Analysis of Attitude Assessment Instrument in Pancasila and

Citizenship Education Student Textbook for Tenth Grade

Winarno, Rusnaini, Machmud Al Rasyid

Pancasila and Citizenship Education, Faculty of Teacher Training and Education, University of Sebelas Maret, Surakarta,

Indonesia.

Keywords: assessment instrument, attitude assessment, PPKn textbook.

Abstract: Pancasila and Citizenship Education as a curricular program of citizenship education is a value-based

education. Therefore, development of attitude on students becomes the attention of Pancasila and Citizenship

Education. The study aimed to find out whether there is any attitude assessment instrument contained in

Pancasila and Citizenship Education textbook and what attitudes are contained in the attitude assessment

instrument in the Pancasila and Citizenship Education textbook. The technique used was content analysis of

document. The document analysed was Pancasila and Citizenship Education Student Textbook for Tenth

Graders issued by Ministry of Education and Culture year 2016. The result of the study shows that the attitude

assessment instrument was contained in Self-Assessment section of Chapter 2 and 3 while the other chapters

did not reflect any attitude assessment. The attitudes assessed were the attitudes towards values contained in

the topic learned. However, most of the attitude assessment instrument did not conform to the attitude

competence that was supposed to be assessed based on Basic Competence of Core Competence 2 as contained

in Pancasila and Citizenship Education Teacher Textbook for Tenth Graders.

1 INTRODUCTION

The learning activities done by teachers and students

are generally based on the applicable curriculum.

Curriculum is a set of plan and arrangement regarding

objectives, contents, and lesson materials, as well as

the implemented methods as the guide in organization

of learning activities to achieve certain educational

goals (The Law No. 20, 2003). The methods used as

a guide include assessment. Therefore, in simple way,

the elements of learning include objectives, contents,

process, and assessment.

As one of the elements of learning, assessment

has an important role to measure and assess the

achievement of objectives and accuracy of

implementation of learning. Classroom assessment

and evaluation are highly concerned with qualitative

judgments that are used to improve students'

knowledge and learning. Assessment and evaluation

also give teachers useful information about how to

improve their teaching methods (Jabbarifar, 2009).

Education standard also contains assessment standard

as a process of collection and processing of

information to measure the achievement of student

learning outcome (Regulation of Minister of

Education and Culture. 23, 2016).

To conduct assessment, various assessment

techniques and instruments are used. Assessment

includes some assessment techniques because it

contains the element of knowledge (cognitive), skills

(psychomotor), and attitude (affective) (Suwandi,

2009). It can also be said that assessment includes

attitude, knowledge, and skills (Regulation of

Minister of Education and Culture. 24, 2016).

Pancasila and Citizenship Education subject as

one of the subjects at school is oriented to education

that puts more emphasis on the aspect of attitude. It is

in line with the idea that Pancasila and Citizenship

Education is a curricular program as a part of

citizenship education that emphasizes the content that

carries values and basically is a value-based

education (Budimansyah et al., 2008). According to

Pancasila and Citizenship Education Teacher

Textbook X 2016, Pancasila and Citizenship

Education subject is understood as a subject that

develops its function as value and moral education in

addition to its function as community education,

nationality education, citizenship education, political

education, law and human rights education, and

democracy education. Because it carries a function as

126

Winarno, ., Rusnaini, . and Al Rasyid, M.

Analysis of Attitude Assessment Instrument in Pancasila and Citizenship Education Student Textbook for Tenth Grade.

DOI: 10.5220/0008408801260131

In Proceedings of the 2nd International Conference on Learning Innovation (ICLI 2018), pages 126-131

ISBN: 978-989-758-391-9

moral value education, attitude assessment becomes

crucial in Pancasila and Citizenship Education

learning.

Attitude competence assessment is a series of

activities designed to measure student attitude as an

outcome of a learning program. Attitude is an

evaluative statement on object. Attitude starts with

feelings (like or dislike) related to the tendency of

someone in responding to something or an object.

Attitude is a readiness to give positive or negative

response to an object or situation consistently

(Ahmadi, 2007).

