Email this article How Elementary School Teachers Assess Students’ Affective Domain in the Classroom during Distance Learning?: A Phenomenological Study
), Anwar Senen(2), Dewi Ambarwati(3), Gusti Izhar(4), Nada Savitri Nawangsari(5)
| 
Country:
(1) Universitas Negeri Yogyakarta, Indonesia
(2) Universitas Negeri Yogyakarta, Indonesia
(3) Universitas Negeri Yogyakarta, Indonesia
(4) Universitas Negeri Yogyakarta, Indonesia
(5) Universitas Negeri Yogyakarta, Indonesia
Corresponding Author
10.23960/jpp.v12.i2.202224
| Metrics→ |
| Indexing Site→ |  |
 |
 |
 |
Copyright (c) 2025 Dita Salsavira Cahaya Ningrum, Anwar Senen, Dewi Ambarwati, Gusti Izhar, Nada Savitri Nawangsari
How Elementary School Teachers Assess Students’ Affective Domain in the Classroom during Distance Learning?: A Phenomenological Study Objectives: This study aims to describe how elementary school teachers assess students' affectiveness, especially in social studies learning during distance learning. Methods: This research is phenomenology study, data collection techniques using interviews and document studies. Subject 5 elementary school teacher participants. The data analysis technique uses qualitative data analysis. Findings: The teacher conducts an affective assessment during social studies learning on student behavior, there still a problem, the teacher cannot monitor students directly so that the affective assessment in learning cannot be carried out optimally. However, affective assessment provides the benefit that the teacher can direct good attitudes and character to students. Conclusion: Cooperation of various parties to maximize affective assessment in the social studies learning process in the distance learning period.
DOI: http://dx.doi.org/10.23960/jpp.v12.i2.202224
Aini, Q., & Relmasira, S. C. (2018). Penerapan Pembelajaran Tematik Integratif Berbasis Kontekstual untuk Meningkatkan Keaktifan dan Hasil Belajar Siswa Kelas 1 SD [Application of Contextual-Based Integrative Thematic Learning to Improve Activeness and Learning Outcomes of Grade 1 Elementary School Students]. Sekolah Dasar: Kajian Teori Dan Praktik Pendidikan, 27(2), 124–132.
Ajjawi, R., & Boud, D. (2018). Examining the nature and effects of feedback dialogue. Assessment and Evaluation in Higher Education, 43(7), 1106–1119.
Ambarwati, D., Herwin, H., & Dahalan, S. C. (2022). How elementary school teachers assess students’ psychomotor during distance learning? Jurnal Prima Edukasia, 10(1), 58–65.
Ananda, R., Fadhilaturrahmi, F., & Hanafi, I. (2021). Dampak Pandemi Covid-19 terhadap Pembelajaran Tematik di Sekolah Dasar [The Impact of the Covid-19 Pandemic on Thematic Learning in Elementary Schools]. Jurnal Basicedu, 5(3), 1689–
Azhil, I. M., Lutfianto, M., & Ernawati, A. (2018). The Analysis of Students’ Affective Through Learning with Problem Posing Approach. Al-Jabar : Jurnal Pendidikan Matematika, 9(2), 161–170.
Azizah, A. A. M. (2021). Analisis Pembelajaran Ips Di Sd/Mi Dalam Kurikulum 2013 [Analysis of Social Studies Learning in Elementary/MI Schools in the 2013 Curriculum]. JMIE (Journal of Madrasah Ibtidaiyah Education), 5(1), 1.
Candra, I., Sulistya, N., & Prasetyo, T. (2018). Pengembangan Instrumen Sikap Sosial Tematik Siswa SD Kelas IV [Development of the Thematic Social Attitude Instruments for Fourth Grade Elementary School Students]. Jurnal Ilmiah Sekolah Dasar, 2(4), 455.
Casey, A., & Fernandez-Rio, J. (2019). Cooperative Learning and the Affective Domain. Journal of Physical Education, Recreation and Dance, 90(3), 12–17.
Creswell, J. W. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications.
Danek, A. H., & Kizilirmak, J. M. (2021). The whole is more than the sum of its parts–addressing insight problem solving concurrently from a cognitive and an affective perspective. Journal of Cognitive Psychology, 33(6–7), 609–615.
Darmiyati, Adawiyah, R., & Efendi, A. R. (2022). Implementasi Penilaian Ranah Afektif Berbasis Pembelajaran Kooperatif di Sekolah Dasar [Implementation of Cooperative Learning-Based Affective Area Assessment in Elementary Schools]. Integralistik, 33(1).
