A Sociolinguistic Perspective of Betawi Adolescents' Attitude Towards Mother Language

The research aims to describe 1) the language attitudes of Betawi adolescents towards their mother tongue, 2) their attitude towards the influence of the Bahasa language shift to their mother tongue. 3) their attitudes towards the influence of foreign languages ​​shift to their mother tongue. This is a descriptive, quantitative, and qualitative research, with respondents randomly selected from five Jakarta areas, namely Central, North, West, East, and South. In addition, data were also taken from buffer cities such as Bekasi, Tanggerang, and Depok. Data were described and interpreted using Lambert's theory, which stated that attitudes consist of three aspects, namely cognitive (knowledge), affective (assessment), and conative (behavior). Furthermore, the World Health Organizationstated that the description and interpretation of adolescents’ conception comprises of three criteria: biological, psychological, and socio-economic. The results showed that 1) The language attitude of Betawi adolescents towards their mother tongue was negative, 2) Their attitude towards Bahasa positively shifted their mother tongue. 3) Their attitude towards foreign language negatively shifted their mother tongue.

Pelaksanaan Penilaian Ranah Afektif Menggunakan Google Form di Era New Normal

This article aims to determine the planning, implementation, as well supporting and inhibiting factors in the affective assessment process using Google Form in the New Normal era in PAI SMKN 2 Magetan using a qualitative research approach with descriptive research type. 1) affective assessment planning consists of conducting KI / KD, determining the objective of the assessment, making a grid, selecting the type of instrument, and making scoring guidelines; 2) the implementation of affective assessments consisting of designing the instrument design, socializing the filling of the Google Form, asking students to complete the affective assessment, data processing and reporting the results; 3) the supporting factors for the implementation of affective assessment with Google Form consist of all parties who have tried their best, the government provides concessions to schools, students and teachers communicate actively, assessments are objective, comprehensive, economical, safety , and students' health is guaranteed. The inhibiting factors for affective assessment using Google Form consist of decreased student learning motivation, students experience internet network problems, teachers cannot monitor students directly.

PENDAMPINGAN PENERAPAN MANAJEMEN PEMBELAJARAN BERBASIS MULTIPLE INTELLIGENCES DI SMA KECAMATAN WAY JEPARA KABUPATEN LAMPUNG TIMUR

This study aims to describe, reveal, and find the dominant factors of multiple intelligence-based learning management in improving learning achievement in the field of life skills. The focus of this research is on planning, organizing, implementing, evaluating, and learning outcomes. This study uses a qualitative design with a naturalistic approach and based on constructivism, which views reality as having multiple dimensions, data were collected through interviews, observation, documentation, and triangulation. The results of this study conclude that multiple intelligence-based learning management is very effective for fulfilling students' life skills, that each student can develop their respective types of intelligence in various ways, intelligence is not only limited to IQ, but there are other intelligences including linguistic intelligence, Mathematical logic, spatial, kinesthetic, musical, interpersonal, intrapersonal, and naturalistic. Learning management based on multiple intelligences begins with MIR (multiple intelligences research for each new student as the basis for preparing lesson plans. The learning implementation is preceded by apperception containing alpha zones in the form of special greetings, fun stories, ice breaking, or singing. The core activities consist of exploration, elaboration, and singing). confirmation, apperception exploration in the form of warmer, pre-teach, and scene setting, elaboration containing learning strategies and methods, while confirmation in the form of teacher and student questions and answers to determine lesson acceptance, Evaluation by means of authentic assessment which includes three domains of knowledge (cognitive) consisting of tests daily, UTS, UAS, annual test, attitude (affective) assessment of teachers, self, friends, and anecdotal records, assessment of skills (psychomotor) in the form of performance (performance), work (product), and making projects (project). The obstacle to learning management based on Multiple Intelligences is changing the paradigm a teacher, making lesson plans, choosing varied learning strategies, and conducting authentic student assessments.

