![](bg3.png)
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:
ICLI 2018 - 2nd International Conference on Learning Innovation
128