Development of Affective Self-Assessment Instrument of Chemistry for High School Student as the Daily Assessment Guideline

<p style="text-align: justify;">The study objectives were (1) developing a valid and reliable Affective Self-assessment Instrument of Chemistry for High School Student and (2) discovering the chemistry affective domain ability trend of high school students based on gender. The current development study utilized 10 non-test instrument development procedures from Mardapi. The study population was all high school students in Yogyakarta Special Region. The sample size was 405 students categorized into two stages and sampling techniques, i.e., the trial stage using cluster random sampling and the measurement stage using simple random sampling. The data analysis techniques were validity test using the Aiken index and construct validity and reliability using the second-order Confirmatory Factor Analysis model. The study findings were (1) the Affective Self-assessment Instrument of Chemistry for High School Student had 15 valid and reliable items and 15 available items to be utilized by teachers to measure students’ affective in the learning process and (2) the chemistry affective domain ability trend of male high school students was dominated by the “good” category and “very good” category for female students.</p>

Analisis Sikap Mahasiswa Terhadap Hasil Belajar Materi Kuliah Statistik Probabilitas

Research to describe whether the results of the assessment in the affective domain affect student learning outcomes on the subject matter of Probability Statistics. One of the assessments of the affective domain is attitude assessment. The research approach is a quantitative research with an analysis of the research subject of 100 students who have taught the Probability Statistics course. This research was conducted using an instrument in the form of an attitude scale questionnaire based on a Likert scale consisting of 22 questions with answers to questions including: Always (SL) points 5, Often (SR) points 4, Sometimes (K) points 3, Rarely (JR) point 2, and Never (TP) point 1 which is based on the attitude scale instrument grid in the form of a checklist. The indicators measured on the attitude scale are interest, curiosity, attention in learning and self-confidence. The method of analysis in the form of a correlation survey is to see the influence of the affective domain on student learning outcomes. From the results of the research, it is known that the effect of learning outcomes based on student attitudes is the most prominent due to the interest and confidence of students who are in charge of the Probability Statistics course. For curiosity and attention in learning do not have a direct effect on learning outcomes.

Revisi taksonomi Bloom: Kognitif, afektif, dan psikomotorik

Revisi taksonomi Bloom menitikberatkan pada (1) perubahan aplikasi yang terdiri dari tiga bidang yaitu aplikasi bidang penyusunan kurikulum, aplikasi bidang instruksi pengajaran, aplikasi bidang assesment/ penilaian; dan (2) perubahan terminologi yang menekankan pada sub kategori sehingga penilaian menjadi lebih spesifik, mudah dalam menyusun penilaian pada kurikulum, serta mudah dalam menyusun instruksi pengajaran. Revisi taksonomi Bloom juga mengubah kata kunci operasional dari kata benda menjadi kata kerja dari level terendah sampai dengan level tertinggi.Terdapat perubahan yang sangat signifikan pada revisi taksonomi Bloom di domain kognitif yang terdiri dari dua dimensi yaitu dimensi pengetahuan dan dimensi proses kognitif. Dimensi pengetahuan berubah menjadi faktual, konseptual, prosedural, metakognisi. dimensi proses kognitif baru menjadi mengingat, memahami, mengaplikasikan, menganalisis, mengevaluasi, dan mencipta. Domain afektif meliputi rasa, nilai, apresiasi, antusiasme, motivasi, dan sikap tercermin pada perilaku/ attitude sehari-hari pada proses pembelajaran baik di dalam kelas maupun di luar kelas. Domain psikomotorik dirumuskan sebagai serangkaian kemampuan yang bersifat kongkrit dan abstrak. Bloom's taxonomic revision focuses on (1) application changes that consist of three fields, namely the application of curriculum development. application of teaching instruction area, application of assessment/ assessment field; and (2) changes in the terminology emphasizing sub-categories so that assessment becomes more specific, it is easy to arrange assessments in the curriculum, and easy to arrange instructions teaching. Revised Bloom's taxonomy also changed the operational keywords from words to verbs from the lowest level to the highest level. There is a very significant change in Bloom's revised taxonomy in the cognitive domain which consists of two dimensions, namely the dimension of knowledge and the dimension of cognitive processes. The dimension of knowledge changes into factual, conceptual, procedural metacognition. the dimension of the new cognitive process becomes remembering, understanding apply. analyze, evaluate and create. Affective domain includes taste, value, appreciation, enthusiasm, motivation. and attitudes are reflected in behavior everyday in the learning process both in the classroom and outside the classroom. Domain psychomotor formulated as a series of abilities that are concrete and abstract.

