The Influence of Research-Based Learning with Portfolio Assessment on Science Process Skills in Microbiology Course for Biology Program Students

The purpose of this study is to determine the influence of research-based learning with portfolio assessment on
student science process skills in microbiology material. This
quasi-experimental study uses a pretest-posttest design.
Implemented in April - June 2018, the population of this study
are all Biology students in the sixth semester of 2017/2018
academic year consisting of 8 classes. The sampling technique is a cluster random sampling: class A as research-based learning treatment with portfolio assessment, class B as research-based learning treatment without portfolio and class C as direct learning treatment with ordinary practicum. The number of students in class A as experimental class I amounted to 40 people, class B for experiment class II amounted to 35 people, and class C control class amounted to 32 people, bringing the total of all students to 107 people. Data collection uses trial techniques. Students’ science process skills are analyzed by Manova data analysis techniques (Multivariate analysis of variance) and further testing by Tukey’s test with a significant level of α = 0.05.
The analysis technique is done using Microsoft Excel and SPSS
23.0. The Manova results show that there is a significant
influence of research-based learning with portfolio assessment on student science process skills (F = 39,322; P = 0,000). Posttest average scores for students' science process skills that are taught with research-based learning with a higher portfolio compared to research-based learning without portfolios and direct learning.