Rev 3 Trio Wandoyo (2017082038) Social Attitude on Primary Schools

Social Attitude on Primary Schools

by : Trio Wandoyo (2017082038)

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 abiliti 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).

One  aspect  that  requires  assessment  is affective  domain.  The  characteristics  of  the affective domain are attitude, values and interests  (McCoach,  Gable,  &  Madura,  2013,  pp. 7–24). The attitude referred to in this study is the  social  attitude  of  elementary  school  students.  Social  attitude  is  an  affective  domain that needs to be assessed using  an appropriate instrument. Social attitude can be seen as something  associated  to  the  attitude  which  is  related  to social conditions. It is an acquired tendency to evaluate  social  things  in  a  specific  way.  It  is characterized  by  positive  or  negative  beliefs in,  feelings  of,  and  behaviors  on  a  particular entity.  It  has  three  main  components:  emotional, cognitive, and behavioral components. The  emotional  component  is  the  feeling experienced  in  evaluating  a  particular  entity. The  cognitive  component  implies  thoughts and beliefs adopted towards the subject, while the  behavioral  component  is  the  action  that results from a social  attitude  (Bernann, 2015, p. 13).

Ahmadi (2002, p. 163)  writes  that social attitude is the consciousness of  an  individual who determines the real, repetitive actions of the  social  object.  Thus,  social  attitude  represents a person's response to social objects. In line  with  this  idea,  Gerungan  (2004,  p.  161) proposes  that  social  attitude  is  the  same  and repeated ways of responding to social objects. It  leads to  the  repeated ways of behaving toward  a  social  object.  As  stated  by  Soekanto (Supardan, 2011), social objects relate to interpersonal  behavior  or  social  processes.  It  involves relationships between people or groups in social situations. Social attitude  is  a tendency to evaluate social things in a certain way.  It  plays  an important  role  in  children's  development,  because  it  shapes  children's  perceptions  of  the social environment and has a significant effect on  behavior  (Crano  &  Prislin,  2011,  p.  19). Children who start interacting with the social environment will begin to have social attitude, and  this  also  occurs  in  primary  school aged children.

Considering the various understandings above, the writer concludes that social attitude is  the  awareness  of  a  person  in  acting  repetitively in real life to determine the response to  social  objects  in  his  or  her  relation  with others. Social attitude encourages a person to do things in a certain way as a form of his  or her reaction to social objects (Setiawan, 2018. p.13). The  evidence  of  children’s  behaviors these days is quite concerning. Primary school students  are  now  generally  less  disciplined than they used to, and they have low care and responsibility. It is not in accordance with the ideal  affective  development  of  primary  students.  Ekowarni  (2009)  contends  that  there are  some  values  related  to  social  condition that should be instilled in primary school students,  including:  politeness,  caring,  cooperativeness,  discipline,  humility,  even-temperedness, tolerance, independence, honesty, confidence,  toughness,  positivity,  fairness,  peacefulness,  perseverance,  creativity,  citizenship, responsibility, and sincerity.

References

Ahmadi, H. A. (2002).  Psikologi sosial. Jakarta:  Rineka Cipta.

Bernann,  S.  L.  (2015).  Pengetahuan,  sikap,  dan perilaku manusia. Yogyakarta: Parama.

Crano,  W.  D.,  &  Prislin,  R.  (2011).  Attitudes and  attitude  change.  New  York,  NY:Psychology Press.

Ekowarni.  (2009).  Pedoman  pendidikan  akhlak mulia  siswa  sekolah  dasar.  Jakarta.

Gerungan,  W.  A.  (2004).  Psikologi  sosial. Bandung: Refika Aditama.

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

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 fakta). Bandung: Alfabeta.