The Assessment Process of the Teachers’ Ability in Constructing an

Affective Assessment for Social Science Teachers in SMA Negeri 6

Ternate

Nurdin A. Rahman

, Hernita Pasongli

, and Endang Purwati

Physics Education Study Program Lecturer, Khairun University, Ternate-Indonesia

Geography Education Study Program Lecturer, KhairunUniversity, Ternate-Indonesia

Keywords: Ability, Affective Assessment, Social Study Program Teacher.

Abstract: The results of preliminary observations at SMA Negeri 6 Ternate showed that the assessment of students’

learning outcomes which was conducted by social study program teachers were more dominant in assessing

the students’ cognitive. So, it was recognized that the assessment of the affective aspects was neglected

because the teachers’ understanding of planning and the use of assessment on the affective aspects were not

comprehensively understood. This can be seen that teachers did not construct the complete learning

planning. In addition, the teachers did not make an affective assessment instrument. The purpose of this

study were (i) to know the ability of social study program teachers in planning affective instrument at SMA

Negeri 6 Ternate (ii) to know the ability of social study program teachers in implementing affective

instrument at SMA Negeri 6 Ternate (iii) to know the ability of social study program teachers in using

affective instrument at SMA Negeri 6 Ternate. The output of this research are expected to be (i) a scientific

publication on Scopus indexed proceedings (ii) an effective assessment tool that can be used by teachers for

social study subjects (iii) the results of social study program teachers’ analysis in the preparation of

affective assessment instruments. The method used was qualitative descriptive with 6 teachers who taught

in class X as the research subjects. The assessment instruments used were; observation sheets,

documentation and interview guidelines. Data analysis used was data reduction, data presentation and

drawing a conclusion. The results showed that the teachers had not been able to formulate the affective

assessment formulation, and the results of the assessment had not been informed to the students’ parents/

students’ guardians. The assessment sheets that using observation/ observation sheets have not referred to

the affective assessment criteria and techniques that contained in RPP and non-accountable assessments.

Thus, it cannot be identified in terms of techniques, procedures and results. In the aspect of social study

program implementation, the teachers at SMA Negeri 6 Ternate did not carry out affective assessment in

accordance with planning, the teacher tended to assess cognitive aspects and ignore the affective aspects.

The implementation of teacher assessment has been fair but it was not objective, because it has not been

guided by the existing assessment criteria. The strengthening aspect given by the teacher to students’

affective abilities in the form of tuition, reprimand and advice. Overall, the utilization of affective

assessment results in the form of reports to parents through homeroom teachers and BK teachers has not

been conducted.

1 INTRODUCTION

Based on Permendikbud regulation No. 23, 2016

concerning educational assessment standards,

assessment is a process of gathering information to

measure students’ learning achievement. In

additione, as stated in chapter II article 3 the

assessment of student learning outcomes in primary

and secondary education includes aspects of

attitudes, knowledge, and skills. From the

explanation above, the focus of this study is the

assessment of students’ learning outcomes in the

affective aspect. Affective assessment is an activity

carried out by educators to obtain descriptive

information about the attitudes of students.

From the preliminary observation results in SMA

6 Kota Ternate, the assessment of student learning

outcomes conducted by social studies teachers is

Rahman, N., Pasongli, H. and Purwati, E.

The Assessment Process of the Teachersâ

Z Ability in Constructing an Affective Assessment for Social Science Teachers in SMA Negeri 6 Ternate.

DOI: 10.5220/0008901703250331

In Proceedings of the 1st International Conference on Teaching and Learning (ICTL 2018), pages 325-331

ISBN: 978-989-758-439-8

325

dominantly in the assessment of students’ cognitive

aspects. Therefore, it tends to be seen the assessment

of the affective aspect is neglected because the

teachers’ understanding of planning and using the

assessment on affective aspects have not been

comprehensively understood. The lack of teachers

understanding about affective aspects can be seen in

the incomplete planning of teaching and learning

made by the teacher. In addition, the preparation of

the affective assessment instrument has not been

made by each IPS teacher.

It is important to consider the affective

assessment because the affective domain determines

the success of one's learning. According to Good (in

Sukardi, 2008) the affective characteristics of

students is a learning process which is mostly based

on the development of feelings and emotion aspects.