ŪLŪL ‘ILMI Generation as a Basis for Development of Islamic Educational Objectives

Education is a process of developing the potential that God has given to humans. In reality, the potential that God has given has not been able to be developed perfectly in the world of education. Low morale and spiritual awareness often mushroomed, which resulted in severe moral degradation. There is a need to embed the Islamic spirit into the system, concepts, and educational material so that education is no longer partial. The Koran provides comprehensive and integrative guidance for humans concerning education. The proof of the perfection of the Koran is illustrated by the concept of ūlūl ‘ilmi. In this study, researchers sought to explore and understand the concept of ūlūl ‘ilmi in the Koran by referring to tafsīr mu’tabaroħ. The purpose of this research is to formulate the generation of ūlūl ‘ilmi as the basis for developing the goals of Islamic education. This research used a qualitative approach through analytical methods. Based on the findings and analysis in this study, it was found that the generation of ūlūl ‘ilmi is someone who has knowledge based on reality, is broad-minded, his intelligence can reach makrifat, and his heart is united in monotheism because it has a level of khasyyah like the clerics (ulama). The ūlūl ‘ilmi generation has different characteristics from the others, which have the nuances of Ilāyyah, spiritual, and bathiniyyah. This characteristic covers six domains, namely cognitive domain, affective domain, psychomotor domain, social domain, ethical domain, and spiritual domain. Therefore, the development of Islamic education goals into a generation Ūlul Ilmi is expected to be able to develop quality human resources and become a superior generation of the nation's hopes in building the progress of Islamic civilization.

KAJIAN NILAI-NILAI KARAKTER DALAM PEMBELAJARAN MATEMATIKA SEKOLAH MELALUI PENDEKATAN ANALOGI [A STUDY OF CHARACTER VALUES IN SCHOOL MATHEMATICS LEARNING THROUGH AN ANALOGY APPROACH]

<p>School math learning is part of the educational process that provides students with a mathematics learning experience through a planned set of activities to achieve established goals. The goal of learning mathematics in schools in Indonesia is oriented towards achieving a balance between the cognitive, affective, and psychomotor domains. In fact, learning mathematics in schools in Indonesia so far has focused on efforts to achieve high scores from the cognitive domain. But along with the development and change of curriculum, affective and psychomotor domains are receiving more priority to develop. In this paper, the author wants to examine the affective domain by conducting a study of character values in school mathematics learning through an analogy approach. This paper aims to contribute ideas related to the development of affective domains in learning mathematics through the study conducted. The research method used is a literature study. While the strategy for conducting the study is an analogical approach that is associated with the understanding of quantitative and qualitative relationships. Based on the results, it is evident that in school mathematics learning implied character values are learned. The author hopes that this study will be useful to math teachers in developing the affective domain of math learning in schools. The implication is that the goal of learning mathematics, namely the balance between the cognitive, affective, and psychomotor domains, can be achieved.</p><p><strong>BAHASA INDONESIA ABSTRACT: </strong>Pembelajaran matematika sekolah adalah bagian dari proses pendidikan yang memberikan pengalaman belajar matematika kepada siswa melalui serangkaian kegiatan yang terencana untuk mencapai tujuan yang telah ditetapkan. Tujuan pembelajaran matematika sekolah di Indonesia berorientasi untuk mewujudkan keseimbangan antara domain kognitif, afektif, dan psikomotor. Pada kenyataannya pembelajaran matematika sekolah di Indonesia selama ini menitikberatkan pada upaya pencapaian nilai yang tinggi dari domain kognitif. Tetapi bersamaan dengan pengembangan dan pergantian kurikulum, domain afektif dan psikomotor mendapat prioritas untuk dikembangkan. Oleh karena itu, dalam paper ini penulis ingin mengembangkan domain afektif dengan melakukan kajian nilai-nilai karakter dalam pembelajaran matematika sekolah melalui pendekatan analogi. Penulisan paper ini bertujuan untuk memberikan kontribusi pemikiran terkait pengembangan domain afektif dalam pembelajaran matematika. Metode penelitian yang digunakan adalah studi literatur. Sedangkan strategi melakukan kajian adalah pendekatan analogi yang dikaitkan dengan pemahaman hubungan kuantitatif dan kualitatif<strong>. </strong>Berdasarkan hasilnya dapat diketahui bahwa didalam pembelajaran matematika sekolah terdapat nilai-nilai karakter yang tersirat untuk dipelajari<strong>. </strong>Harapan penulis, kajian ini bermanfaat untuk guru matematika dalam mengembangkan domain afektif pembelajaran matematika di sekolah. Implikasinya tujuan pembelajaran matematika yaitu keseimbangan antara domain kognitif, afektif dan psikomotor dapat tercapai.</p>

