iRME (e-portfolios) as a media to reach optimum quality for college students in Indonesia

iRME (e-portfolios) as a media to reach the quality of College’s students in Indonesia

Ir. Untung Rahardja, M.T.I 1

Muhammad Yusup, S.Kom 2

Yuliana Isma Graha 3




This paper describes the planning and implementation of electronic portfolios (e-portfolios) that’s called iRME at Perguruan Tinggi Raharja, not only that but also the benefits of e-Portfolios, in terms of both personal use and integrations with modern educational systems. It is hoped that this information will help other colleges streamline their implementation of e-portfolios. We summarize the College’s portfolio adoption process, including specific decisions about portfolio content, needs, and application features, and we present key lessons learned. The article is framed in the form of questions asked and decisions made on the basis of evidence-based best instructional practices as presented in the educational literature and practical needs for the College and its faculty and students. E-portfolios have great potential to engage students and promote deep learning, the research that has been conducted to date focuses very little on student perceptions of value of the e-portfolio for their learning 1.


iRME; Challenges; Competencies; Electronic portfolios; e-portfolios; Implementation; Educational system


Portfolio has many different meanings according to the field. In education, a portfolio is defined as the collection of personal information is a record and documentation of a person’s achievements in education2. The documents such as the grade reports/diploma certificate and also another certificates and award plaques.

Curriculum Vitae (CV) is a document that describes briefly describe who you are, what you’ve done in the past, what is the relevance of your experience to the job being applied for, and whether you are right or not to choose among three candidates .3

An electronic portfolio, also known as an e-portfolio or digital portfolio, is a collection of electronic evidence assembled and managed by a user, usually on the Web. Such electronic evidence may include inputted text, electronic files, images, multimedia, blog entries, and hyperlinks. E-portfolios are both demonstrations of the user’s abilities and platforms for self-expression, and, if they are online, they can be maintained dynamically over time. Some e-portfolio applications permit varying degrees of audience access, so the same portfolio might be used for multiple purposes.4

Globally, ePortfolio use tends to be focused on supporting lifelong learning and professional development, while in the United States, more emphasis has been placed on accountability and assessment. Programs include broad ePortfolio initiatives across the educational spectrum (K–16, vocational education, continuing education, and so forth) in parts of Europe and in Canada. The systematic use of ePortfolios is well established in parts of Europe and Australia.It enables learners to re- present the information in different formats and to take the information with them as they move between institutions. 6

Developing the skills of reflection and determining the next steps to move forward through e-Portfolios make students’ independent, self-directed learners which are also the goals of the Curriculum document.Regardless of the format selected, each ePortfolio effort should encourage learners to develop the skills to continue building their own personal portfolio as a life-long learning tool.8

Benefits and uses

The benefits of the e-Portfolio can offer are endless, not just for students but people who come from different backgrounds. This could either be the student themselves, the tutors, other institutions, stakeholders and even employers or colleagues.

The main participants of the ePortfolio development process are: learners, instructors, and institutions. The end-users of ePortfolios are: prospective employers, instructors (for assessment), parents, and award granting agencies. 9

Students seem most interested in the ways ePortfolios can flesh out their resumes, both before and after graduation. If internship interviewers or potential employers can see an online resume that includes views of a student’s actual work, that student may be more likely to obtain the position. Students also want to see where they are in their college career regarding requirements. ePortfolios can facilitate this.10

Faculty members also have a vested interest in electronic portfolios. Just as students do, professors can use such a tool as their own resume builder, providing more teaching data in their promotion and tenure reviews. Adding access to the work students have done in the faculty member’s classes can better make a case for teaching excellence, an area of review that has been historically under-documented and not sufficiently objective. When a student shows up in their office asking for a letter of reference two years after the pertinent course ended, the ePortfolio can both help jog memory and provide a link in the letter of reference.11

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