SOCIAL ATTITUDES OF ELEMENTARY SCHOOL STUDENTS

MANAJEMEN PENDIDIKAN

REVIEW JURNAL

Disusun Untuk  Memenuhi Tugas Mata Kuliah Manajemen Pendidikan

Dosen Pengampu : Dr. Ari Setiawan, M.Pd.

Disusun oleh

Nama                      : Diana Yuliarti

Kelas                       : 5 K   

NIM                        : 2017015098

E-mail                     : diana.yuliarti27@gmail.com

No.Telp                   : 081271505914

PROGRAM STUDI PENDIDIKAN GURU SEKOLAH DASAR

FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN

UNIVERSITAS SARJANAWIYATA TAMANSISWA

YOGYAKARTA

2018

PRACTICE ASSESSMENT OF SOCIAL ATTITUDES OF ELEMENTARY SCHOOL STUDENTS

By: Diana Yuliarti

Menurut Setiawan & Suardiman (2018), The evidence of children’s behaviors these days is quite concerning. Primary school students are now generally less disciplined than they used to, and they have low care and responsibility. It is not in accordance with the ideal affective development of primary students. Ekowarni (2009) contends that there are some values related to social condition that should be instilled in primary school students, including: politeness, caring, cooperativeness, discipline, humility, even-temperedness, tolerance, independence, honesty, confidence, toughness, positivity, fairness, peacefulness, perseverance, creativity, citizenship, responsibility, and sincerity.

In today’s education practice, where social attitude actually becomes the core of education, the assessment has not yet been conducted. This is due to the teachers’ limitations, especially in the assessment process. Teachers are more likely to spend their time on teaching regardless of the importance of making appropriate assessment (Setiawan & Suardiman, 2018, p. 13). Stiggins’s study shows that teachers should spend a third to a half of their available time to engage in assessment activities (Stiggins, 1999, p. 3). They are constantly making decisions about how to interact with their students, and decisions that are based on part of information that they collect about their students through classroom appraisals. In fact, they do not spend much time on assessment (Setiawan & Suardiman, 2018, p. 13).

The results of a study conducted by Zuchdi, Prasetyo, and Masruri (2012, p. 68) show that the practice of assessing the learning outcomes especially in elementary schools, so far, is mainly focused on the cognitive assessment. The students' appreciation is shown by the rank and score in their examination. Although all educators know that the realm of education is cognitive, affective, and psychomotor (behavioral) aspects, in practice, the affective and psychomotor aspects are not given adequate attention, especially in assessing students (Khilmiyah, Sumarno, & Zuchdi, 2015). Teachers are not accustomed to assessing changes in the social attitude (affective spheres) of students of primary schools. This happens not because of the unwillingness of the educator, but because of the lack of educators' ability to describe the affective field of achievement indicators. As a consequence, the assessment does not reflect the students' overall abilities (Setiawan & Suardiman, 2018, p. 13).

It is clear that the assessment of social attitude cannot be done in the same way as that of the cognitive domain (such as by giving questions). Setiawan & Suardiman (2018), Assessment of social attitude is more directed to recording physical activities related to social interaction, not merely the ability to answer a number of questions given. In the primary school education system which applies thematic approach, the social attitude aspect that is part of the affective domain must be assessed. This refers to the content standards in elementary schools that contain competence in social attitude reflected by the students showing honesty, discipline, responsibility, politeness, care, and confidence in interacting with family, friends, teachers, and neighbors and showing love to their own nation (Setiawan & Suardiman, 2018, p. 14).

 Assessment of social attitude is often done at the end of an instruction, regardless of the process. This is done by the teacher as a routine and an attempt to execute the obligation. Setiawan & Suardiman (2018), This kind of assessment produces only a visible social attitude at the end of learning. This will result in insufficient information, in which the results obtained are only viewed from one section of the lesson. Assessment should be done during the teaching-learning process, from the start to the end based on real or authentic condition. In addition, an assessment applying three assessment methods (integrated) has not been conducted. Thus, this research is very important to do because by doing the assessment integrating self-assessment, peer assessment, and observational assessment, the results will be more adequate (Setiawan & Suardiman, 2018, p. 14).

REFERENCES

Ekowarni. (2009). Pedoman pendidikan akhlak mulia siswa sekolah dasar. Jakarta: Departemen
             Pendidikan Nasional, Direktorat Pendidikan Dasar dan Menengah.

Khilmiyah, A., Sumarno, S., & Zuchdi, D. (2015). Pengembangan model penilaian keterampilan

intrapribadi dan antarpribadi dalam pendidikan karakter di sekolah dasar. Jurnal Penelitian
Dan Evaluasi Pendidikan, 19(1), 1–12. https://doi.org/10.21831/pep.v19i1.45 50

Setiawan, A.  & Suardiman, S.P. (2018). Assessment of the social attitude of primary school students, REiD (Research and Evaluation in Education), 4(1), 2018. p. 13-14. https://journal.uny.ac.id/index.php/reid/article/view/19284/11404

Stiggins, R. J. (1999). Assessment, student confidence, and school success. The Phi Delta

 Kappan, 81(3), 191–198.

Zuchdi, D., Prasetyo, Z. K., & Masruri, M. S. (2012). Model pendidikan karakter terintegrasi

dalam pembelajaran dan pengembangan kultur sekolah. Yogyakarta: UNY Press.