The Role of Dance Education for Personality Development of Upper Primary School Students

This paper studies the history of dance education in Manipur and social value, psychomotor domain, and creative development of students at the school curriculum in Manipur (India). Dance education plays an essential role in molding a person into a perfect human being with good health and behaviour in society. It also furnishes the essential elements humans need to live in our society other than imparting knowledge and skills. In overall development, Manipuri dance plays the most crucial role in the school curriculum. The descriptive research method used in this study revealed the importance and the role of dance education for the four upper primary school students, i.e., class VI to class VIII of Imphal West District and Imphal East District, where dance class had been adopted as one of the subjects in these schools. The 915 students have been taken from the following four schools: Kendriya Vidyalaya-Lamphelpat, Tolchou Ibeton Memorial Academy-Hiyangthang, Rajkumari Sanatombi Devi Vidyalaya-Haotal Pangei, and SL Arena of Learning-Khurai Khaidem Leikai. The researcher collected 70% of students’ respondents, of which 287 are males and 343 are females out of 630 students. Finally, the investigator has found that the social value of students is significantly improving due to dance education. Dance education helped in realizing one’s own potential for self-enhancement, confidence, problem-solving, and creativity among the students. Moreover, it also developed and enhanced the psychomotor domain and the students’ creativity to a certain extent. Thus, dance education should be made compulsory as a curriculum subject at all levels of schools.

Evaluation of Programme Outcomes Under the Psychomotor and Affective Domain for Diploma Civil Engineering Students Through Industrial Training: A Statistical Study from Employers' Perspective in Malaysia

The psychomotor and affective are important domains in Programme Out-comes (PO) and are used to assess the achievement of learning objectives. The psychomotor domain refers to performing motor activities accurately, smoothly, and quickly. The affective components are those personality and behavioural characteristics which focuses on feelings, emotions, and attitudes. Through industrial training, students are exposed to engineering practices, the real civil engineering environments and the ethical and communication skill required. This paper identified the employer's perspective on the students’ attainment for psychomotor and affective domains while undergoing industrial training. There were 272 students are involved in this study that undergoing the Industrial Training in session II 2019/2020. The portion of marks from the industry evaluation for the psychomotor domain is 40% and for the af-fective domain is 10%. The marks were analyzed using descriptive statistical analysis to measure student’s performance. The Pearson correlation (r) was used to identify the relationship between each POs with related domain and the t-test analysis was completed to evaluate any significant difference be-tween the performance evaluation of male and female students. The result shows that most of the students were excellent in the psychomotor and affective domain. The r-value for each POs shows a moderately positive correlation. Therefore, the outcomes of this study can provide input to the faculty to improve the important elements of the psychomotor and affective domain to produce good quality of future civil engineering technical personnel.

Assessing Psychomotor Domain in Civil Engineering Design Project During Pandemic

Previous studies highlighted the challenges in assessing psychomotor skills in engineering education when using online platforms. The main aim of this study was to examine the effectiveness of learning psychomotor skills online in Civil Engineering Design Project during the pandemic. This paper discusses the challenges faced in assessing the psychomotor domain in Civil Engineering Design Project during the pandemic and the immediate actions taken during the semester. New structural engineering software was used as the initial software was not accessible outside campus. The greatest challenge for lecturers was to learn the new software within a short period and to implement the use of the new software in their teaching and learning activities as well as in the students’ assessments. New evaluation rubrics were created to assess students’ psychomotor skills in using the new software for course assessments. Marks were allocated to each practicalskill identified in completing the assessments. Students’ grade attainments of the two course outcomes mapped to the psychomotor domain show that more than 85% of students were able to achieve the KPI of 50% for the two course outcomes. This shows that most students were able to grasp the relevant practical skills required in the course when taught via ODL.

HANDS ON ACTIVITIES: ROLE OF METHODS OF TEACHING AS MEANS OF INTERDISCIPLINARY EDUCATION

Teaching and learning are a system of whole with the various parts including objectives, outcomes, methods of teaching and curriculum. This does not concern with just an individual but with a system, society, nation and sometimes even the whole of the universe. Each find its space in other whereas the other constitutes each unit in itself. In order to meet the general as well as specific aims of education we are suppose to be interdisciplinary as well as multidisciplinary in practice. The hands-onactivities-based method of teaching play the crucial role in achieving moretowards all sorts of goal and objectives at one time. It ensures the head, heart and hand engagement referring to cognitive, affective and psychomotor domain respectively. It prepares the child for the upcoming life and meet his vocational and professional aim. Hands on activities play a huge role in pedagogical, andragogical and heutagogical aspects of education. The hands-on based approach is a complete means to empower the interdisciplinary face of teaching as an art as well as science.