Therefore it needs planning, implementation and

good practice by educators in designing the tools

(instrument) in affective assessment.

In addition, the teacher's ability to make affective

instruments in social studies is necessary because it

can provide benefits to schools, teachers, students

and researchers. The purpose of this study is to

determine the ability of teachers to plan, implement

and use the affective assessment in the Public

Secondary School 6 of Ternate City.

2 RESEARCH METHODS

This research is a descriptive qualitative approach.

The subjects in this study were 6 teachers who

taught Social Sciences subject (IPS) in class X. They

are 2 History teachers, two Geography and

Sociology teachers, and 2 economic teachers.

The instruments used in this study have been

validated by content validation. Validation content is

conducted by compiling a grid of instruments

developed referring to the assessment standards of

Permendikbud No. 23 of 2016 outlined in the

Technical Direction of the Director General of

Primary and Secondary Education. The instrument

was judged by two experts.

The assessment techniques in this study include

(1) interviews which are expected to obtain more

detailed and clear data on the ability of teachers to

make an overall affective assessment instrument

starting from planning, implementation and

utilization (2) documentation that aims to obtain data

and information about the ability teacher in making

affective assessment instruments on social studies

subjects in the form of writing (syllabus and lesson

plans) and pictures or photographs of research

activities and (3) observation which aims to see the

learning process mainly related to aspects of

affective assessment. Analysis of the data used in

this study are (1) Data reduction, when the research

process takes place the data is collected through

observation, interviews and documentation and then

the selection of raw data is adjusted to the research

objectives (2) Data presentation, which is presented

in the form of a short descriptive text, and (3)

Drawing conclusions or verification. After deducting

and data verification, the researcher then draws

conclusions.

3 RESULT AND DISCUSS

3.1 Planning

Formulating plans for evaluating affective character

attitudes and informing affective assessment plans to

students.

Based on the results of the interviews with social

studies teachers in state senior high schools in

Ternate City, 1 (one) our of the six social studies

teachers (RY) was able to formulate social studies

learning indicators contained in the affective domain

of attitude characteristics. RY also develops

attitudinal indicators in the form of assessment

journals and observations or observations made by

RY during the learning process or the presence of

students outside the class is reported to the

homeroom teacher and BK teacher. Whereas the

other five teachers, namely MM, AD, IS, IT and N

explained that the formulation of the affective

assessment plan prepared was adjusted to the

abilities possessed by the teacher. IS, MM and IT

explained that the teacher had many tasks so that

time plan for the preparation of an affective

assessment is very limited, especially in the

assessment process.

The results of observations and judgments made

by RY through affirmative instruments on students,

were informed to the homeroom teacher and

counsellor at the end of the semester. However, RY

did not inform the techniques and criteria for

affective assessment to students during the learning

process as well as the other five. According to AD

and N in planning the assessment, the indicators of

measuring character attitude indicators are often

valued are honesty, discipline and cooperation.

While RY, MM, IS stated that all characteristics of

the attitude aspect must be valued and adjusted to

the competency indicators. With the preparation of

attitudinal characteristics tailored to the students'

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potential, some teachers find it difficult to make an

assessment instrument, one of which is IT.

According to IT, affective instrument preparation

has not been fully understood because it has not

received socialization related to the preparation of

affective assessment instruments based on the 2013

curriculum.

IT statement was strengthened by the principal of

SMP Negeri 6 Kota Ternate. He stated that almost

all teachers in that school have not had chance to

join Curriculum 13 socialization.

Whereas the result of data reduction from

Syllabus and RPP collected MM and AD is nearly

completed. Attached are the attitude assessment

indicators on the syllabus and lesson plans, namely

the attitude assessment technique, the rubric

assessment and the observation sheet. However,

based on the results of interviews with MM and AD

Syllabus and RPP made and collected came from the

internet sources such as google or those from

friends. This is indicated that the syllabus and RPP

made by MM and AD are a copy from internet

sources. The observation of the RPP on attitude

indicators made by RY has followed the syllabus.

The attitude indicators that are raised.

