Digital Portfolio Assessment in Writing Learning under the Merdeka Curriculum
Universitas Negeri Padang
Universitas Negeri Padang
Universitas Negeri Padang
DOI:
https://doi.org/10.56943/sujana.v5i3.1029Educational assessment in Indonesia is undergoing a structural shift from conventional, uniform measurement toward authentic, process-based, student-centered evaluation. Within this shift, digital portfolio assessment emerges as an instrument capable of accommodating the demands of writing learning. This study examines the urgency, conceptual foundations, and implementation challenges of digital portfolio assessment in writing learning under the Merdeka Curriculum through a conceptual review based on a systematic synthesis of national and international literature published primarily between 2020 and 2025, supplemented by a small number of seminal theoretical and methodological works identified explicitly where cited. This review indicates that digital portfolio assessment offers significant advantages over conventional portfolios in accessibility, process documentation, multimedia accommodation, and support for student self-reflection, while also showing that its benefits are not uniform across all dimensions of writing competence, with stronger support evident for self-monitoring and lower-level accuracy than for higher-order organizational and rhetorical skill. This review recommends developing a comprehensive supporting ecosystem encompassing teacher professional development, accessible platform provision, and school policies that sustain digital portfolio implementation, alongside future empirical research distinguishing its differentiated effects across the dimensions of writing competence identified here.
Keywords: Authentic Assessment Conceptual Review Digital Portfolio Merdeka Curriculum Writing Instruction
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