Attitude assessment objects in learning include:

attitude towards the subject, attitude towards the

subject teacher, attitude towards the learning process,

attitude towards the existing topics and subjects,

attitude related to certain values to be instilled in

students through certain topics, and attitude related to

cross-curriculum affective competence (Zakaria and

Ramli, 2006). Another opinion states that the attitude

objects that can be assessed include: attitude towards

the subject, attitude towards the subject teacher,

attitude towards the learning process, attitude related

to certain values and norms related to the lesson

material (Winarno, 2013). While the attitudes

assessed according to Curriculum 2013 include

spiritual attitude related to the development of

religious and cautious students and social attitude

related to the development of noble, independent,

democratic, and responsible students (Regulation of

Minister of Education and Culture. 66, 2013).

In the classroom, attitude assessment is done

using instrument of observation, self-assessment,

peer assessment, and journal (Ministry of Education

and Culture., 2014). Each instrument has special

specification used to assess the attitude. Attitude is

generally assessed using attitude scale instrument,

such as Likert scale, semantic differential, Thurstone

scale, and so on (Putra, 2013).

To be able to assess including attitude assessment,

ideally textbook contains attitude assessment

instrument. In book analysis guide, it contains an item

whether the book contains the component of

assessment, either assessment of knowledge, skills, or

attitude (Ministry of Education and Culture., 2014). It

shows that a good textbook contains assessment

instrument. Such provision should also apply to

Pancasila and Citizenship Education textbook as the

learning source and media in Pancasila and

Citizenship Education learning at school. In line with

the characteristic of Pancasila and Citizenship

Education as moral value education, indeed attitude

assessment needs to get more attention in assessment.

Assessment regarding attitude in Pancasila and

Citizenship Education has been done by some

researchers. (Soleh, Khumaedi and Pramono, 2017)

has succeeded to develop an instrument of attitude

assessment in Citizenship Education subject using

Likert scale with valid and reliable result. The result

of a study by (Rahmah and Ilham, 2015) finds that

attitude assessment in Citizenship Education subject

is generally done using observation technique on the

aspect of spiritual and social attitude. (Tursinawati

and Ulfa, 2018) have identified the items of student

attitude in learning process made as the objects of

attitude assessment in a Student Textbook for Fourth

Graders with theme Energy. Some results of studies

above generally assess the attitude, namely the

students during learning process or the attitude shown

during learning process. Whereas attitude object does

not only include attitude in the learning process, but

also attitude related to the values in connection with

learning material.

Pancasila and Citizenship Education subject is

considered as a subject that emphasizes the

development of attitude and is a value-based

education. Based on this condition, it is crucial to

know whether there is attitude assessment instrument

contained in Pancasila and Citizenship Education

textbook, whether the assessment technique

contained in the textbook conforms to assessment

guide, what attitudes are contained in assessment

instrument in the Pancasila and Citizenship Education

textbook, whether the attitudes assessed are only

spiritual and social attitude of students during

learning process, and whether the assessed attitude

makes other attitudes need to be assessed. Based on

those things, the problem was formulated: what are

the assessment techniques and what attitudes are

assessed in the assessment instrument in Pancasila

and Citizenship Education textbook?

2 METHOD

The study used descriptive qualitative approach with

document analysis technique. It aimed to describe

what attitude assessment technique and instrument

were contained in the book and what attitude objects

were assessed. The document analyzed was Pancasila

and Citizenship Education Student Textbook for

Tenth Graders published by (Ministry of Education

and Culture a, 2016) by Tolid and Nuryadi. The book

was made as the main source of data because the book

was established as Electronic Schoolbook and used

generally in Pancasila and Citizenship Education

learning in senior high schools in Surakarta City and

even applicable nationally. The data validation was

done by expert judgment, namely by teachers and

experts of Pancasila and Citizenship Education. The

data analysis was done by data collection, data

reduction, data presentation, and drawing conclusion

Analysis of Attitude Assessment Instrument in Pancasila and Citizenship Education Student Textbook for Tenth Grade

127

regarding the assessment technique and the attitude

objects contained in the assessment instrument in the

Pancasila and Citizenship Education textbook.

