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

PKK, Engineering and Vocational Faculty, 81116 Undiksha Singaraja, Bali

^* Corresponding author: adnyawatisri@yahoo.com

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.