Designing Affective Domain Evaluation Instrument for Basics Electrical Subject in Vocational High School

  • Authors

    • Hantje Ponto
    • Fid Jantje Tasiam
    • Djafar Wonggo
    https://doi.org/10.14419/ijet.v7i3.25.17604
  • Affective domain instrument, Basic Electrical, Indonesia, Manado, Vocational High School

  • Abstract

    In general, in the learning process, teachers only perform the evaluation of the cognitive and psychomotor domains. So often affective areas less attention. Affective domains include feelings and emotions as well as the typical behavior of a person that impacts the learning process, because a person performing a learning activity is affected by a typical behavior. The objective of the research is to design the instrument of evaluation of the affective domain in the learning of Electrical Basics in Vocational High School (SMK). This instrument is required in order to know the students' affective behavior. Benefits of the research is to produce an instrument that can measure affective behavior as a reference for teachers to guide and direct the behavior of students in Basics Electrical learning activities so that students are directed to follow the learning process. The process of guidance and guidance of this behavior can continue until they plunge in the business and industry and socialize with the community. The research location is in North Sulawesi Province. The method used in this research is research and development.

     

     

  • References

    1. [1] Popham, W. J. (1995). Classroom Assessment: What Teachers Need to Know, (6th ed). Boston: Pearson Education, Inc,

      [2] Bloom, B. S., Engelhart, D., Furst, E. J., Hill, W. H., and Krathwohl, D. R. (1956). Taxonomy of Educational Objectives: Handbook 1, Cognitive Domain. New York: David McKay.

      [3] Krathwohl, D. R., Bloom, B. S., and Masia, B. B. (1964), Taxonomy of Educational Objectives: Handbook II, Affective Domain. New York: David McKay.

      [4] Andersen, L. W. (1981). Assessing Affective Characteristic in The Schools. Boston: Allyn and Bacon.

      [5] Russell, M. (2004). The importance of the affective domain in further education classroom culture. Research in Post- Compulsory Education, 9(2), 249-270.

      [6] Galo, A.M. (2003). Assessing the Affective Domain. Journal of Physical Education, Recretion & Dance, 74(4): 44-48.

      [7] Laforgia, J. (1988). The Affective Domain Related to Science Education and Its Evaluation. Journal of Science Education 72(4): 407-421.

      [8] Smith, P. L., & Ragan, T. J. (1999). Instructional Design. New York: John Wiley & Son, Inc.

      [9] Kang, M., Heo, H., Shin, J., & Seo, J. (2011). Developing an educational performance indicator for new millennium learners. Journal of Research On Technology In Education, 43(2): 157-170.

      [10] Noll, B. L., Oswald, R. & Newton, E. (2010). Revisiting the affective domain of reading assessment and instruction. College Reading Association Yearbook, (31): 334-345.

      [11] Savickiene, I. (2010). Conception of learning outcomes in the Bloom’s taxonomy affective domain. Qualitu of Higher Education, 7: 37-59.

      [12] Tan, K. S., & Goh, N. K. (2008). Assessing students’ reflective responses to chemistry-related learning tasks. US-China Education Review, 5(11): 28-36.

      [13] Alkin, M. C. (1990). Debate on Evalution. Newburry Park: Sage Publication.

      [14] Tyler, R.W. (1949). Basic Principles in Curriculum and Instruction. Chicago: Universiey of Chicago Press.

      [15] Stearns, L.M., Morgan, J., Capraro, M.M, and Capraro, R.M., (2012). A Teacher Observation Instrument for PBL Classroom Instruction. Journal of STEM Education, 13(3): 7-14.

      [16] Rubin, K.H. (2001). The Play Observation Scale (POS). College Park: University of Maryland

      [17] Berkhouta, L., Hoekman, Joop., & Goorhuis-Brouwer, S. M. 2012. Observation instrument of play behaviour in a classroom setting. Journal of Early Child Development and Care, 182(10): 1325-1333.

      [18] Alevizos, P., DeRisi W., Liberman R, T Eckman T, & Callahan E. (1978). The Behavior Observation Instrument: a method of direct observation for program evaluation. Journal of Applied Behavior Analysis, 11(2): 243–257.

      [19] Baker S.K., Gersten R., Haager D., and Dingle M. 2006. Teaching Practice and the Reading Growth of Firstâ€Grade English Learners: Validation of an Observation Instrument. The Elementary School Journal, 107(2): 199-220.

      [20] Borg, W.R & Gall, M.D. (2003). Education Research. New York : Allyn and Bacon.

      [21] Sugiyono. (2013). Metode Penelitian Kuantitatif, Kualitatif dan R&D. Bandung: Alfabeta.

      [22] Muji. (2014). Pengembangan perangkat pembelajaran keterampilan membaca model pembelajaran konstektual. Pancaran, 3(4): 1-14.

      [23] Boyd, L. B., Dooley, K. E., & Felton, S. (2006). Measuring learning in the affective domain using reflective writing about a virtual international agriculture experience. Journal of Agricultural Education, 47(3): 24-32.

      [24] Keilty, J. W. (1993). Instrument Development in the Affective Domain, Second Edition. New York: Springer Science Business.

      [25] Shephard, K. (2008). Higher education for sustainability: seeking affective learning outcome. Emerald International Journal of Sustainability in Hegher Education, 9(1): 87-98.

      [26] Aiken, L. R. (1985). Psychological Testing and Assessment, 5th ed. Massachusetts: Allyn and Bacon, Inc.

      [27] Rinduwan, (2009). Dasar-Dasar Statistika. Bandung: Alfabeta.

      [28] Nieveen, N. (1999). Prototyping to Reach Product Quality. London: Kluwer Academic Publisher.

      [29] Devon, H. A., Block, M. E., Moyle-Wright, P., Ernst, D. M., Hayden, S. J., Lazzara, D. J., Savoy, S. M., & Kostas-Polston, E. (2007). A psychometric toolbox testing validity and reliability. Journal of Nursing Scholarship, 39(2): 155-164.

      [30] Van den Akker, J. (1999). Principles and methods of development research. In van den akker, J., Branch, R., Gustafson, K., Nieveen, N., & Plomp, T. (Eds.). Design Approaches and Tools in Education and Training (pp. 1-14). Dordrecht: Kluwer Academic Publisher.

  • Downloads

  • How to Cite

    Ponto, H., Jantje Tasiam, F., & Wonggo, D. (2018). Designing Affective Domain Evaluation Instrument for Basics Electrical Subject in Vocational High School. International Journal of Engineering & Technology, 7(3.25), 395-398. https://doi.org/10.14419/ijet.v7i3.25.17604

    Received date: 2018-08-16

    Accepted date: 2018-08-16