Aplikasi Ranah Kognitif Anderson & Krahthwohl dalam Pengajaran dan Pembelajaran Pantun di Sekolah Dasar

Taksonomi adalah klasifikasi benda mengikut ciri-ciri tertentu. Taksonomi dalam bidang pendidikan digunakan untuk mengklasifikasikan tujuan pendidikan, penyusunan penilaian dan kurikulum. Bloom telah mengkategorikan tiga ranah dalam pembelajaran, yaitu; ranah kognitif, ranah afektif dan ranah psikomotor. Taksonomi Bloom fokus pada terminologi (1) pengetahuan; (2) pemahaman; (3) penerapan; (4) analisis; (5) sintesis; dan (6) evaluasi. Sedangkan terminolginya berubah dengan adanya Taksonomi Revisi pada tahun 2001 oleh Anderson & Krathwohl dengan terminologi (1) mengingat; (2) memahami; (3) mengaplikasikan; (4) menganalisis; (5) menilai; dan (6) mencipta. Terminologi ini berubah dengan mempertimbangkan keperluan holistik agar lebih mudah dalam penerapannya oleh guru di sekolah. Fokus utama makalah ini adalah membahas ranah kognitif Revisi Anderson & Krathwohl 2001 dan penerapannya dalam pengajaran dan pembelajaran pantun di sekolah dasar. Anderson & Krahthwohl Cognitive Applications in Teaching and Learning Pantun in Elementary Schools Abstract: Taxonomy is the classification of things according to certain characteristics. Taxonomy in education is used to classify educational objectives, assessment and curriculum preparation. Bloom has categorized three domains in learning, namely; cognitive domain, affective domain and psychomotor domain. Bloom’s taxonomy focuses on the terminology of (1) knowledge; (2) understanding; (3) application; (4) analysis; (5) synthesis; and (6) evaluation. While the terminology changed with the introduction of the Revised Taxonomy in 2001 by Anderson & Krathwohl with the terminology (1) recalling; (2) understand; (3) apply; (4) analyze; (5) evaluate; and (6) create. This terminology changes by considering the holistic need to make it more relevant in its application by teachers at the school level. The main focus of this paper is a discussion on the cognitive domain of the 2001 Anderson & Krathwohl Revision and its application in the teaching and learning of verse in primary schools. Keywords: Bloom's Taxonomy, Cognitive Area, Poetry, Revised Taxonomy.

Getting to Know Yourself Across the Lifespan

New teaching and learning methods must be developed to accommodate exclusive online environments. The utilization of experiential learning in an aging course is a key teaching method that helps tap into the affective domain of learning (i.e., feelings, values, and attitudes). In a society where ageist attitudes abound and are often internalized, purposeful challenges to the "othering" of older adults is needed to disrupt this cycle. This presentation will share an experiential/age inclusivity activity that can be utilized in any teaching environment. Over a semester, students are required to write themselves four separate letters from their older selves at varying ages to their younger selves. They must research and provide a snapshot of what their life will be like at these ages in predetermined areas (i.e., health, mobility, family/friends, policy, and cultural variables, etc.) Worksheets will be provided capturing this "Getting to Know Yourself Across the Lifespan" experiential learning activity.