The study of RPP attitude indicator which is

made by RY has confirmed the syllabus. Attitude

indicator shown by RY are perseverance,

thankfulness, attentiveness, cooperation, enthusiasm,

sportsmanship, honesty and discipline. Affective

assessment sheets in the form of observation sheets

are adjusted to the indicators of achievement. In

addition, RY also made assessment journals, namely

attitude assessment journals, interpersonal

assessments and self-assessments. According to RY

the assessment journal that is made is very helpful in

the affective assessment of students and this journal

is adjusted to the achievement indicators contained

in the lesson plan. The technique and the appearance

of affective assessment are also attached by RY. In

the ruptured assessment each aspect is divided into

four indicators in which each indicator has a range

of 4 (four) as the highest scores and 1 (one) as the

lowest one.

Meanwhile, scoring sheets made by IS and N are

more directed to cognitive aspects, not the slightest

evaluation of affective aspects. According to N

assessment sheet, affective aspects have been

arranged and used in the learning process. But when

the researcher asked to show the RPP, N explained

that there is problem with laptop and printer.

According to the researchers' observation during the

learning process, N did not observe the attitudes of

students at all, even though the affective assessment

sheet could be made by the teacher.

Thus it can be concluded that of the one (1) out

of six social studies teachers in the 6th Public High

School in Ternate City understood the formulation

of the plan for evaluating the character's affective

attitude. In addition, the teacher informs the results

of observations or observations of students to

homeroom teachers and BK teachers and arranges

subject assessment journals. Subject assessment

journals in the form of self-assessment, attitude

assessment, and evaluation between friends. The

results of the interviews of the six social studies

teachers stated that in social studies the assessment

of attitude aspects was adjusted to the material and

assessed attitude indicators. However, based on the

observation results of the teacher's learning

activities, none did an attitude assessment, informed

the assessment technique, and conveyed the attitude

assessment criteria.

3.2 Implementation

Carry out assessments in accordance with the

planning and implementation of fair and objective

judgments. Based on the results of interviews with

social studies teachers at Ternate City State Senior

High School 6, it was found that the five social

studies teachers did not carry out affective

assessments in accordance with the planning. The

teacher has not assessed the attitude indicators that

are adjusted to the indicator formula. This can be

seen from the results of interviews with IS, MM, and

IT which stated that not all assessment indicators are

adjusted to the formulation of this indicator. This is

because the teacher's tasks are so many and the time

is so short. While in planning, AD said that the

attitude indicator that is often assessed is honesty

and discipline even though the implementation only

assesses cognitive aspects. Furthermore, the six

teachers assess affective indicators by observing as

long as the learning activities take place but in

giving affective values do not propose to the public

and assessment criteria that have been prepared.

This is because the teacher feels that he has

memorized and recognizes the characteristics of

students so that the teacher has his own

consideration of the competencies of students. This

is different from the affective assessment conducted

by YR in the learning process is to make small notes

on student attitudes. Then the results of the

assessment in the form of records are copied back

into the attitude assessment journal.

The Assessment Process of the Teachersâ

Z Ability in Constructing an Affective Assessment for Social Science Teachers in SMA Negeri 6

Ternate

327

Assessment of attitude indicators using

instruments is not yet understood by the five social

studies teachers. However, the results of the N, IT

interview, MM stated that the attitude indicator

assessment was carried out based on the instruments

prepared by the teacher. In fact MM, IT, and N

during the learning process in the class did not use

an instructional sheet to assess the attitudes of

students. This is different from RY who evaluates

the character's attitude by making small notes that

help in describing the character of the students.

The results of interviews with social studies

teachers in class XI are known that the teacher has

carried out judgments fairly and not favouritism in

assessing students. Students also feel the teacher has

been fair in giving an assessment. This is reinforced

by the results of observations showing that during

the learning process the teacher does not show an

attitude towards the particular students. There are

even teachers who reprimand and care for students

who are guilty and if there are students who behave

well as tutors. Furthermore, the teacher also provide

rewards to the students. One of them is RY.

Rewarding students by giving thumbs up to students

when answering the questions correctly while the

five social studies teachers provide reinforcement to

students by adding questions or grades.

Based on the above data, it can be concluded that

the affective assessment carried out by social studies

teachers has lost the affective assessments in

accordance with the planning. The teacher has not

yet made an assessment of the attitude component

that is formulated into the learning indicator and has

not used the observation sheet to inform the learners'

affective abilities. Because of the time constraint, the

teacher does not understand the affective

assessment. The teacher is still focused on cognitive

assessment and there are still factors that make it

difficult for the teacher to carry out affective

assessments tailored to the plan. Nevertheless there

is still one teacher informing the results of the

assessment and carrying out the assessment that is

tailored to the plan.

