Model of affective assessment of primary school students

Abstract

This study aims to develop an instrument of affective assessment to measure the social competence of elementary school students in the learning process in schools. This study used the development model of Borg & Gall's approach which was modified into five phases, including the need analyses, developing draft of the product conducted by experts, developing an affective assessment instrument, trying out the affective assessment instrument conducted by teachers of primary education in Yogyakarta, and the dissemination and implementation of the developed affective assessment instrument. The subjects were elementary school students whose school implemented Curriculum 2013 in the academic year of 2013/2014. The validity and reliability of each construct of the affective instrument were established using the PLS SEM Wrap PLS 3.0 analysis program. The study finds the following results. First, the construct of Honesty, Discipline, Responsibility, Decency, Care, and Self-Confidence in the limited, main, and extended testing has been supported by empirical data. Second, the validity of Honesty, Discipline, Responsibility, Decency, Care, and Self-Confidence in the limited, main, and extended testing meets the criteria above 0.70 for each indicator of the loading factor and the criteria below 0.50 for each indicator score of the cross-loading factor. Third, the reliability of Honesty, Discipline, Responsibility, Decency, Care, and Self-Confidence in limited, main, and extended testing meets the criteria above 0.70 for both composite reliability and Cronbach's alpha scores. Fourth, the number of indicators at preresearch was 53, and 10 indicators were rejected in the limited testing, and four indicators were rejected in the main testing, and one indicator was rejected in the extended testing.

Instruments Development of Tri Kaya Parisudha-Based Countenance Model in Evaluating the Blended Learning

“…The evaluation instrument items development that could be used to measure the three domains was also in accordance with the research result that was conducted by Rovai et al [17] by showing the development and validation of instruments to obtain instruments that could be used to measure the the learning process effectiveness in affective, cognitive and psychomotor domains. Other researches which also in principle reinforce Rovai et al's statement about the instrument items development to measure several educational domains were research that was conducted by Saptono, Suparno, and Najah [18]and also research by Syamsudin, Budiyono, and Sutrisno [19] which basically showed the valid and reliable instruments development to measure the learning process in the affective domain. The research that was conducted by Paidi et al [20] and also Großschedl, Mahler, and Harms [21] strengthen statements about the evaluation instrument items development in the cognitive domain.…”

“…The full description of the cross-tabulation process can be seen in Table 6. 3,4,5,6,7,8,9,10,12,13,14,15,16,17,18,19,20,21,22,23,24,25,27,28,29,31,32,33,34,35,36,37,38,39,40,41,42,44,45,46,47,48,49,50,51,52,53,54,55,56,57,58,59,60,61,62,63,64,…”

Improving Motivation and Interpersonal Communication Skill ThroughPeer Assessment and Self-Assessment In Accounting Education Students

“…Likewise, social education habitually practiced in the family to make one frugal, dislike vain deeds or conditions, give help easily, and have empathy to someone suffering is also reinforced by religion education in school. Education of the family model works in synergy with education of the school model (Syamsudin, Budiyono & Sutrisno, 2016). The research finding showed that peer assessment and self-assessments were able to improve the interpersonal communication skill of accounting students.…”

Identifikasi Religiusitas Siswa di SMA Adhyaksa 1 Jambi

“…Pendidikan dinilai telah mencapai tujuan apabila lulusan yang dihasilkan mampu berdaya saing dengan mutu lulusan yang lain [3]. Pendidikan memegang peranan penting dalam kehidupan manusia [4]. Menurut [5], tujuan pendidikan nasional adalah untuk mengembangkan potensi peserta didik sehingga mereka menjadi individu Indonesia dengan iman dan takut akan Tuhan, moral yang mulia, kesehatan yang baik, pengetahuan yang hebat, kompetensi, kreativitas, dan kemandirian, dan menjadi individu yang demokratis dan warga negara yang bertanggung jawab.…”