Pengembangan Instrumen Evaluasi Domain Afektif

1970 ◽  
Vol 13 (1) ◽  
pp. 87-109
Author(s):  
Rohmad Qomari
Keyword(s):  
Instrument Development ◽  
Affective Domain ◽  
Specific Aspect ◽  
Cognitive Domain ◽  
Test Evaluation ◽  
Evaluation Instrument ◽  
Reliable Instrument ◽  
Alternative Test ◽  
Psychomotor Domain

To carry out evaluation comprehensively, we need appropriate instrument that suitable with domain that being evaluated. Evaluation instrument development with test has been conducted by experts. These instruments were only suitable to measure cognitive domain and part of psychomotor domain. To measure affective domain, we need to develop non-test evaluation instrument (alternative test). The development of this instrument tends to more difficult and complicated compare with instrument test evaluation instrument. Therefore, it does necessitate a through study to derive and elaborate affective domain to specific aspect to develop valid and reliable instrument.

scholarly journals PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE NUMBERED HEADS TOGETHER UNTUK MENINGKATKAN MINAT DAN HASIL BELAJAR IPS SEJARAH PADA SISWA KELAS VII.3 SMPN 7 DENPASAR

2020 ◽  
Vol 10 (1) ◽  
pp. 76-80
Author(s):  
Filfiana Filda ◽  
Rulianto
Keyword(s):  
Cooperative Learning ◽  
Social Studies ◽  
Learning Outcomes ◽  
Social History ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Affective Domain ◽  
Cognitive Domain ◽  
History Learning ◽  
Psychomotor Domain

The purpose of this study was (1) to find out whether applying the Numbered Heads Together (NHT) type of cooperative learning model could increase the interest in studying Social History History in Grade VII.3 students of SMPN 7 Denpasar and (2) to find out whether the application of the Numbered type cooperative learning model Heads Together (NHT) can improve social studies history learning outcomes for Grade VII.3 students of SMPN 7 Denpasar. The method used in this research is the Numbered Heads Together (NHT) type of cooperative learning method with observation, interview, documentation, and questionnaire data collection. Research shows that student learning outcomes can be seen in Cycle I that the cognitive domain value of students is an average of 6.75 and 52.7% completeness, from the affective domain the value obtained by students is very good 27.7%, good 58.3% and enough 13.3%. While from the psychomotor domain, the scores obtained by students were very good 63.8%, good 27.7% and 8.3% sufficient. In Cycle II the value of the cognitive domain of students is an average of 80 and 100% completeness, from the affective domain the value obtained by students is very good 8.3%, 8.3% good, while from the psychomotor domain the value obtained by students is very good 94 , 4% and good 5.5%

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

2021 ◽  
Vol 8 (9) ◽  
Author(s):  
Leovigildo Lito D. Mallillin ◽  
Johdel C. Cabaluna ◽  
Regilito D. Laurel ◽  
Pilipinas America C. Arroyo ◽  
Teodoro M. Señoron Jr ◽  
...  
Keyword(s):  
Academic Performance ◽  
Teaching Strategies ◽  
Expert Knowledge ◽  
School Achievement ◽  
Sampling Technique ◽  
Affective Domain ◽  
Cognitive Domain ◽  
Structural Domain ◽  
Approach To Teaching ◽  
Psychomotor Domain

<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>

scholarly journals EVALUASI PRESTASI BELAJAR MAHASISWA PROGRAM KELANJUTAN STUDI JURUSAN PENDIDIKAN AKUNTANSI DITINJAU DARI IPK D3 DAN ASAL PERGURUAN TINGGI

2011 ◽  
Vol 9 (2) ◽  
Author(s):  
M. Djazari ◽  
Endra Murti Sagoro
Keyword(s):  
College Students ◽  
Construct Validity ◽  
Affective Domain ◽  
Learning Performance ◽  
Cognitive Domain ◽  
Whitney Test ◽  
Test Of Hypothesis ◽  
The Difference ◽  
To Come ◽  
Psychomotor Domain