Furthermore, conclusions based on the

reinforcement given by the six social studies

teachers are only three (3) social studies teachers

who provide reinforcement in the form of praise and

advice. Praise is given if students do positive things

while advice is given by the teacher to students so

they don't make mistakes again. For affective

assessment conducted by the teacher, it is fair and

impartial for certain students and does not

discriminate. Nevertheless the assessment carried

out by the teacher has not been objective because it

has not been based on the existing assessment

criteria.

3.3 Use of Assessment

Based on the results of the research at Ternate City

State Senior High School 6, it was found that the

implementation of social studies teachers did not

propose planning, but the results of the research

obtained could be carried out for the following

interests:

a. Classification of Learners

Classification based on the character of students

is very important in learning. The teacher can

know the ability and mastery of the material

being taught. The classification in this study is

to classify learners not only limited to affective

assessment during social studies learning, but

classify students based on the teacher's

assessment of attitudes and attitudes displayed

during social studies learning. Based on the

results of the interviews obtained from the five

IPS teachers, AD, IT, IS, N and RY are note to

do classifications of students based on the level

of completeness in achieving affective

competence of students by determining seating,

classifying students heterogeneously and if

there were students who had good interests and

attitudes during taking social studies then they

will be appointed as a tutor in the discussion.

The results of interviews with social studies

teachers are not in line with the results of

observations, it appears that only two social

studies teachers (RY and N) classify students

based on the level of completeness of affective

assessment competencies. So it can be

concluded that only two social studies teachers,

namely RY and N, utilize the results of affective

assessment as a reference in classifying

students. Classification in this case is regulating

seating and classifying students

heterogeneously. Whereas MM, IS, IT and AD

have not utilized the results of affective

assessments in identifying students.

b. Make use of and deliver feedback on the results

of affective assessments and inform Student

Affective Development

Good affective assessment information is

carried out by the teacher with the aim that

students and parents know the affective

development of students. RY informs the

affective of students to homeroom teacher and

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counsellor based on the results of observations

and observations made both outside the

classroom and in the classroom and then the

homeroom teacher and the BK teacher inform

the parents of the students at the time of receipt

of reporting the grade increase. RY also informs

the affective assessment of students during the

learning process. Whereas IS, IT, N and AD do

not inform affective development in both

homeroom and BK teachers.

Feedback delivery related to the affective results

of students. RY uses affective assessment as a

basis for giving feedback or feedback on

achieving affective competencies of students.

Whereas IS, IT, MM, N, and AD provide

feedback by doing remedials and re-asking

material that has not been understood by

students. So that it can be concluded that the

five social studies teachers do not understand in

providing feedback or feedback on the

achievement of affective learning outcomes.

The use of affective assessment results is based

on using the attitude observation sheet,

according to RY the results of affective

assessment are delivered to the BK teacher and

homeroom teacher, but if the process finds

unfavourable results on the attitudes and

behaviour of students then guidance is given.

Guidance on student attitudes was also carried

out by IT, IS, N, MM and AD. Based on the

results of interviews with the six social studies

teachers, it was stated that implementing the

results of the effective assessment, but in the

implementation, only RY showed the use of

affective assessment by observing the attitude

changes raised by students. This change in

attitude was observed and followed up at the

next meeting. The use of affective assessment

conducted by RY by reflecting learning and

exchanging seating positions of students.

From the description above, it can be concluded

that utilizing the results of affective research is

only done by one teacher namely RY by

observing the changes in attitudes raised by the

students and following up on the next meeting.

4 DISCUSSION

Based on the results of the study, it is known that

one (1) out of six social studies teachers is able to

formulate assessment plans for social studies

subjects tailored to the syllabus and lesson plans.

The assessment plan includes indicators of

assessment, assessment techniques, and ruptured

ratings. The formulation of achievement indicators is

used as a reference in determining the assessment

techniques and observation sheets used by the

teacher. This is in accordance with the standards of

assessment of Permendikbud No. 23 of 2016 which

is described in the Technical Direction of Director

General of Primary Education and the Ministry of

Education concerning the standard process which

states that achievement indicators are used as a

reference in the assessment.