3 RESULT AND DISCUSSION

Textbook is the synonym of schoolbook, as the book

that provides instructions in a subject at school or

university. Textbook contains certain learning

material and is based on learning objectives referring

to the applicable curriculum. According to (Agustina,

2011), textbook or schoolbook is a book contains

learning material arranged systematically, based on

certain goals, oriented to learning and student

development, and can be used as learning media in

learning activities.

The textbook analyzed was Pancasila and

Citizenship Education Student Textbook for Tenth

Graders published by (Ministry of Education and

Culture a, 2016) by Tolib and Nuryadi here in after

referred to as PPKn Textbook X. The textbook

consisted of 7 (seven) chapters. The chapters were 1)

Pancasila Values in State Government Organization

Practice Framework, 2) Provisions of Constitution

1945 of the Republic of Indonesia in Nation and State

Life, 3) Powers of State Institutions according to

Constitution 1945 of the Republic of Indonesia, 4)

Structural and Functional Relations of Central and

Regional Government, 5) National Integration in

Unity-in-Diversity Frame, 6) Threats on the State in

Unity-in-Diversity Frame, and 7) Archipelagic

Insight in the Context of the Republic of Indonesia.

For assessment instrument, the PPKn Textbook X

provided 3 (three) sections, namely 1) Self-

Assessment, 2) Citizenship Learning Practice, 3)

Chapter Competence Test. The three sections were

available in each chapter.

After that, identification and analysis were done

on the section that was attitude assessment. Attitude

starts with feelings related to the tendency of

someone in responding to an object. According to

(Ahmadi, 2007), attitude is defined as someone’s

readiness in responding to an object or situation that

can be positive or negative. People who have positive

attitude towards certain object or situation will show

fondness or delight. On the contrary, people who have

negative attitude will show dislike or displeasure.

Attitude assessment is an assessment done by

teachers to measure the achievement level of student

attitude competence including acceptance, response,

respect, management, and character (Tursinawati and

Ulfa, 2018).

Based on Curriculum 2013, attitude is categorized

into 2 (two), namely spiritual and social attitude.

Attitude competence is as core competence, namely

Core Competence 1 (CC 1) for spiritual attitude and

Core Competence 2 (CC 2) for social attitude.

Spiritual attitude relates to the development of

religious and cautious students. Social attitude relates

to the development of noble, independent,

democratic, and responsible students. In the PPKn

Textbook X (Ministry of Education and Culture b,

2016), attitude assessment was done with

observation, self-assessment, peer assessment, and

journal. The instrument used for observation, self-

assessment, and peer assessment was checklist or

assessment scale accompanied by rubric. The

instrument for journal was in form of teacher’s note.

In general, assessment instrument in PPKn

Textbook X was contained in 4 (four) sections,

namely Reflection, Self-Assessment, Citizenship

Learning Project, and Chapter Competence Test.

Based on the identification and analysis, it was found

that there was no attitude assessment in Chapter 1. In

Reflection section (page 27-28), there was an

assignment that read “Think about forms of positive

attitude you can show in various environments of

life”. To answer it, choices were provided for

students, namely family environment, school

environment, and society environment. Based on the

result of analysis and expert judgment, the assessment

instrument was included in knowledge assessment,

not attitude assessment. It is because students were

asked to express in writing the forms of positive

attitude they can show in various environments, not

asked to show their attitude whether they agreed or

disagreed with the attitude object. Self-Assessment

section (page 29-31) did not reflect attitude

assessment either. Although the assessment

instrument was in form of checklist, the statement

items contained knowledge statements. The statement

items used verbs “know, understand, and recognize”.

In Chapter 2, Self-Assessment section (page 71-

72) could be categorized as attitude assessment

instrument. The instrument used was in form of

attitude scale with statement items in form of attitude.

