Nahadi, Dini Dwi Apriani, Adhe Novy Astuty, Wiwi Siswaningsih, Tri Lestari, Salsabila Raniyah Mumtaz, Firmanul Catur Wibowo
Effective assessment should also support the development of metacognitive abilities and higher-order thinking skills that enable students to regulate their learning and solve complex problems. E-portfolio assessment has gained attention as an alternative approach that allows students to reflect on their learning progress, and demonstrate their understanding through authentic tasks. This study aimed to develop and validate an e-portfolio assessment rubric designed to enhance students' self-regulation, critical thinking, and creative thinking in chemistry learning, particularly in the topic of exothermic and endothermic reactions. This research used a Research and Development (R&D) approach using the 4-D model, focusing on the Define, Design, and Develop stages. The assessment instrument consisted of three authentic learning tasks: a concept summary, a practicum report, and a scientific poster. Each task was evaluated using an analytic rubric that integrates chemistry competency indicators with habits of mind dimensions. Content validation involved seven experts, including four chemistry education lecturers and three experienced chemistry teachers. Reliability analysis was conducted using scores from three independent raters. A limited pilot implementation was carried out with twenty eleventh-grade students using a digital e-portfolio platform. The results indicated strong content validity, with Content Validity Ratio (CVR) of 1.00. Inter-rater reliability analysis showed excellent agreement among evaluators, with Cronbach's alpha values ranging from 0.94 to 1.00. The implementation of the e-portfolio assessment supported by iterative feedback. Normalized gain analysis revealed a high increase in self-regulation (N-gain = 0.73), while improvements in critical thinking (0.66) and creative thinking (0.64) were categorized as moderate. These findings indicate that the developed e-portfolio assessment rubric is both valid and reliable and provides a practical framework for implementing authentic digital assessment to support students' cognitive and metacognitive development in chemistry learning. © 2026, Malque Publishing. All rights reserved.
Study Program of Chemistry Education, Universitas Pendidikan Indonesia, Bandung, Indonesia; Universitas Pendidikan Indonesia, Bandung, Indonesia; Master Study Program of Communication Studies, Universitas Padjajaran, Bandung, Indonesia; Universitas Negeri Jakarta, Jakarta, Indonesia
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