How Elementary School Teachers Assess Students Affective Domain in the Classroom during Distance Learning A Phenomenological Study

Abstract

Abstract: 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.

Keywords: affective assessment, social studies, elementary school teachers, distance learning.

Abstrak: Bagaimana Guru Sekolah Dasar Menilai Domain Afektif Siswa di Kelas Selama Pembelajaran Jarak Jauh Sebuah Studi Fenomenologi. Tujuan: Penelitian ini bertujuan untuk mendeskripsikan bagaimana guru SD menilai afektif siswa khususnya pada pembelajaran IPS saat pembelajaran jarak jauh. Metode: Penelitian ini adalah penelitian kualitatif dengan jenis fenomenologi dengan teknik pengumpulan data menggunakan wawancara dan studi document. Terdapat 5 partisipan guru SD yang tersebar di Kalimantan Selatan. Teknik analisis data menggunakan analisis data kualitatif. Temuan: Guru melakukan penilaian afektif saat pembelajaran IPS pada aspek perilaku siswa, masih terdapat masalah yaitu guru tidak dapat memantau siswa secara langsung sehinggga penilaian afektif pada pembelajaran IPS tidak dapat dilaksanakan secara maksimal. Namun, penilaian afektif memberikan manfaat bahwa guru dapat mengarahkan sikap dan karakter baik pada siswa. Kesimpulan: Kerjasama berbagai pihak untuk memaksimalkan penilaian afektif pada proses pembelajaran IPS di masa pembelajaran jarak jauh.

Kata kunci: penilaian afektif, IPS, guru sekolah dasar, pembelajaran jarak jauh.

DOI: http://dx.doi.org/10.23960/jpp.v12.i2.202224