Jurnal Civics: Media Kajian Kewarganegaraan
Keywords
affective Assessment, affective domain, junior high school, phenomenology
Document Type
Article
Abstract
Ideal assessment in teaching and learning should involve the cognitive, affective, and psychomotor domains following the Merdeka Belajar curriculum, which emphasizes Pancasila values. However, whether teachers can develop affective domain assessments optimally is still questionable. A literature study has been conducted by researchers and found that in Indonesia, teachers tend to develop cognitive domain assessments more than affective and psychomotor domain assessments. Therefore, this research uses a phenomenological approach to investigate the implementation of affective domain assessment conducted by school teachers. The participants of this study consisted of 18 middle school teachers in Indonesia. Data were collected through open-ended questionnaires, interviews, and focus group discussions (FGDs). Data analysis was conducted using the model by Miles, Huberman, and Saldana, which consists of three stages: 1) data reduction, 2) data display, and 3) conclusion drawing. The study found that teachers understand affective assessment well and emphasize the importance of instilling affective values in education to reduce moral problems. They also emphasize the need for changing teaching strategies and providing relevant materials to help students understand their lessons. However, the planning for affective assessment is time-consuming and the implementation in middle schools is not ideal. Subject teachers often handle this assessment, which should be the responsibility of all teachers, rather than just Religion, Guidance and Counseling, and Civic Education.
First Page
248
Last Page
256
Page Range
248-256
Issue
2
Volume
20
Digital Object Identifier (DOI)
10.21831/jc.v20i2.61970
Source
https://journal.uny.ac.id/index.php/civics/article/view/61970
Recommended Citation
Charismana, D. S., Ratri, S. Y., & Firmansyah, F. (2023). A portrait of affective assessment implementation in junior high schools: Assessing its ideality. Jurnal Civics: Media Kajian Kewarganegaraan, 20(2), 248-256. https://doi.org/10.21831/jc.v20i2.61970
References
Anderson, L. W., & Bourke, S. F. (2000). Assessing affective characteristics in the schools. Routledge.
Collins, J. W., & O'brien, N. P. (2011). The Greenwood dictionary of education. ABC-CLIO.
de Laat, S., Freriksen, E., & Vervloed, M. P. J. (2013). Attitudes of children and adolescents toward persons who are deaf, blind, paralyzed or intellectually disabled. Research in Developmental Disabilities, 34(2), 855-863. https://doi.org/https://doi.org/10.1016/j.ridd.2012.11.004
Denzin, N. K., & Lincoln, Y. S. (2011). Handbook of qualitative research. Thousand Oaks: Sage Publications.
Lailiyah, S., Hayat, S., Urifah, S., & Setyawati, M. (2021). Levels of students' mathematics anxieties and the impacts on online mathematics learning. Cakrawala Pendidikan, 40(1), 107-119. https://doi.org/10.21831/cp.v40i1.36437
Mardapi, D. (2008). Teknik penyusunan instrumen tes dan nontes. Yogyakarta: Mitra Cendikia Press.
Miller, M. (2005). Teaching and learning in affective domain. Emerging Perspectives on Learning, Teaching, and Technology. Retrieved March, 6, 2008.
Prasetyono, H., Abdillah, A., Widiarto, T., & Sriyono, H. (2018). Character-based economic learning implementation and teacher's reinforcement on student's affective competence in minimizing hoax. Cakrawala Pendidikan, 37(3), 426-435. https://doi.org/10.21831/cp.v38i3.21583
Puspitorini, R., Prodjosantoso, A. K., Subali, B., & Jumadi, J. (2014). Penggunaan media komik dalam pembelajaran IPA untuk meningkatkan motivasi dan hasil belajar kognitif dan afektif. Jurnal Cakrawala Pendidikan, 33(3). https://doi.org/10.21831/cp.v3i3.2385
Raimundo, R., Marques-Pinto, A., & Lima, M. L. (2013). The effects of a social-emotional learning program on elementary school children: the role of pupils' characteristics. Psychology in the Schools, 50(2), 165-180. https://doi.org/https://doi.org/10.1002/pits.21667
Retnawati, H., Hadi, S., & Chandra Nugraha, A. (2016). Vocational high school teachers' difficulties in implementing the assessment in Curriculum 2013 in Yogyakarta Province of Indonesia. In International Journal (Vol. 9, Issue 1). 10.12973/iji.2016.914a
Richards, J. C., & Schmidt, R. W. (2013). Longman dictionary of language teaching and applied linguistics. Routledge.
Rubinsten, O., & Tannock, R. (2010). Mathematics anxiety in children with developmental dyscalculia. Behavioral and Brain Functions, 6(1), 46. https://doi.org/10.1186/1744-9081-6-46
Saifuddin, S., Amir, N., & Sumaryanto, S. (2022). Developing referee anxiety scale in officiating football matches. Jurnal Cakrawala Pendidikan, 41(1). https://doi.org/10.21831/cp.v41i1.47432
Setiadi, M. (2020). Students' perception on the use of google classroom in language learning.
Sipos, Y., Battisti, B., & Grimm, K. (2008). Achieving transformative sustainability learning: engaging head, hands and heart. International Journal of Sustainability in Higher Education, 9(1), 68-86. https://doi.org/10.1108/14676370810842193
Siswanto, S., Karimullah, K., Prasetyawati, R., & Nurhayati, N. (2019). Environmental cultured education and its implication on the student's competencies in an Adiwiyata school. Jurnal Cakrawala Pendidikan, 38(3), 552-564. https://doi.org/https://doi.org/10.21831/cp.v38i3.23154
Thompson, T. L., & Mintzes, J. J. (2002). Cognitive structure and the affective domain: On knowing and feeling in biology. International Journal of Science Education, 24(6), 645-660. https://doi.org/10.1080/09500690110110115
Widharyanto, B., & Binawan, H. (2020). Learning style and language learning strategies of students from various ethnics in Indonesia. Cakrawala Pendidikan, 39(2), 480-492. https://doi.org/10.21831/cp.v39i2.28173