Students were asked to choose from the options Al

(Always), Fr (Frequently), So (Sometimes), and Ne

(Never). The question was written as the following:

“Now observe yourself, has your attitude

reflected that you are a good citizen? Be honest by

filling the following list of attitude by giving tick ()

in the following columns.” (page 71)

In Chapter 3, Self-Assessment section (page 96-

97) could be categorized as attitude assessment. The

instrument was in form of scale of attitude towards

student attitude statement items. In this case, students

were asked to choose the most appropriate one, with

options Al (Always), Fr (Frequently), So

(Sometimes), and Ne (Never). The assignment read

as the following:

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128

“Now observe yourself, has your attitude

reflected that you are a good citizen? Be honest by

filling the following list of attitude by giving tick ()

in the following columns.” (page 96)

In Chapter 4, no assessment was found.

Reflection section (page 138) did not reflect attitude

assessment but knowledge assessment. In the section,

students were asked to write the forms of positive

attitude that could be shown in various environments,

not asked to express their attitude, whether positive or

negative towards the attitude object according to the

chapter, which was the ongoing government

organization. Self-Assessment section (page 140-

141) did not reflect attitude assessment either.

Although the instrument was in form of checklist, the

statement items were in form of knowledge. It was

signified by verbs “know”, “understand”, and

“recognize”. However, there were 3 (three) statement

items that illustrated attitude, namely item 13)

Participating in activities organized by regional

government, 14) Paying regional and central tax, and

15) Monitoring the implementation of each policy of

central or regional government. Therefore, the

assessment instrument contained combination, most

part was knowledge assessment and only small part

was attitude assessment.

In Chapter 5 entitled National Integration in

Unity-in-Diversity Frame, no attitude assessment was

found. Reflection section (page 172) contained a task

to identify community behavior in supporting in

diversity. The activity was done by writing on

worksheet. The assessment was categorized as

knowledge assessment. Self-Assessment section

(page 174) did not reflect attitude assessment either.

In this section, students were asked to answer

questions related to “Natural disasters hitting

Indonesian territory”.

Chapter 6 Reflection section (page 194) could not

be categorized as attitude assessment but knowledge

assessment regarding student attitude and behavior

that could support the efforts to overcome threat to

national integration. It could be known from the form

of assignment for students, as the following: “Now

identify the behavior of people around your residence

in supporting the efforts to overcome threat to

national integration!” (page 194) While an example

of answer that could be given by students was

“Conducting night patrol routinely” (page 194).

Therefore, students expressed their knowledge

regarding attitude and behavior, not showed their

attitude with tendency to agree or disagree with the

statements. In Self-Assessment section (page 196-

197), there was a written question that asked for a

statement of student attitude, which was contained in

question number 2, that read “Do you agree if foreign

parties give aid without asking permission to the

government of Indonesia first? Explain your

reasons!” (page 197) The question could be

categorized as attitude assessment because it asked

students to express their attitude, whether they agreed

or disagreed with the attitude object. In the section,

the technique of attitude assessment was written test,

while the instrument was written expression.

Chapter 7 Reflection section (page 225) could not

be categorized as attitude assessment. The section

contained written questions and asked students to

answer in writing regarding “Struggle of the heroes

before Indonesia’s independence”. Self-Assessment

section (page 227) could not be categorized as

attitude assessment. The section contained written

questions that asked students to express their opinion

regarding “Many people still destroy the nature”.

Based on the document analysis and the result of

expert judgment, Reflection and Self-Assessment

section of Chapter 7 were appropriate to reflect

knowledge assessment.

Based on the finding, it can be said that

techniques of attitude assessment in PPKN Textbook

X were contained in Self-Assessment section of

Chapter 2 and Chapter 3. While the other chapters,

namely Chapter 1, 4, 5, 6, and 7, did not reflect any

attitude assessment. Self-Assessment section of

Chapter 2 and 3 can be said as attitude assessment

because they contained techniques of appropriate

attitude assessment, namely self-assessment that

contained statement items of attitude or behavior. In

the self-assessment technique, students were asked to

choose using rating scale instrument. It was in line

with attitude assessment guide as stated in Pancasila

and Citizenship Education Teacher Textbook for

Tenth Graders (Ministry of Education and Culture b,

2016). Instrument using rating scale is a measurement

tool that is frequently used to assess attitude (Azwar,

2005; Zakaria and Ramli, 2006).