This research examines the difference of students learn performance of cognitive domainpursuant to “IPK D3”, students learn performance of cognitive domain pursuant to comefrom college, students learn performance of affective domain pursuant to “IPK D3”, studentslearn performance of affective domain pursuant to come from college, students learnperformance of psychomotor domain pursuant to “IPK D3”, students learn performance ofpsychomotor domain pursuant to come from college.The subject of this research are 53 respondents. The data were collected by usingquestionnaires and documentation method. The validity of instrument was tested byimplementing construct validity. From computation, one item from learn performance ofaffective domain was not valid and all items from learn of psychomotor domain was valid.The reliability of instrument was tested by implementing the Cronbach Alpha. Fromcomputational, instrument of learn performance of affective domain and psychomotordomain was valid.The test of hypothesis will used Kruskal-Wallis test and Mann-Whitney test. Theresult of the research indicate: (1) there is significantly difference for learning performance ofcognitive domain pursuant to “IPK D3”, (2) there is not significantly difference for learningperformance of cognitive domain pursuant to come from college, (3) there is not significantlydifference for learning performance of affective domain pursuant to “IPK D3”, (4) there isnot significantly difference for learning performance of affective domain pursuant to comefrom college, (5) there is not significantly difference for learning performance ofpsychomotor domain pursuant to “IPK D3, and (6) there is not significantly difference forlearning performance of psychomotor domain pursuant to come from college.Keyword: cognitive domain, affective domain, psychomotor domain

Domains of Teaching

2005 ◽  
pp. 1-21
Author(s):  
Lawrence A. Tomei
Keyword(s):  
Instructional Technology ◽  
Motor Skill ◽  
Affective Domain ◽  
Cognitive Domain ◽  
Skill Area ◽  
Intellectual Abilities ◽  
Physical Skills ◽  
Psychomotor Domain

This chapter establishes the domains of teaching as one of two “pillars of instructional technology” and offers the necessary grounding in the history and evolution of cognitive, affective, and psychomotor teaching. The cognitive domain encompasses intellectual objectives that deal with “the recall or recognition of knowledge and the development of intellectual abilities and skills.” The affective domain takes in individual “changes in interest, attitudes, and values, and the development of appreciations and adequate adjustment.” Finally, the psychomotor domain embraces physical skills and the performance of actions involved in learning described as “the manipulative or motor-skill area” (Bloom, 1956).

scholarly journals PENERAPAN BAHAN AJAR TERINTEGRASI NILAI KARAKTER DALAM MODEL PEMBELAJARAN ADVANCE ORGANIZER PADA SISWA KELAS X SMA NEGERI 2 PADANG

2018 ◽  
Author(s):  
Aldila Rahayu ◽  
Masril ◽  
Hidayati
Keyword(s):  
Character Education ◽  
Instructional Material ◽  
Affective Domain ◽  
Cognitive Domain ◽  
Advance Organizer ◽  
First Year ◽  
Teaching Model ◽  
Experimental Population ◽  
First Year Students ◽  
Psychomotor Domain

The teachers have to be able to develop their own learning instrumental, one is instructional material. Based on the demand of character education, the instructional material is needed to help the teachers to cultivate the character value to students. This research aims to know the effects of Implicating Intregated Material of Character Value in the Teaching Model Advance Organizer to the First Year Students of SMA Negeri 2 Padang. The type of the research is quasi-experimental. Population of the research is all students grade X of SMA Negeri 2 Padang year 2013/2014. Sample is taken by using clauster random sampling technique. The technique of data collection for cognitive domain is written test, while for affective and psychomotor domain is by doing obeservation. The technique of data analysis is by using t formula for cognitive and psychomotor domain, mean while for affective domain is descriptive data with graphics. Research findings acquire: 1) for cognitive domain tcount = 2,17 while ttable = 1,67 (in the area of refusal H0 until Hi accepted). 2) for psychomotor domain tcount = 6,42 while ttable = 1,67 (in the area of refusal H0 until Hi accepted). For affective domain, the character value is 80 in average. The conclusion is based on the hypothesis that ”there are meaningful effects of Implicating Intregated Material of Character Value in the Teaching Model Advance Organizer to the learning results of the First Year Students of SMA Negeri 2 Padang” are accepted in the real level of 0,05.