Fadli, M. Z., & Hidayati, R. N. (2020). Penilaian Ranah Afektif Pembelajaran Pendidikan Agama Islam Melalui Aplikasi Whatsapp Group [Assessment of the Affective Realm of Islamic Religious Education Learning Through the Whatsapp Group Application]. Journal of Islamic Education Policy, 5(2), 99–110.
Fauzani, R. A., Senen, A., & ... (2021). Challenges for elementary school teachers in attitude assessment during online learning. Journal of Education Research and Evaluation, 5(3), 362–372.
Fauzi, I., & Sastra Khusuma, I. H. (2020). Teachers’ Elementary School in Online Learning of COVID-19 Pandemic Conditions. Jurnal Iqra’ : Kajian Ilmu Pendidikan, 5(1), 58–70.
Fuadi, N. (2018). Urgensi Ranah Afektif Dalam Pendidikan [The Urgency of the Affective Realm in Education]. Itqan : Jurnal Ilmu-Ilmu Kependidikan, 9(1), 139–151.
Giridharan, B. (2020). Engaging with Students and Faculties Online in the Era of the Corona Virus Pandemic: A Higher Education Perspective ARTICLE INFO Article history. Horizon J. Hum. & Soc. Sci, 2(June), 103–110.
Gusti, A. R., Afriansari, Y., Sari, D. V., & Walid, A. (2020). Penilaian Afektif Pembelajaran Daring IPA Terpadu Dengan Menggunakan Media Whatsapp [Affective Assessment of Integrated Science Online Learning Using Whatsapp Media]. Difraction, 2(2), 65–73.
Heiberg Agerbeck, A., Martiny, F. H. J., Jauernik, C. P., Due Bruun, K., Rahbek, O. J., Bissenbakker, K. H., & Brodersen, J. (2021). Validity of Current Assessment Tools Aiming to Measure the Affective Component of Pain: A Systematic Review. Patient Related Outcome Measures, Volume 12, 213–226.
Henderson-Brooks, C. (2021). Marking as emotional labour: A discussion of the affective impact of assessment feedback on enabling educators. International Studies in Widening Participation, 8(1), 110–121.
Hutapea, R. H. (2019). Instrumen Evaluasi Non-Tes dalam Penilaian Hasil Belajar Ranah Afektif dan Psikomotorik [Non-Test Evaluation Instruments in the Assessment of Learning Outcomes in the Affective and Psychomotor Domains]. BIA’: Jurnal Teologi Dan Pendidikan Kristen Kontekstual, 2(2), 151–165.
Jhon, W., Mustadi, A., & Zubaidah, E. (2020). Online Learning during Covid-19 Pandemic in Developing Countries: Does it run well? Jurnal Pendidikan Progresif, 10(3), 440–454.
Kaeksi, S. W. (2018). Assessment Pembelajaran IPS SD Kelas V [Social Studies Learning Assessment for Class V . Elementary School]. Indonesian Journal of Primary Education 2(2), 23–27.
Koorankot, J., Rajan, S. K., & Ashraf, Z. A. (2019). Solution-Focused Versus Problem-Focused Questions: Effects on Electrophysiological States and Affective Experiences. Journal of Systemic Therapies, 38(2), 64–78.
Luqianingrum, W., & Zulfiati, H. M. (2020). Analisis Pelaksanaan Penilaian pada Pembelajaran Tematik Bermuatan IPS Kelas IV SD Negeri 1 Sekarsuli Bantul [Analysis of the Implementation of Assessment on Social Studies Content Thematic Learning for Class IV SD Negeri 1 Sekarsuli Bantul]. WACANA AKADEMIKA: Majalah Ilmiah Kependidikan, 4(2), 113.
Mangaroska, K., Sharma, K., Gašević, D., & Giannakos, M. (2022). Exploring students’ cognitive and affective states during problem solving through multimodal data: Lessons learned from a programming activity. Journal of Computer Assisted Learning, 38(1), 40–59.
Miles, M. B., Huberman, A. M., & Saldaña, J. (2018). Qualitative data analysis: A methods sourcebook. Sage publications. Sage publications.
Moleong, L. J. (2021). Metodologi penelitian kualitatif. PT Remaja Rosdakarya.
