruments are validated by expert testers, ie evaluation experts, materials experts and learning specialists. This research was conducted at SD Muhammadiyah Kalangan in May 2017. The data collection instrument was done with expert validation, observation sheet, and student response sheet. In this research, data analysis is done with qualitative and quantitative. The results showed that in terms of quality portfolio assessment included in the category of very good, which is suitable to be used as application of learning. The results obtained from the validation of the expert evaluation obtained a value of 68.75 with good category, the results of the material experts obtained a value of 77.78 with good category, and the results of the expert learning obtained a value of 100 with very good category. The result of the test based on the students' appraisal was obtained by 90.27 with very good category, from the observer scores obtained the value of 81.25 with very good category..

One form of assessment that can assess students' abilities as a whole, process and results, is portfolio assessment. The problem in this study originates from the results of a needs analysis on student learning assessments. This study aims to produce a feasible and effective portfolio assessment to measure the communication and collaboration skills of fifth grade elementary school students. This research is a Research and Development (R&D) type of research, the development was carried out referring to the theory of Borg & Gall. The data collection tool uses a valid and reliable portfolio assessment. The data analysis technique uses a paired t test with a calculated result of 0.000 or less than 0.05, which means that there is a difference between the pretest and post-test results for students. Based on this research, it can be concluded that portfolio assessment is effective in improving students' communication and collaboration skills. Based on the conclusions above, suggestions from researchers regarding students' communication and collaboration skills can be improved by students practicing questions as often as possible and being serious about following the learning process according to the assessment aspects.

This study aims to determine the degree of equity in the use of the portfolio assessment approach in elementary schools. This observation was carried out in October 2022 at SDN PABEAN. The research method that we use in this observation is a qualitative method. Qualitative research aims to capture and understand the meaning of a context in the current conditions and not make it up, in which we extract information from the material we choose, namely portfolio assessment and re-decipher the information we have obtained from this observation. In this portfolio assessment there are things that need to be given special attention, especially on the cognitive, affective, and psychomotor aspects. So by paying attention to these three things, the teacher can improve the quality of each student's portfolio assessment so that there is continuity in every aspect of project-based and non-project-based assessments.