JOHME: Journal of Holistic Mathematics Education DOI: https://dx.doi.org/10.19166/johme.v4i1.1614 Vol 4, No 1 Dec 2020 pages: 102 - 112 E-ISSN: 2598-6759 Received: 04/05/2019 Revised: 03/10/2020 Published: 18/10/2020 Page 102 THE IMPLEMENTATION OF STUDENT PORTFOLIOS TO IMPROVE GRADE 9 STUDENTS’ POSITIVE ATTITUDES TOWARD ASSESSMENTS AT AN INTERNATIONAL SCHOOL IN BOGOR Maria Yashinta Putri Kumalasari 1, Atalya Agustin 2 , Dylmoon Hidayat 3 1) SPH Sentul, Bogor, JAWA BARAT 2,3) Universitas Pelita Harapan, Tangerang, BANTEN Correspondence email: mariayashintaputrikumalasari@gmail.com ABSTRACT As an integral part of learning, assessments play important roles in determining the effectiveness of students’ learning. However, in a grade 9 extended mathematics class at an International located in Bogor, it was found that the students showed negative behaviors during the test and learning processes as a manifestation of their attitudes toward assessments. Therefore, the Classroom Action Research modelled by Robert Pelton was conducted to improve students’ positive attitudes toward both formative assessment and summative assessment. As a result, by implementing the student portfolios in sixteen meetings, the students’ positive attitudes toward assessments were developing. This improvement was influenced by the involvement of cognitive, affective, and behavioral responses while the students were developing the student portfolios in this CAR scope and sequence. Keywords: positive attitudes, formative assessment, summative assessment. INTRODUCTION A Christian education is trying to encourage students making judgements and decisions within Biblical framework as their accountability to participate on a redemptive life in Christ (Van Brummelen, 2009). By making judgements and decisions within Biblical framework, people should always show positive attitudes toward everything happens in their lives. The positive attitudes would be fundamentally seen from the understanding that everyone is created in God’s images who has fallen in sins, but already redeemed by God. Those who are realizing the work of redemption would put all efforts to always get better, as their responsibility to lead themselves and others creation to be glorified in the eternity (Tarigan, 2019) Erwin (2001) stated that defining attitudes, people should reflect on the fundamental nature of the objects being defined. Therefore, defining the positive attitudes toward assessments, people should also try to find the fundamental nature of assessments itself. Isaac et al. (2003) differentiated the type of assessment based on the purpose of gathering the evidence; formative assessment is supporting learning through feedbacks, summative assessment is making summary judgements, and continuous assessment that might have dual function of both summative and formative. Thus, students’ positive