Improving The Creativity Of Learning Food Production Through Portfolio Assessment In The Project Learning Model

Ni Desak Made Sri Adnyawati,A.G Abdullah,A Hellman,I.G.N.A Suryaputra,J Foley

doi:10.1051/shsconf/20184200069

Ni Desak Made Sri Adnyawati, A.G Abdullah + Show 3 more

Open Access

https://doi.org/10.1051/shsconf/20184200069

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Abstract

The implementation of the portfolio assessment in the project learning model is intended to identify the improvement made by the students in the food production learning, and the response given by the students to the implementation of the portfolio assessment in the project learning model. This classroom action research involved 23 students from the study program of food production of Ganesha University of Education during 2014/2015 academic year. The study was conducted in two cycles through the stage in which it was designed, the stage in which it was implemented, the stage in which observation was made, and the stage in which reflection was evaluated. The data were collected using the observation technique in which the learning process and product were observed. The observation sheet of process included preparing, processing, and serving dishes. The observation sheet of products included appearance, texture, aroma and taste aspects through the organoleptic test. The data were descriptively analyzed. The result of the study showed that the learning creativity of food production in cycle 1 averaged 79.15 and could be categorized as good, in cycle 2 the learning creativity averaged 87.08 and could be categorized as very good. This means that the improvement of the learning creativity of food production made by the students through the implementation of the portfolio assessment in the learning project was 7.93. The response given by the students to the implementation of the portfolio assessment in the project learning model could be categorized as good and averaged 81.27.

Highlights

Vocational education is education which provides skills through trainings as part of the learning process
Based on what is described above, this present study is intended to identify 1) the improvement of the creativity in the food production learning through the portfolio assessment in the project learning, and 2) the response given by students to the application of the portfolio assessment in the project learning model
In the beginning of the learning process, the teaching staff, in this case, the lecturer informed that the learning activity in the class room for the course food creativity ‘Cipta Karya Boga’ was delivered using the project learning model

Summary

Introduction

Vocational education is education which provides skills through trainings as part of the learning process. In the food production learning, learners become motivated to learn more actively; the teacher is only the facilitator; the teacher evaluates the product as the result of the learners’ performance including the outcome which can be displayed from the result of the project done This learning emphasizes the environment in which students learn actively and collaboratively, and the authentic technique assessment is applied. Nanang Hanafiah and Cucu Suhana (2009) state that the project learning model is the learning approach which allows leaners to work independently and construct their own learning which is culminated in a real product This type of learning emphasizes the environment in which students learn actively and work collaboratively, and the authentic assessment technique is applied. Based on what is described above, this present study is intended to identify 1) the improvement of the creativity in the food production learning through the portfolio assessment in the project learning, and 2) the response given by students to the application of the portfolio assessment in the project learning model

Research Model

Result and Discussion

Conclusion