Microsite Utilization Strategies in Developing Teachers' Learning Portfolios at Muhammadiyah Elementary and Junior High Schools in Ambon City

Abstract

This study aims to analyze the strategies for utilizing microsites in developing teachers' learning portfolios at Muhammadiyah elementary and junior high schools in Ambon City. The issue addressed in this research relates to the limited use of digital technology, particularly microsites, as portfolio media that function not only administratively but also reflectively and pedagogically. This study employed a qualitative approach using a case study design. The participants consisted of elementary and junior high school teachers selected through purposive and snowball sampling techniques. Data were collected through semi-structured interviews, participant observation, and documentation, and analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings reveal that the strategies for utilizing microsites are developed through three main themes: planning, implementation, and meaning-making. In the planning stage, microsites are used as tools for documentation and reflective practice. In the implementation stage, their use remains adaptive and has not been fully integrated into interactive learning processes. Meanwhile, in terms of meaning-making, microsites are perceived as tools for professional development and self-reflection. These findings indicate that microsites have significant potential to support reflective learning; however, their implementation is still influenced by limitations in teachers' digital competencies and institutional support. This study contributes to enriching the discourse on technology-based e-portfolios from a qualitative perspective, particularly in primary and secondary education contexts. Practically, the findings highlight the importance of enhancing teachers' capacities and strengthening institutional policy support. Future research is recommended to expand the scope of study and employ longitudinal approaches to gain a more comprehensive understanding.