Attitude assessment was also found in Reflection

section of Chapter 6 with written assessment

technique. In one of the questions (question number

2), students were asked to express their attitude (agree

or disagree) to the attitude object. The instrument

used was written direct expression. Although the

technique and instrument were not contained either in

Pancasila and Citizenship Education Teacher

Textbook for Tenth Graders or the applicable

curriculum guide, written direct expression was one

of the ways to assess attitude (Mar‘at, 2000; Azwar,

2005).

Attitude assessment in PPKN Textbook X

contained in Self-Assessment section of Chapter 2

and 3 had not been able to assess the attitude object

that should be assessed as contained in the

formulation of Core Competence 2 of Pancasila and

Citizenship Education curriculum for Tenth Graders.

Based on (Regulation of Minister of Education and

Culture. 24, 2016), the basic competence assessed for

Analysis of Attitude Assessment Instrument in Pancasila and Citizenship Education Student Textbook for Tenth Grade

129

social attitude in Chapter 2 and 3 was BC 2.2 Caring

about the implementation of provisions of

Constitution 1945 of the Republic of Indonesia that

governs about state territory, citizen and resident,

religion and belief, defense and security, and BC 2.3

Caring about organizations at school as a reflection of

state institutions. The attitude object assessed in

Chapter 2 and 3 was the attitude as good citizen as

stated in the sentence “whether your attitude has

reflected that you are a good citizen” (page 71, 96).

The attitude assessment object can be said as in line

with Pancasila and Citizenship Education because

indeed developing good citizens is the general

purpose of citizenship education (Kalidjernih and

Kirana, 2011). However, the general purpose can be

described into more specific purposes, for example in

the core competence and basic competence of

Pancasila and Citizenship Education subject. Attitude

assessment aims at achievement of attitude

competence as mandated by the curriculum that

consists of spiritual and social attitude contained in

the formulation of Core Competence 2 (Regulation of

Minister of Education and Culture. 23, 2016).

Description of spiritual attitude and social attitude

is further contained in the Basic Competence of Core

Competence 2. In Pancasila and Citizenship

Education subject, the Basic Competence of Core

Competence 2 (BC of CC 2) is formulated into items

of social attitude competence that needs to be made

as learning achievement of Pancasila and Citizenship

Education subject. The existence of formulation of

the BC of CC 2 makes Pancasila and Citizenship

Education a typical subject or different from other

subjects. Attitude assessment in Pancasila and

Citizenship Education does not only include attitude

assessment in general, which is the attitude during

learning process, but also the attitude related to

learning material of Pancasila and Citizenship

Education. In category of attitude object, the attitude

includes the value contained in learning material

(Winarno, 2013). Social attitude object in form of

value contained in learning material of Pancasila and

Citizenship Education is contained in the formulation

of Basic Competence of Core Competence 2 of

Pancasila and Citizenship Education. In Pancasila and

Citizenship Education for tenth graders, social

attitude is reflected in the formulation of basic

competence of Core Competence 2 that consists of 7

(seven) items of attitude achievement. The

assessment of attitude achievement has not been

reflected in the assessment of PPKN Textbook X.

PPKn Textbook X assessed the attitude using self-

assessment technique but the attitude object was the

attitude as good citizens.

4 CONCLUSION

Attitude assessment in PPKn Textbook X was

contained in Self-Assessment section contained in

Chapter 2 and Chapter 3. While the other chapters,

namely Chapter 1, 4, 5, 6, and 7, did not reflect any

attitude assessment. The assessment technique was

self-assessment with instrument in form of attitude

scale. The attitude object assessed was the attitude

towards the value contained in the material learned

but it still aimed at the achievement of objectives of

citizenship education, namely attitude as good

citizens. Most of the attitude assessment instrument

did not conform to the attitude competence that

should be assessed based on the Basic Competence of

Core Competence 2 as contained in Pancasila and

Citizenship Education Teacher Textbook for Tenth

Graders. An attitude assessment instrument needs to

be developed in line with the competence of social

attitude as mandated by Pancasila and Citizenship

Education subject for tenth graders.

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