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Menggunakan pendekatan kualitatif deskriptif dengan desain studi kasus, penelitian melibatkan guru Bahasa Indonesia, 22 siswa, serta dokumen portofolio siswa. Data dikumpulkan melalui observasi, wawancara mendalam, dokumentasi, dan angket terbuka, lalu dianalisis dengan model interaktif Miles dan Huberman. Hasil menunjukkan pemahaman guru sebagai penilaian berkelanjutan, namun penerapannya belum sepenuhnya terintegrasi; refleksi dan umpan balik belum optimal. Kendala utama meliputi waktu terbatas, disiplin siswa, dan sarana kurang memadai, sementara asesmen portofolio terbukti meningkatkan motivasi, kemampuan menulis, partisipasi, dan kepercayaan diri.",{"@graph":51,"@context":110},[52,68,89],{"@type":53,"itemListElement":54},"BreadcrumbList",[55,59,62,65],{"item":56,"name":57,"@type":58,"position":9},"https://docshare.wps.com","Home","ListItem",{"item":60,"name":10,"@type":58,"position":61},"https://docshare.wps.com/id/template/",2,{"item":63,"name":39,"@type":58,"position":64},"https://docshare.wps.com/id/template/umum/",3,{"item":66,"name":47,"@type":58,"position":67},"https://docshare.wps.com/id/template/implementation-of-portfolio-assessment-in-indonesian-language-learning-merdeka-curriculum-for-seventh-grade-students-at-smp-swasta-katolik-budi-murni-2/233174/",4,{"url":66,"name":47,"@type":69,"image":70,"author":75,"headline":47,"publisher":78,"fileFormat":81,"inLanguage":45,"description":49,"dateModified":82,"datePublished":83,"encodingFormat":81,"isAccessibleForFree":84,"interactionStatistic":85},"DigitalDocument",{"url":71,"@type":72,"width":73,"height":74},"https://docshare.wps.com/thumbnails/implementation-of-portfolio-assessment-in-indonesian-language-learning-merdeka-curriculum-for-seventh-grade-students-at-smp-swasta-katolik-budi-murni-2/233174.png","ImageObject",442,249,{"name":76,"@type":77},"Paura","Person",{"url":56,"name":79,"@type":80},"DocShare","Organization","application/pdf","2026-09-21","2026-09-10",true,{"@type":86,"interactionType":87,"userInteractionCount":9},"InteractionCounter",{"@type":88},"ViewAction",{"@type":90,"mainEntity":91},"FAQPage",[92,98,102,106],{"name":93,"@type":94,"acceptedAnswer":95},"Apa tujuan penelitian mengenai asesmen portofolio pada pembelajaran Bahasa Indonesia?","Question",{"text":96,"@type":97},"Penelitian bertujuan mendeskripsikan implementasi asesmen portofolio dalam pembelajaran Bahasa Indonesia pada Kurikulum Merdeka untuk siswa kelas VII di SMP Swasta Katolik Budi Murni 2 Medan.","Answer",{"name":99,"@type":94,"acceptedAnswer":100},"Metode apa yang digunakan dalam penelitian ini?",{"text":101,"@type":97},"Penelitian menggunakan pendekatan kualitatif deskriptif dengan desain studi kasus. Data dikumpulkan melalui observasi, wawancara mendalam, dokumentasi, dan angket terbuka, kemudian dianalisis dengan model interaktif Miles dan Huberman.",{"name":103,"@type":94,"acceptedAnswer":104},"Apa tantangan utama yang ditemukan dalam pelaksanaan asesmen portofolio?",{"text":105,"@type":97},"Tantangan utama mencakup keterbatasan waktu, kedisiplinan siswa, dan sarana pendukung yang belum memadai. Selain itu, refleksi siswa dan umpan balik guru belum optimal dan penerapannya masih terbatas pada tugas menulis tertentu.",{"name":107,"@type":94,"acceptedAnswer":108},"Mengapa asesmen portofolio dinilai relevan dengan prinsip Kurikulum Merdeka?",{"text":109,"@type":97},"Asesmen