The validity of physics learning evaluation teaching material based on project-based learning and portfolio assessment

Abstract

Physics Learning Evaluation course aims to develop students’ knowledge and skills in conducting school assessments in case studies or project assignments. However, the difficulty of implementing a contextual evaluation to actual conditions was the main problem for students. In addition, it was not easy to find evaluations that could be uses as project assignments. On the teacher’s side, the project assignments produced by students had not been thoroughly assessing by appropriate assessments taking into the preparation, process, and results stages. Project-Based Learning (PjBL) is a suitable model for students’ independence in constructing learning through project assignments. The study aims to develop teaching materials for the Physics Learning Evaluation based on PjBL and portfolio assessment. The study used the ADDIE model with five stages: analyze, design, develop, implement, and evaluate. The validation of these teaching materials is part of the development stage, which carry out after the teaching materials create. The results of expert validation of the teaching materials reach 87.41 with very valid criteria. It showed that physics learning evaluation teaching material based on project-based learning and portfolio assessment are appropriate to improve students’ scientific skills.