Sena Mahendra, M.T., Joko Suwignyo, Miftah Al Hafidz, Fahmy Zuhda Bahtiar

PENGEMBANGAN INSTRUMEN PENILAIAN PORTOFOLIO BERBASIS KKNI DAN SN-DIKTI UNTUK MENDUKUNG IMPLEMENTASI MBKM

Introduction

Pengembangan instrumen penilaian portofolio berbasis kkni dan sn-dikti untuk mendukung implementasi mbkm. Mengembangkan instrumen penilaian portofolio berbasis KKNI & SN-DIKTI untuk mendukung implementasi MBKM dalam kurikulum OBE pada pendidikan vokasi teknik mesin.

Abstract

This study aims to develop a portfolio assessment instrument based on the Indonesian National Qualifications Framework (KKNI) and the National Higher Education Standards (SN-DIKTI) to support the implementation of the Merdeka Learning Campus Merdeka (MBKM) program in the Outcome-Based Education (OBE) curriculum. The research subject is the Mechanical Engineering Vocational Education (PVTM) study program at IVET University. The research method uses the 4-D model (Define, Design, Develop, Disseminate), which consists of the stages of needs definition, instrument design, validation, and development. The developed instrument was designed in a five-level Likert scale format, covering three main aspects: cognitive, affective, and psychomotor. The results of validation by experts showed a high level of validity with an average score of 0.85 (very valid). Testing was conducted in the Research Methods course involving 30 students, resulting in an average portfolio assessment score of 78.5 (good). Feedback from lecturers showed that this instrument increased the accuracy of the assessment, while students found the instrument easy to understand and use. Keywords: Portfolio Assessment Instrument, KKKNI, SN-Dikti, MBKM, OBE, Vocational Education, Mechanical Engineering

Review

This paper presents a highly relevant and timely study focused on the development of a portfolio assessment instrument designed to meet the evolving demands of Indonesian higher education. By specifically aligning with the Indonesian National Qualifications Framework (KKNI), National Higher Education Standards (SN-DIKTI), and supporting the implementation of the Merdeka Learning Campus Merdeka (MBKM) program within an Outcome-Based Education (OBE) curriculum, the research addresses a critical need for robust and nationally standardized assessment tools. The work makes a significant contribution, particularly for vocational education, by providing a practical and theoretically grounded instrument to effectively measure student competencies in a dynamic educational environment. The methodology employed, the 4-D model (Define, Design, Develop, Disseminate), is well-suited for instrument development, ensuring a structured and systematic approach from conceptualization to initial testing. The instrument's design, which incorporates a five-level Likert scale and covers cognitive, affective, and psychomotor domains, demonstrates a comprehensive understanding of competency assessment in vocational education. The reported results are particularly encouraging: expert validation yielded a very high average score of 0.85, indicating strong content and construct validity. Furthermore, the practical testing phase with 30 students in a Research Methods course resulted in a 'good' average assessment score, complemented by positive feedback from both lecturers and students regarding the instrument's accuracy, ease of understanding, and usability. While the abstract clearly outlines a robust development and initial validation process, future research could expand upon the 'Disseminate' stage with a more detailed analysis of broader implementation strategies and long-term impact on learning outcomes across different vocational programs. A deeper exploration into how the instrument might adapt to diverse learning contexts within the MBKM framework could also prove beneficial. Nevertheless, this study successfully establishes a well-validated and highly practical portfolio assessment instrument. It serves as a valuable resource for educators and policymakers seeking to enhance assessment practices in alignment with contemporary educational reforms, offering a commendable model for similar initiatives in vocational higher education.

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