STRUCTURAL DOMAIN OF LEARNING AND TEACHING STRATEGIES IN THE ACADEMIC PERFORMANCE OF STUDENTS

<p>The study aims to describe the profile of the respondents in terms of age, gender, educational attainment, and number of years in teaching and to understand the structural domain of learning among the students in their academic performance in the area of cognitive domain of learning, affective domain of learning, and psychomotor domain of learning to include the approach on the teaching strategies of the students in their school achievement along the area of analysis and comprehension level, attitude towards the lesson, and academic performance. The quantitative research design is utilized in the study because it attempts to quantify and collect the statistical analysis on the various measures set in the research questions in the study. The purposive sampling technique is utilized in the study. This type of sampling is non-probability which is very effective in the domain of learning and expert knowledge on the needs of the study. The study comprised thirty (30) respondents only. Results show that structural cognitive domain of learning reveals the ability to construct meaning from their lesson as to function and activities in their module, structural affective domain of learning reveals that students have the active attention and proper motivation to learn, willingness to respond, and feeling of satisfaction, and students have the attitude of worth, beliefs, acceptance, preference, and commitment to values, and structural psychomotor domain of learning reveals that students can express their learning through gestures, posture, facial expression, and/or creative movement. On the other hand, approach to teaching strategies as to comprehension and analysis levels shows innovation, creativity, competition, and have the ability to present concepts in their outline lesson, approach to teaching strategies as to the attitude of students toward the lesson shows that students display strict compliance toward their lessons and activities, and approach to teaching strategies as to academic performance shows that students focus on their lessons and provides output in the learning process, and students pay close attention to the direction in their lesson set up by. Findings of the study show that there is no significant agreement between the structural domain of learning among the students in their academic performance and the approach on the teaching strategies of the students in their school achievement among the respondents.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0855/a.php" alt="Hit counter" /></p>

An Analysis of Cogntive and Psychomotor Domains in English Student Textbook of Junior High School

This research was conducted in the textbook of 8th grade Junior High School 2013 revision of the 2017 curriculum. The researcher conducted a textbook analysis based on Anderson and Krathwohl's (2001) taxonomic theory of the cognitive domain and Simpson's (1972) psychomotor domain taxonomy to focus more on its relevance to the material in the textbook. This research aims to investigate the representation of cognitive and psychomotor domains in English textbook for the 8th years of Junior High School students with the Core and Basic Competencies of the 2013 curriculum. This research used a content analysis method based on Anderson and Krathwohl theory. The instrument used to collect data in this research was through data observation and document review. The findings of this research reveal that the contents of the book are in accordance with the 2013 revised curriculum syllabus 2017. The results of the research on the cognitive domain showed that it was 100% relevant to the contents of the syllabus and 92.3% of the Psychomotor domain was relevant to the contents of the syllabus.

Constraints for Assessment of Psychomotor Domain (Reading Surah al-Maidah verses 2-3) in Grade 6 SDN 2 Bantarwuni during the Covid-19 Pandemic

Covid-19 has many negative effects on education. The government took an emergency policy in the form of school from home. Because of this policy, online teaching and learning activities are carried out from home. However, the reality in the field, such as what happened in SDN 2 Bantarwuni, there are several obstacles such as what happened in the psychomotor domain assessment process in reading surah al-Maidah verses 2-3. This study aims to: (1) Understand how the psychomotor domain assessment process in reading al-Maidah verse 2-3 at SDN 2 Bantarwuni; (2) Understand the conditions and constraints faced in the assessment of the psychomotor domain in reading al-Maidah verses 2-3 at SDN 2 Bantarwuni. This research is a qualitative field research. The method of data collection was done by observation at SDN 2 Bantarwuni and documentation. The results of this study: (1) The assessment process was carried out according to the procedure, except that there were some students who did not submit the assessment assignment; (2) The obstacles faced are the lack of effort from students and parents to collect assignments via the WhatsApp application or directly carry out face-to-face assessments at school.

Developing An Authentic Assessment Instruments of Psychomotor Domain For The Physics Learning on Measurement Materials in Class X SMA

Practicum is a form of learning activity relates to assessment, which is part of a series of learning processes. Assessment in practicum not only consists of cognitive aspects but also emphasizes affective and psychomotor aspects. Psychomotor is a domain related to skills or ability to act after receiving learning experiences. An authentic assessment of the psychomotor domain is needed to determine each student learns and apply their learning outcomes into life. The study aimed to determine the procedure for developing an authentic assessment instrument of the psychomotor domain for physics learning on measurement material in class X SMA and describe the teacher's assessment toward the developed the authentic assessment instrument. The study used Dick and Carey developmental model consisted of ten stages. They are (1) analysis the learning objectives, (2) learning analysis, (3) analysis of students and their environment, (4) formulating specific objectives, (5) developing assessment instruments, (6) developing learning strategy, (7) developing and selecting learning materials, (8) formative evaluation, (9) revision, and (10) summative evaluation. But, the article used only nine of ten stages. The validation sheet was assessed by two expert lecturers. The product of the psychomotor assessment instrument was validated by two expert lecturers through 2 revisions. The developed instrument was tested in small groups, namely class X MIA 7, SMA N 1 Muaro Jambi. The validation obtained a total score of 136. Means, the score included in the category of 136 ≤ N <150: "Very Good." The teacher's responses were 82% of very good (positive). In short, the developed instrument was feasible to continue to trial steps. The trial to 10 students obtained a mean of 82.1. Based on the range of student scores, seven students were classified as highly skilled, and three students were classified as skilled. Based on results and discussion, it concluded that authentic assessment instruments of the psychomotor domain for the physics learning on measurement materials were feasible to use for teacher class of class X MIA in SMA N 1 Muaro Jambi.

Athletic Games for The Motion of Children with Spesial Needs: a Literatur Review

Children with special needs (ABK) tend to be passive, because they have physical or mental deficiencies. In addition, people with special needs have problems in the psychomotor domain as a result of limitations in sensomotor abilities and limitations in learning abilities. Literature review using the method used is through a journal search system on google with the keywords athletic games on the motion of children with special needs. Journals and thesis used as literature have full text inclusion criteria, the subject is a child with special needs, the type of journal is the journal for the past 6 years. Based on the results of the review it was found that there are various kinds of athletic games to the motion of children with special needs. Literartur review conclusions that with a variety of athletic games can affect the motion of children with special needs