Rev 2 Ruddi Hartanto Elementary School Students' Attitude Assessment Model

Elementary School Students' Attitude Assessment Model

By : Ruddi Hartanto

Improving the curriculum is an effort to improve the quality of education. The effort is successful if there is a change in the pattern of learning activities, from teacher-centered to student-centered, and assessment orientation from student-oriented discrimination to student-oriented differentiation. The overall change will determine the outcome of education. The accuracy of assessments conducted by elementary schools, especially those relating to class assessment, shows the achievement of student learning outcomes. Assessment and learning activities lead to mastery of the expected competencies. During this time the implementation of the assessment in the class is less able to describe the abilities of students who are diverse because the methods and tools used are less suitable and less varied. Due to limited capacity and time, assessment tends to be done using methods and tools that further simplify the demands of student acquisition.

There are three domains of learning outcomes that a student achieves in a learning process, namely: cognitive, affective, and psychomotor domains (Krathwohl, Bloom, & Masia, 1973, pp. 6–7). Cognitive domain is the result of learning that has something to do with memory, ability to think, or intelligence. In addition, affective domain refers to learning outcomes in the form of sensitivity and emotion that deals with attitude, values, and interests, meanwhile, psychomotor domain is related to a certain skill or ability of motion (Kurniawan, 2014, pp. 10–12). As a result of learning, these three domains require assessment, including integrated thematic approach model. A successful learning is defined by behavior (affective) as well as environment (Retnawati, 2016).

According to Setiawan (2018: 12) in his study explained that the process of assessing social attitudes in elementary school students uses three integrated instrument models: self assessment (SA), peer assessment (PA), and observational assessment (OA). The results of the study are as follows: (1) the components of honesty are in category A (entrusted); (2) discipline component in category A (entrusted); (3) the component of responsibility is in category B (developing); (4) politeness component is in category B (developing); (5) caring components in category B (developing); (6) the component of trust is category A (entrusted); and (7) students' social attitudes, especially in category B. So it can be concluded that with a supporting assessment instrument, elementary school teachers can assess social attitudes in elementary school students.

Reference

Retnawati, H. (2016). Proving content validity of self-regulated learning scale (The comparison of Aiken index and expanded Gregory index). REiD (Research and Evaluation in Education),

Krathwohl, D. R., Bloom, B. S., & Masia, B. B. (1973). Taxonomy of educational objectives Book 2/Affective domain. New York, NY: Longmans, Green.

Kurniawan, D. (2014). Pembelajaran terpadu tematik (Teori, praktik, dan penilaian). Bandung: Alfabeta.

Setiawan, A.  & Suardiman, S.P. (2018). Assessment of the social attitude of primary school students, REiD (Research and Evaluation in Education), 4(1), 2018. p. 12- 21. DOI: https://doi.org/10.21831/reid.v4i1.19284