STUDY OF SANSKRIT LEARNING AT DVĪPĀNTARA SAṀSKṚTAM FOUNDATION IN DENPASAR CITY

<p>Sanskrit is the language used in the holy Vedic texts. To understand the contents of the Veda, it is very important to learn Sanskrit to know every meaning of the verse or mantra contained in the Veda scriptures. However, the existence of Sanskrit at this time has not been touched at all by Hindus and is very familiar with the use of Sanskrit. Sanskrit is only studied in institutions or colleges with Hindu nuances, so Hindus today have very little to know, let alone learn it. Besides that, Sanskrit is quite complex, there are many rules in learning it, so that Sanskrit is said to be a complex language and difficult to learn. The results of this study indicate the following points. First, the Sanskrit learning pattern at the Dvīpāntara Saṁskṛtam Foundation, starting in terms of tiered Sanskrit learning strategies, student center strategies, online Sanskrit learning strategies (patrālayadvārā Saṁskṛtam), learning methods using dialogue methods, storytelling methods as well as playing methods, learning media using image media and power point media, and using direct learning models Second, the problems faced in learning Sanskrit at the Dvīpāntara Saṁskṛtam Foundation in Denpasar City are caused by two factors, namely problems from internal factors which include perceptions, attitudes and motivation as well as from external factors such as educators, learning climate and infrastructure Third, the implications of learning Sanskrit at the Dvīpāntara Saṁskṛtam Foundation in Denpasar City include four aspects, namely: (1) cognitive domain, (2) affective domain, ( 3) psychomotor domain (4) literature and culture.</p>

Pengembangan Multimedia Interaktif Berbasis Kebudayaan Lokal pada Tema Indahnya Kebersamaan untuk Siswa Kelas IV

<div align="center"><table width="645" border="1" cellspacing="0" cellpadding="0"><tbody><tr><td valign="top" width="439"><p><strong>Abstract: </strong>This research aims to produce interactive multimedia based on local culture that is feasible in terms of validity, practicality, attractiveness, and effectivity. The development model used was the Lee &amp; Owens model, consists of five steps: analysis, design, development, implementation, evaluation. The validator stated that interactive multimedia was very valid with a score of 92.9%. Field test results showed that practicality of the product reached 94.5%, and level of attractiveness reached 95.9%. The results of the cognitive domain t-test were 8,746&gt;1,671, the affective domain was 6,028&gt;1,671, and the psychomotor domain was 3,705&gt;1,671. Those three analysis points out that t-empirical&gt;t-table. It was concluded that interactive mulitmedia was valid, practical, attractive and effective.</p><p><strong>Abstrak:</strong> Penelitian ini bertujuan menghasilkan multimedia interaktif berbasis kebudayaan lokal yang valid, praktis, menarik, dan efektif. Model pengembangan menggunakan model Lee &amp; Owens, terdiri dari lima tahap, yaitu analisis, desain, pengembangan, implementasi, dan evaluasi. Validator menyatakan multimedia interaktif yang dikembangkan telah sangat valid dengan perolehan skor 92,9%. Hasil uji lapangan menunjukkan tingkat kepraktisan produk mencapai 94,5 %, dan tingkat kemenarikan mencapai 95,9%. Hasil perhitungan uji-<em>t </em>ranah kognitif adalah 8,746 1,671, ranah afektif adalah 6,028 1,671, dan ranah psikomotor adalah<em> </em>3,705 1,671. Ketiga analisis uji-<em>t</em> menunjukkan <em>t-empirik</em> <em>t-tabel</em>.<em> </em>Disimpulkan bahwa multimedia interaktif telah valid, praktis, menarik, dan efektif.<strong><em></em></strong></p></td></tr></tbody></table></div>