scholarly journals Analisis Sistem Human Interface (HMI) pada Kompetensi Programmable Logic Controller (PLC)

2020 ◽  
Vol 5 (3) ◽  
pp. 328
Author(s):  
Angga Septian MN ◽  
Dian Megasari
Keyword(s):  
Programmable Logic Controller ◽  
Affective Domain ◽  
Cognitive Domain ◽  
Control Group ◽  
Programmable Logic ◽  
Control Group Design ◽  
Human Interface ◽  
Machine Interface ◽  
The Difference ◽  
Psychomotor Domain

This analysis aims to determine the difference between Human Machine Interface (HMI) based learning media and conventional learning media in influencing student competence in operating the Programmable Logic Controller (PLC). The method used was a true experimental design with a posttest-only control group design. The experimental group was given learning treatment assisted by HMI Omron with the CX-Designer software, while the control group was given treatment with conventional learning media. The treatment effect was analyzed by using different test (Mann-Whitney). The results showed that the effect of HMI-based learning media on PLC competence is as follows: (1) 61% competence in the cognitive domain is in the very good category, 50% competence in the affective domain is in the very good category, and 50% competence in the psychomotor domain is in the very good category; and (2) There are competency differences between HMI-based learning media and conventional learning. This is evidenced by the Sig. Count value of 0.000 in the cognitive domain, 0.000 in the affective domain, and 0.001 in the psychomotor domain, which is smaller than the Sig. Of the study of 0.05 after being given treatment.

scholarly journals Pengembangan Alat Evaluasi Fisika Untuk Mengidentifikasi Miskonsepsi Siswa Kelas VIII SMP Negeri Oenino

2020 ◽  
Vol 24 (3) ◽  
pp. 164
Author(s):  
Laurensia Missa ◽  
Ruth Novi Kornalia Mellu ◽  
Demeryati Langtang
Keyword(s):  
Cognitive Domain ◽  
Test Evaluation ◽  
Evaluation Instrument ◽  
Content Validation ◽  
Cognitive Domains ◽  
Information Product ◽  
Test Items ◽  
Product Trial ◽  
Test Instrument ◽  
Diagnostic Test Evaluation

The objective of study was developing diagnostic test evaluation instrument in multiple choice form with predetermined reason to identify Grade VIII student’s misconceptions on force topic in SMPN Oenino. Population of the study covered all students whereas the samples were Grade VIII students SMPN Oenino. The research method was Research and Development (R&D) with potential and problem, gathering information, product design, product validation, product revision, and product trial. Validation phase included experts and content validation. On expert’s validation, test instrument was validated by 3 validators with 87,7% worthiness average and was recommended applicable without revision. On content validation, 45 test items were tried out to students and 17 items were declared valid ranging from C1 to C4 cognitive domain which were used later to identify student’s misconceptions. Their misconceptions on force material were 23%, 38%, 13% and 26% from C1 to C4 cognitive domains. The result indicated that this instrument was applicable to identify student’s misconception on force materials.   

scholarly journals Analisis Pembelajaran PKLH Secara Terintegrasi Dengan Pelajaran Lain Di SMP

2018 ◽  
Vol 1 (2) ◽  
pp. 45
Author(s):  
Mithen Lullulangi
Keyword(s):  
Regression Analysis ◽  
Multiple Regression ◽  
Random Sampling ◽  
Affective Domain ◽  
Cognitive Domain ◽  
Stratified Random Sampling ◽  
Class Viii ◽  
Spss Software ◽  
Thinking Process ◽  
Psychomotor Domain