Proses Pembelajaran Matematika pada masa Covid-19 di MAN 2 Langkat

The purpose of this research was to determine the process and evaluation of learning mathematics during the Covid-19 period at MAN 2 Langkat. This research is a qualitative research with research subjects, namely one teacher and one student. The data collection techniques used were interviews and documentation. Data analysis is categorized into three stages, namely reduction, data presentation, and drawing conclusions. The results showed that learning during the covid-19 pandemic at MAN 2 Langkat began with providing information by the teacher through the Watshapp group regarding learning time and materials to be discussed. After that the teacher directed the students to read and understand the materials. Learning is continued by using various applications such as zoom, Schoology, Edmodo, and Google Classroom. The assessment of student learning outcomes during the Covid-19 period was carried out covering only two aspects, namely cognitive and affective. For the cognitive assessment forms using daily tests, biweekly tests, midterm and end-of-semester tests. Meanwhile, my form of affective assessment refers to student attendance, diligence, discipline and learning participation.

IMPLEMENTASI PENILAIAN AUTENTIK BERBASIS KURIKULUM 2013 DALAM MATA PELAJARAN PENDIDIKAN PANCASILA DAN KEWARGANEGARAAN

ABSTRACT This research examines Authentic Assessment Based on Curriculum 2013 in Pancasila and Citizenship Education Subject where is located at Senior High School (SMA) Negeri 15 Pandeglang Banten. The objective of this research is to determine the implementation of authentic assessment based on curriculum 2013 in Pancasila and Citizenship Education subject which consist of cognitive, affective, and psychomotor assessments. In this research, the writer uses qualitative approach and descriptive method. The results indicate that authentic assessment in the Cognitive Aspect can be done by several types of tests: written tests, oral tests, and assignments. In the written test, there are Daily Assessment (PH), Mid-Semester Assessment (PTS), Final Semester Assessment (PAS), and also End-of-Year Assessment (PAT). Moreover, psychomotor assessments consist of performance appraisal, project appraisal, and also portofolio assessment. The Final authentic assessment based on curriculum 2013 in Pancasila and Citizenship Education Subjects is Affective assessment: observation, self-assessment, peer-to-peer assessment, and also journals. In this aspect, students are hoped to be able to implement a good personality following the values of Pancasila and the 1945 Constitution as a form of reflection of good citizen in Indonesia. Keywords: Pancasila and Citizenship Education. Authentic Assessment, Curriculum 2013

THE DEVELOPMENT OF INSTRUMENT TO ASSESS STUDENTS' AFFECTIVE BASED ON SCIENTIFIC APPROACH IN ENGLISH AS A FOREIGN LANGUAGE (EFL) CLASSROOM

Purpose of the study: The objective of this research was to explain the results of the development of instruments to assess the students' affective based on scientific approaches in the EFL class.Methodology: This study used the ADDIE method that consists of five steps: (1) analyzing, (2) designing, (3) developing, (4) implementing, and (5) evaluating. There were some instruments of the research used to gather the data such as the expert's validation sheet and questionnaire. Statistical analyses used in this research were Alpha Cronbach, the test of normality Kolmogorov-Smirnov, the test of homogeneity Levene, the test of linearity, the test of correlational Pearson, test of regression, and Wilcoxon test.Main Findings: The result showed that the development of an instrument to evaluate students' affective based on scientific approach was considered by some items, e.g. phases in scientific approach, skills in English language teaching, learning experiences, affective aspects, and indicator of assessment. Finally, it can be stated that (1) the instrument was valid with the mean Score in rank between 1-124 is 114.8; (2) the instrument reliable with the Score is 0.754; (3) the instrument was tested with the Asymp. Sig score of 0.042.Applications of this study: This study proved that the instrument of affective assessment was valid, practice, and effective to be used by the English teachers in assessing the students' affective during the teaching and learning process at the EFL classroom.Novelty/Originality of this study: The success of a student is not only measured based on the cognitive aspect but also based on the affective aspect.