portofolio dinilai relevan karena menilai proses dan hasil belajar secara autentik, sehingga mendukung prinsip Kurikulum Merdeka. Penelitian juga menunjukkan dampak positif pada motivasi, keterampilan menulis, partisipasi, dan kepercayaan diri siswa.","https://schema.org",{"og:url":66,"og:type":112,"og:title":47,"og:site_name":79,"og:description":49},"article",{"robots":114,"canonical":66},"index,follow",{"doc_id":116,"site_id":44},233174,1789970778,{"code":4,"msg":5,"data":119},{"doc_id":116,"user_id":120,"nickname":76,"user_avatar":121,"doc_module":9,"category_id":38,"category_name":39,"doc_title":47,"doc_description":49,"doc_content":122,"file_id":123,"file_url":124,"file_type":125,"file_size":126,"view_count":9,"is_deleted":4,"is_public":9,"is_downloadable":9,"audit_status":9,"page_count":127,"language":128,"language_code":45,"site_id":44,"html_lang":45,"table_of_contents":129,"faqs":130,"seo_title":131,"seo_description":49,"update_tm":132,"read_time":133},13056712833777,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","IMPLEMENTASI ASESMEN PORTOFOLIO DALAM PEMBELAJARAN BAHASA INDONESIA KURIKULUM MERDEKA SISWA KELAS VII DI SMP SWASTA KATOLIK BUDI MURNI 2  \nHotti Sanogaria Lasmarito Saruksuk 1 , Berman Hutahaean2 , Candra Ronitua Gultom3 , Monica Marcelina Tarigan4  \nPendidikan Bahasa Dan Sastra Indonesia , Fakultas Keguruan dan Ilmu Pendidikan , Universitas Katolik Santo Thomas, Medan [hottisaruksuk46@gamil.com](hottisaruksuk46@gamil.com), [bermanhth@gmail.com](bermanhth@gmail.com), [gultomronny19@gmail.com](gultomronny19@gmail.com),  \n[monicatarigan26@gmail.com](monicatarigan26@gmail.com)  \nABSTRACT  \nThis study aims to describe the implementation of portfolio assessment in Indonesian language learning under the Merdeka Curriculum for seventh-grade students at SMP Swasta Katolik Budi Murni 2 Medan. The research employed a descriptive qualitative approach with a case study design. The subjects consisted of an Indonesian language teacher, 22 seventh-grade students, and students’portfolio documents. Data were collected through observation, in-depth interviews, documentation, and open-ended questionnaires, and analyzed using Miles and Huberman’s interactive model. The findings show that the teacher understands portfolio assessment as a continuous evaluation, yet its implementation remains limited to certain writing tasks and has not been fully integrated into daily learning activities. Student reflection and teacher feedback were not optimal, while the main challenges included limited time, students’ discipline, and insufficient facilities. Nevertheless, portfolio assessment was proven to enhance students’motivation, writing skills, participation, and self-confidence. The study concludes that portfolio assessment is relevant to the principles of the Merdeka Curriculum as it authentically evaluates both process and outcomes of learning. Therefore, teacher training, effective time management, and the development of digital portfolios are needed to optimize its implementation.  \nKeywords: Portfolio Assessment, Indonesian Language, Merdeka Curriculum  \nABSTRAK  \nPenelitian ini bertujuan mendeskripsikan implementasi asesmen portofolio dalampembelajaran Bahasa Indonesia pada Kurikulum Merdeka di kelas VII SMP Swasta Katolik Budi Murni 2 Medan. Penelitian menggunakan pendekatan kualitatif deskriptif dengan desain studi kasus. Subjek penelitian meliputi guru Bahasa Indonesia, 22 siswa kelas VII, serta dokumen portofolio siswa. Data dikumpulkanmelalui observasi, wawancara, studi dokumentasi, dan angket terbuka, kemudian dianalisis dengan model interaktif Miles dan Huberman. Hasil penelitian  \nmenunjukkan bahwa guru memahami asesmen portofolio sebagai penilaian berkelanjutan, namun pelaksanaannya masih terbatas pada tugas menulis tertentu dan belum terintegrasi dalam pembelajaran rutin. Refleksi siswa dan pemberianumpan balik belum optimal, sementara kendala utama mencakup keterbatasanwaktu, kedisiplinan siswa, dan sarana pendukung. Meski demikian, asesmen portofolio terbukti meningkatkan motivasi, keterampilan menulis, partisipasi, sertakepercayaan diri siswa. Penelitian menyimpulkan bahwa asesmen portofolio relevan dengan prinsip Kurikulum Merdeka karena menilai proses dan hasil belajar secara autentik, sehingga diperlukan pelatihan guru, manajemen waktu, dan pengembangan portofolio digital agar implementasinya lebih efektif.  \nKata Kunci: Asesmen Portofolio, Bahasa Indonesia, Kurikulum Merdeka  \nA. Pendahuluan  \nPendidikan merupakan aspek penting dalam pengembangansumber daya manusia yang berkualitas dan berdaya saing tinggi. Dalam konteks pendidikan di Indonesia, Kurikulum Merdeka hadir sebagai inovasi untuk memberikankebebasan dan fleksibilitas bagi guru dan peserta didik dalam prosespembelajaran. Kurikulum ini menekankan pembelajaran yang berpusat pada siswa (studentcentered learning) dengan tujuan agar peserta didik dapat berkembang secara optimal sesuai potensi masingmasing (Kemendikbud, 2021) .  \nKurikulum merupakan  \nkomponen penting dalam siste","cbCaitfgkl0WeDkT","https://ap.wps.com/l/cbCaitfgkl0WeDkT","pdf",332149,19,"Indonesian","# A. Pendahuluan\n## Latar belakang Kurikulum Merdeka dan kebutuhan asesmen autentik\n## Alasan penelitian tentang asesmen portofolio pada pembelajaran Bahasa Indonesia\n## Pentingnya penilaian dalam mencapai kompetensi","[{\"question\":\"Apa tujuan penelitian mengenai asesmen portofolio pada pembelajaran Bahasa Indonesia?\",\"answer\":\"Penelitian bertujuan mendeskripsikan implementasi asesmen portofolio dalam pembelajaran Bahasa Indonesia pada Kurikulum Merdeka untuk siswa kelas VII di SMP Swasta Katolik Budi Murni 2 Medan.\"},{\"question\":\"Metode apa yang digunakan dalam penelitian ini?\",\"answer\":\"Penelitian menggunakan pendekatan kualitatif deskriptif dengan desain studi kasus. Data dikumpulkan melalui observasi, wawancara mendalam, dokumentasi, dan angket terbuka, kemudian dianalisis dengan model interaktif Miles dan Huberman.\"},{\"question\":\"Apa tantangan utama yang ditemukan dalam pelaksanaan asesmen portofolio?\",\"answer\":\"Tantangan utama mencakup keterbatasan waktu, kedisiplinan siswa, dan sarana pendukung yang belum memadai. Selain itu, refleksi siswa dan umpan balik guru belum optimal dan penerapannya masih terbatas pada tugas menulis tertentu.\"},{\"question\":\"Mengapa asesmen portofolio dinilai relevan dengan prinsip Kurikulum Merdeka?\",\"answer\":\"Asesmen portofolio dinilai relevan karena menilai proses dan hasil belajar secara autentik, sehingga mendukung prinsip Kurikulum Merdeka. Penelitian juga menunjukkan dampak positif pada motivasi, keterampilan menulis, partisipasi, dan kepercayaan diri siswa.\"}]","IMPLEMENTASI ASESMEN PORTOFOLIO DALAM PEMBELAJARAN BAHASA INDONESIA - KURIKULUM MERDEKA SISWA KELAS VII DI SMP SWASTA KATOLIK BUDI MURNI 2 | PDF",1789076180,7]