This study aims to determine the success of the program of Population and Environmental Education (PKLH) especially to evaluate the three main shutter in PKLH, ie cognitive shutter, affective shutter, and psychomotor shutter taught in an integrated manner with other subjects in Sekolah Menengah Pertama (SMP), Negeri 1 Balla Kecamatan Balla Mamasa Regency. The population of this study is all students of SMP Negeri 1 Balla, which consists of Class VII = 97 people, Class VIII = 88 people, so the population = 185 people. The sample in this study was determined by 134 students, taken by probability proportionate stratified random sampling. The research variables are: 1) The domain of thinking process (cognitive domain), 2) Affective domain and 3) the psychomotor domain of PKLH material. The data in this research is the result of the test to the respondent, that is the test done to know the knowledge, attitude, and skill of the students  about things related to PKLH material. Data were analyzed descriptively and multiple regression using SPSS software as a tool. The results showed that: 1) The domain of the thinking process (cognitive domain), is in the low category, 2) Affective domain is in the medium category, and 3) The psychomotor domain is in the medium category. In addition, the result of multiple regression analysis shows that there is a significant relationship between the variables of thinking process and the sphere of attitude toward the skill domain, with an influence value of 68.4% about PKLH material. 

scholarly journals Virtual Discussion for EFL Students Establishing Three Domains: Cognitive, Affective, and Psychomotor

2019 ◽  
Vol 1 (3) ◽  
Author(s):  
Ike Dian Puspita Sari ◽  
Tities Hijratur Rahmah
Keyword(s):  
Survey Research ◽  
Learning Strategies ◽  
Learning Process ◽  
Strong Correlation ◽  
Teaching And Learning ◽  
Affective Domain ◽  
Cognitive Domain ◽  
Efl Students ◽  
Almost All ◽  
Psychomotor Domain

In teaching and learning process, teacher may use certain learning strategies or methods. Virtual discussion, for instance, it can be done to encourage students’ cognitive, affective, and psychomotor. This activity provides an opportunity for students to sit and listen as they speak and think critically, logically, and rationally. Moreover, students get better results when they work together than those who study individually. This survey research conducted to find out the correlation among virtual discussion with cognitive, affective, and psychomotor of 110 students in IKIP Budi Utomo Malang. The result shows that the virtual discussion has strong correlation not only in cognitive domain, but also it has strong correlation with affective and psychomotor domain. Almost all significant values are positive. There is only one negative significant value between cognitive and affective. Thus, it illustrates that the increasing of cognitive domain by applying virtual discussion is not always followed by the increasing of affective domain.

UPAYA PENINGKATAN HASIL BELAJAR PASING BAWAH BOLA VOLI DENGAN PENDEKATAN BERMAIN PADA SISWA KELAS X MAN DEMAK

2020 ◽  
Vol 13 (2) ◽  
pp. 41-55
Author(s):  
Indrianto Arif Ramadhana ◽  
Jeff Agung Perdana
Keyword(s):  
Data Analysis ◽  
Learning Outcomes ◽  
Action Observation ◽  
Student Learning Outcomes ◽  
Affective Domain ◽  
Cognitive Domain ◽  
Reflection Data ◽  
Normalized Gain ◽  
Improve Student Learning ◽  
Planning Action

Forearm pass is one of the materials that must be mastered by students of class X Senior High School. In fact, many students do not yet master and know forearm pass techniques. This research is a classroom action research (CAR) with two cycles. Each cycle consists of 4 stages, namely: planning, action, observation and reflection. Data collection was carried out using observations and questionnaires. Data were analyzed using Hake's Normalized Gain formula. From the results of the study it is known that the psychomotor domain of students increased by 0.42 with average criteria from cycle 1 to cycle 2. The affective domain increased by 0.37 with average criteria. The cognitive domain increased by 0.39 with average criteria. Based on the results of the data analysis, it can be concluded that learning forearm pass techniques with games method can improve student learning outcomes.

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