PENGARUH SELF DAN PEER AFFECTIVE ASSESSMEN PADA HASIL BELAJAR KIMIA DASAR MAHASISWA DIII ANALIS KESEHATAN

– This study investigate Basic Chemistry learning outcome difference in Health Analyst Level 3 Diploma sudents who did self-affective assessment and peer-affective assessment. Participant of this study were two student groups in which 30 students in class A who did self-affective assessment and 28 students in class B who did peer-affective assessment, while Basic Chemistry learning experience in both classes were identical. The result of this study showed that class A Basic Chemistry learning outcome (78.21) is higher and significantly different (asymp sig. 0.001, α = 0.05) than class B learning outcome (70.90). Based on questionnare, it was found that class A students found themselves more motivated, discipline, responsible, and have self abitity consciousness. While class B students found themselves growing reflective, motivation, dan sympathy behaviors. Class A students focused on learning and their own selves, while class B students focused on learning, their selves, and peer’s behavior. Affective assessment wether it’s self or peer assessment can be used to help student continually watch their behavior development in learning and develop their long life learner behavior. Abstrak – Penelitian ini mengkaji perbedaan hasil belajar mahasiswa DIII Analis Kesehatan pada mata kuliah Kimia Dasar yang melaksanakan self-affective assessment dan peer-affective assessment. Responden terdiri dari dua kelompok mahasiswa terdiri dari 30 orang kelas A melaksanakan self-affective assessment dan 28 orang kelas B melaksanakan peer-affective assessment, dengan keseluruhan pengalaman belajar mata kuliah Kimia Dasar yang persis sama. Hasil penelitian menunjukkan hasil belajar mata kuliah Kimia Dasar mahasiswa DIII Analis Kesehatan yang melaksanakan self-affective assessment (78,21) lebih tinggi dan berbeda secara signifikan (asymp sig. 0,001, α = 0,05) dengan mahasiswa yang melaksanakan peer-affective assessment (70,90). Berdasarkan hasil angket, ditemukan bahwa mahasiswa kelas A mendapati diri mereka lebih termotivasi, disiplin, tanggung jawab, dan mengenal kemampuan diri. Sementara itu mahasiswa kelas B mendapati diri mereka menumbuhkan sikap reflektif, motivasi, dan simpati. Mahasiswa kelas A lebih fokus pada materi pembelajaran dan perkembangan dirinya sendiri, sementara mahasiswa kelas B berfokus pada materi pembelajaran, perkembangan diri sendiri, dan mengamati perkembangan teman sejawat. Penialaian afektif baik berupa self-affective assessment maupun peer-affective assessment dapat digunakan untuk membantu mahasiswa memantau perkembangan sikapnya dalam belajar dan menumbuhkan sikap pembelajar sepanjang hayat.

Leveraging Digital Intelligence for Community Well-Being

The world of information is mediated by digital technologies, and the growing influence of Artificial Intelligence (AI) on society, through its involvement in everyday life, is likely to present issues with lasting consequences. In the context of improving community well-being using AI, the knowledge, insights, and impressions or analysis required for activating such improvement necessitate a frame of reference. This frame needs to take into account how well-being is understood within the current paradigm of technological innovation as a driver of economic growth. The evaluation of well-being, often defined as an individual’s cognitive and affective assessment of life, takes into account emotional reaction to events based on how satisfaction and fulfillment are discerned. It is a dynamic concept that involves subjective, social, and psychological dimensions, along with a state of being where human needs are met and one can act meaningfully, thus highlighting a relational element underlying social and community well-being. Transitions from a predominantly industrial society towards one that is information-led demand a strategic social design for AI. This article evaluates how well-being is understood within the current paradigm to offer a framework for leveraging AI for community well-being.

Cognitive and Affective Assessment of Navigation and Mobility Tasks for the Visually Impaired via Electroencephalography and Behavioral Signals

This paper presented the assessment of cognitive load (as an effective real-time index of task difficulty) and the level of brain activation during an experiment in which eight visually impaired subjects performed two types of tasks while using the white cane and the Sound of Vision assistive device with three types of sensory input—audio, haptic, and multimodal (audio and haptic simultaneously). The first task was to identify object properties and the second to navigate and avoid obstacles in both the virtual environment and real-world settings. The results showed that the haptic stimuli were less intuitive than the audio ones and that the navigation with the Sound of Vision device increased cognitive load and working memory. Visual cortex asymmetry was lower in the case of multimodal stimulation than in the case of separate stimulation (audio or haptic). There was no correlation between visual cortical activity and the number of collisions during navigation, regardless of the type of navigation or sensory input. The visual cortex was activated when using the device, but only for the late-blind users. For all the subjects, the navigation with the Sound of Vision device induced a low negative valence, in contrast with the white cane navigation.