MAKASSAR — The modern education era of the 21st century requires prospective teachers to not only master subject matter deeply but also possess higher-order thinking skills, particularly creativity. In the field of chemistry education, this challenge is even more pronounced because chemistry topics are dominated by abstract and microscopic concepts that demand strong visualization skills. Responding to this critical need, a research team from Universitas Negeri Makassar consisting of Hastuti Agussalim, Jusniar, and Ayu Ashari has successfully developed an innovative evaluation instrument in the form of a digital e-portfolio assessment. Through rigorous content validity testing using expert matrix analysis, this digital-based assessment instrument has been declared highly valid and ready to be implemented to measure and foster the creativity of prospective chemistry teachers.
The development of this instrument was driven by the limitations of conventional evaluation models in higher education, most of which still rely solely on the final learning products. As a result, the dynamic creative process of students is frequently overlooked by lecturers and assessors. In fact, true creativity develops progressively through distinct stages, including problem-solving, initial draft designing, product revision based on feedback, and deep self-reflection. The presence of this digital e-portfolio serves as a tactical solution, functioning as a dynamic repository and an authentic monitoring system that records students' digital tracks from the initial conceptualization phase to the creation of innovative chemistry learning media.
In conducting this research, Hastuti Agussalim and the team adopted a structured instructional research and development framework known as the ADDIE model. The research focus was limited to the three initial crucial stages: curriculum needs analysis, instrument structure design, and prototype development. Through this integrated method, the research team produced a comprehensive evaluation system containing five main analytical digital rubrics. These five assessment tools consist of the Initial Analysis Rubric to test students' sharpness in diagnosing classroom problems, the Learning Media Design Rubric, the Academic Presentation Rubric, the Chemistry Learning Media Product Rubric as the final creative output, and the Media Development Progress Video Rubric which tracks students' consistent efforts throughout the academic semester.
To evaluate whether this assessment instrument is truly objective and feasible for widespread use, the research team submitted the prototype documents to three expert validators representing the fields of educational evaluation, learning media technology, and chemistry education content. The content validation process employed a specialized evaluation sheet comprising thirty operational indicator items. The quantitative data collected from the validators were then calculated using the Aiken’s V content validity index formula to measure the level of expert agreement and indicator relevance.
The quantitative analysis yielded highly satisfying results, where the overall average of the Aiken's V index reached 0.91. Based on the standard instrument validity interpretation scale, this achievement, which surpasses the minimum standard threshold, places the e-portfolio instrument created by the Universitas Negeri Makassar lecturers into the highly valid category. In detail, the content aspect achieved the highest score of 0.96, followed by the physical construction aspect of the instrument and the usability aspect of the digital platform, each obtaining a high score of 0.93. The indicator-level recapitulation confirmed the absolute readiness of this research product, with twenty-two indicators categorized as highly valid, while the remaining eight items fell into the valid category with minor notes for refinement.
The practical impact of this e-portfolio assessment discovery is substantial for higher education and science teaching management. By utilizing the five integrated digital rubric clusters hosted on platforms such as Google Sites, Google Forms, and Google Sheets, lecturers can now monitor student creativity development transparently, fairly, and systematically. On the other hand, prospective chemistry teachers benefit from structured learning guidelines that allow them to self-evaluate their technological choices, correct subject content misconceptions, and practice divergent thinking skills continuously before entering formal schools as professional educators.
Although this instrument has secured an excellent content validity index from expert evaluations, the research team recommends further studies in the future to test the instrument's effectiveness directly inside real classrooms. The next fieldwork stages of implementation and evaluation are necessary to analyze inter-rater scoring consistency, the practicality of the digital applications for students, and the concrete impact of this periodic evaluation scheme in boosting the actual creativity scores of prospective teachers when designing learning media based on modern interactive technology.
AUTHOR PROFILE
- Hastuti Agussalim – Universitas Negeri Makassar
- Jusniar – Universitas Negeri Makassar
- Ayu Ashari – Universitas Negeri Makassar
RESEARCH SOURCE
Journal Article Title: Development and Content Validity of an E-Portfolio Assessment in a Chemistry Learning Media Development Course for Prospective Chemistry Teachers' Creativity
Journal Name: East Asian Journal of Multidisciplinary Research (EAJMR)Publication Year: 2026
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