Mustika, M., Nugraheni, Sutopo, A., & Fuadi, D. (2022). Penilaian Afektif dalam Pembelajaran Tematik Masa Pandemi Covid-19 di Sekolah Dasar [Affective Assessment in Thematic Learning During the Covid-19 Pandemic in Elementary Schools]. Elementary School Education Journal, 5(2), 210–218.
Purwanto, A. (2019). Pengembangan Perangkat Pembelajaran Ips Berorientasi Model Problem Based Learning Berbantuan Media Video Untuk Meningkatkan Hasil Belajar Siswa Kelas Iv Sd [Development of Social Science Learning Devices Oriented with Problem Based Learning Models Assisted by Video Media to Improve Student Learning Outcomes for Class IV Elementary School]. Jurnal Review Pendidikan Dasar : Jurnal Kajian Pendidikan Dan Hasil Penelitian, 5(1), 882–891.
Riscaputantri, A., & Wening, S. (2018). Pengembangan Instrumen Penilaian Afektif Siswa Kelas Iv Sekolah Dasar Di Kabupaten Klaten [Developing Affective Assesment Instrumen Of Fourth Grade Student In Klaten Regency]. Jurnal Penelitian dan Evaluasi Pendidikan 22(2), 231–242.
Saftari, Maya, N. F. (2019). Assessment Of Affective Domain In Attitude Scale. Jurnal Ilmu Pendidikan Dan Kependidikan, 7(1), 71–81.
Saftari, M., & Fajriah, N. (2019). Penilaian Ranah Afektif Dalam Bentuk Penilaian Skala Sikap Untuk Menilai Hasil Belajar [Affective Area Assessment In The Form Of Attitude Scale Assessment To Assess Learning Outcomes]. Jurnal Ilmu Pendidikan Dan Kependidikan, 7(1), 71–81.
Samara, A., Galway, L., Bond, R., & Wang, H. (2019). Affective state detection via facial expression analysis within a human–computer interaction context. Journal of Ambient Intelligence and Humanized Computing, 10(6), 2175–2184.
Seran, E. Y., & Cahyani, V. (2018). Penerapan Model Pembelajaran Value Clarification Technique ( Vct ) Terhadap Hasil Belajar Afektif Pelajaran Ips [Application of the Value Clarification Technique (Vct) Learning Model to the Affective Learning Outcomes of Social Science Lessons]. Pekan, 3(1), 10–19.
Setiawan, A., Mardapi, D., Supriyoko, & Andrian, D. (2019). The development of instrument for assessing students’ affective domain using self- and peer-assessment models. International Journal of Instruction, 12(3), 425–438.
Shearer, C., Goss, H. R., Boddy, L. M., Knowles, Z. R., Durden-Myers, E. J., & Foweather, L. (2021). Assessments Related to the Physical, Affective and Cognitive Domains of Physical Literacy Amongst Children Aged 7–11.9 Years: A Systematic Review. Sports Medicine - Open, 7(1).
Snead, L. O., & Freiberg, H. J. (2019). Rethinking Student Teacher Feedback: Using a Self-Assessment Resource With Student Teachers. Journal of Teacher Education, 70(2), 155–168.
Suda, S. (2021). The Phenomenon of the Corona-virus Crisis in the Essays of Students of Leisure Education at the Faculty of Theology of the University of South Bohemia in České Budějovice. Caritas et Veritas, 11(1), 161–172.
Suhendra, A. (2021). Implementasi Penilaian Autentik Dalam Pembelajaran Di Sekolah Dasar [Implementation of Authentic Assessment in Learning in Elementary Schools]. Dirasatul Ibtidaiyah, 1(1), 85–97.
Tausih, T. U., & Marno, M. (2021). Pelaksanaan Penilaian Ranah Afektif Menggunakan Google Form di Era New Normal [Implementation of Affective Area Assessment Using Google Forms in the New Normal Era]. J-PAI: Jurnal Pendidikan Agama Islam, 7(2), 103–113.
To, J., & Panadero, E. (2019). Peer assessment effects on the self-assessment process of first-year undergraduates. Assessment and Evaluation in Higher Education, 44(6), 920–932.
Yulia, H. (2020). Online Learning to Prevent the Spread of Pandemic Corona Virus in Indonesia. ETERNAL (English Teaching Journal), 11(1), 48–56.
Zach, S., & Rosenblum, H. (2021). The affective domain-A program to foster social-emotional orientation in novice physical education teachers. International Journal of Environmental Research and Public Health, 18(14).
Refbacks
- There are currently no refbacks.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
View My Stats