PORTOFOLIO DIGITAL DENGAN SEESAW: TRANSFORMASI ASESMEN AUTENTIK DAN BUDAYA REFLEKSI GURU DI SEKOLAH DASAR
Cecep Kustandi- Durotul Yatimah- R.A. Hirmana Wargahadibrata- Athiya Fara Swid- Shaffiya Rasidha Andinnari

Universitas Negeri Jakarta, Indonesia

Abstract

The transformation of 21st-century education requires teachers to master authentic assessment and reflective practice. However, research indicates that Indonesian elementary teachers continue to face challenges in designing contextualized assessments and cultivating a professional culture of reflection. This community service article reports on the implementation of a digital portfolio program using the SeeSaw application at SD Negeri Jakasetia IV, Bekasi City, involving 30 teachers. The intervention adopted a participatory approach comprising socialization, training, implementation, mentoring, and evaluation stages. Quantitative results demonstrated a significant increase across all competency dimensions. Knowledge scores rose from 2.6 to 4.3, technical skills from 2.8 to 4.2, and reflective attitudes from 3.1 to 4.4 (on a 5-point scale). These findings highlight that digital portfolios function not only as documentation tools but also as formative instruments reinforcing the teachers^ experiential learning cycle. Qualitative findings revealed three key themes: (i) teachers^ new perception of teaching experiences as valuable data, (ii) pride in producing digital artifacts, and (iii) the emergence of school-based communities of practice. The implications suggest that integrating SeeSaw can foster a sustainable culture of professional reflection while strengthening the link between authentic assessment and teacher capacity development. Consequently, this initiative aligns with Indonesia^s Merdeka Belajar reform agenda and enriches the international literature on digital portfolios in teacher education.

Keywords: digital portfolio, SeeSaw, authentic assessment, teacher reflection, elementary education

Topic: Pendidikan