Pelaksanaan Pengukuran Ranah Kognitif, Afektif, Dan Psikomotor Pada Mata Pelajaran Ips Kelas Iii Sd Muhammadiyah Palangkaraya

Abstract

This procedure is also to eliminate subjectivity in research results. The sample in this study were all third grade students of Muhammadiyah Elementary School Palangkaraya, and because the population was less than 100 people, all third grade students of Muhammadiyah Elementary School became the research sample. The variables in this study are cognitive, affective and psychomotor domains. Data collection methods or techniques are using the question method or in the form of tests and observations. While the instrument used in this study is in the form of a test to measure the ability of the beginning or end of learning, and observation during the learning process takes place. The steps and procedures in analyzing data are as follows: data collection, editing, coding, data tabulation, data quality testing and describing data. In a learning process, it is always necessary to conduct an assessment or evaluation so that a teacher obtains complete data on the ability of students to have their abilities, assessment will also be meaningful when a teacher does not only do one or two assessments, but is done as often as possible to monitor student progress. continuously while looking at the extent to which learning objectives have been achieved. In addition evaluation must also be able to describe students' abilities in three domains, namely: cognitive, affective and psychomotor domains. To measure the cognitive domain using a measuring instrument in the form of multiple choice tests, while to measure the affective and psychomotor domains using the observation sheet.

The Effect of Contextual Teaching and Learning (CTL) Based on Lesson Study on the Biology Learning Achievement of High School Students

“…The benefit of measuring affective domains is to improve the achievement of instructional goals by students in the affective domain, especially at the level of acceptance, participation, assessment, organization and internalization. In addition, it can improve students' attitudes, interests, self-concepts, values and morals (Nurbudiyani, 2013). Psychomotor domains are basically learning standards according to industry needs.…”

“…Psychomotor domains are basically learning standards according to industry needs. The benefits of the psychomotor domain are in addition to improving the achievement of instructional objectives by students in the psychomotor realm, especially at the level of imitation, manipulation, precision, articulation, and naturalization, it can also increase students' reflex ability, basic movements, perceptual skills, physical skills, skilled movement, and non-discussive communication (Nurbudiyani, 2013).…”

Peningkatan Kemampuan Berpikir Kritis Menggunakan Model Problem-Based Learning

“…Hal ini dikarenakan IPS berhubungan dengan kehidupan sosial siswa sehingga dengan mengaitkanya dapat menimbulkan proses internalisasi siswa pada diri siswa sekolah dasar. IPS harus mampu menyelaraskan aspek lainya dalam belajar seperti aspek keterampilan , sikap dan pengetahuan (Nurbudiyani, 2013 PBL merupakan pembelajaran kontekstual yang menjadikan permasalahan nyata menjadi sebuah pembelajaran (Kenedi, 2017). PBL menyajikan masalah yang telah terjadi kemudian siswa diminta untuk menemukan infromasi melalui sumber belajar lainya dengan melibatkan kemampuan berpikir dan keterampilan lainya baik secara individu maupun kolaborasi (Kiswanto, 2017).…”

The Effect of the Think Pair Share (TPS) Cooperative Learning Model Assisted with the Sociodrama Method on IPS Learning Outcomes

“…The determinant of the success of the achievement of a social studies learning is the learning outcome. "In general, learning outcomes can be grouped into three aspects, namely: the cognitive domain, the affective domain, and the psychomotor domain, and explicitly these three aspects cannot be separated from one another" [2]. From this opinion, it can be concluded that social studies learning outcomes have 3 defining aspects, namely aspects in the cognitive realm obtained through learning activities that have been carried out by students, then aspects in the affective domain, namely through changes in attitudes experienced and finally in the psychomotor realm there is a change in behavior.…”