The findings obtained by several social studies

teachers are still focused on cognitive assessment,

consequently, the affective assessment is ignored.

This can be seen in the RPP collected by the teacher

seen in the assessment technique which is still

focused on cognitive assessment. According to

Kratworl in Mardapi, 2008, if traced cognitive goals

has an affective component inside. Kratworl argues

that even though the subject matter refers to the

cognitive and psychomotor aspects, the affective

aspect is the integral part of the learning material. It

is intended that the teacher in carrying out the

assessment in learning, affective assessment also

becomes very important and should not be ignored.

Furthermore, the affective assessment techniques

chosen by the teacher are observation and

observation techniques in the form of observation

sheets. In developing the assessment instrument in

the form of an observation sheet, the teacher still has

limited abilities so that in the assessment of the

attitude of massive students it is narrative. Even

though there are many affective assessment

instruments that can be used to gather information

on the affective abilities of students, for example

questionnaires, interview sheets, portfolios,

(Sudjana, 2009) which are listed in assessment

journals, observations, interpersonal assessments

and self-assessments.

Based on the RPP collected by the teacher only

one social studies teacher lists journals, self-

assessments, evaluations between friends and

observations. According to the teacher, the journal

that was made was very helpful in the affective

assessment of the students. Furthermore, the

assessment instrument made is used by the teacher at

each meeting so that students can measure the

affective that often changes.

Based on the results of data collection it was

concluded that the implementation of affective

assessments on social studies subjects in the 6th

Public High School in Ternate City was not in

accordance with the planning in the syllabus and

The Assessment Process of the Teachersâ

Z Ability in Constructing an Affective Assessment for Social Science Teachers in SMA Negeri 6

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329

lesson plans. The assessment is carried out by the

teacher not submitting to the techniques and

instruments contained in the lesson plan. The teacher

does not make an assessment of the learning process

so that the assessment is based on the teacher's

personal assessment criteria. This condition has not

yet demonstrated the accountable principle

contained in the Permendikbud No. 23 of 2016

assessment standard outlined in the Technical

Direction of Director General of Basic and Middle

Education. Accountable assessments must be

accountable in terms of techniques, procedures, and

results.

Furthermore, the planning document in the form

of syllabus and RPP containing assessment plans

collected is only used as an administrative

prerequisite. Supposedly, the RPP that has been

made by the teacher is used as a guide in learning.

So that it can be seen that the preparation of RPP by

the teacher is only limited to fulfilling the task rather

than being used as a guideline and assessment in the

implementation of learning. This is in line with the

results of the Pasongli study, et al. 2017 states that

the competence of social studies teachers in junior

high schools on evaluation and evaluation is still

categorized as low. The teacher has not been able to

carry out continuous assessment of processes and

learning outcomes. Good continuous assessment is

determined by systematic standard guidelines.

Systematic assessment is carried out in a planned

and gradual manner by following the standard steps.

But in reality teachers have not been able to compile

affective assessments. The assessment guidelines

contained in the RPP are used by some teachers

quoted from the internet.

Affective assessment used by the teacher has met

the principle of fairness. The teacher carries out the

assessment as it is and with the actual conditions.

However, teacher assessment has not been said to be

objective when proposing to the standards of

assessment of Permendikbud No. 23 of 2016 which

is elaborated in the Technical Direction of Director

General of Primary and Basic and Middle Education

which mentions objective assessments. In social

studies learning has not yet seen the affective

assessment carried out by the teacher. Some teachers

assume that affective assessment can be done after

learning has been completed, as a result affective

assessment is not comprehensive and sustainable.

Teacher's misunderstanding is also seen in

reinforcement, the results of observations seen only

two teachers who provide reinforcement by giving

praise. Teachers should always give praise to

children who display positive attitudes and vice

versa. This teacher's attitude can refer to

characterization where the teacher can control

students' behaviour to form a character (Kratworl in

Abdullah, 2017)

Providing reinforcement can familiarize students

in accepting a value and then internalized students.

Acceptance of values can refer to two affective

taxonomies, namely receiving and valuing. From the

teacher's habits in upholding good values, it is hoped

that students can internalize and form unstable

characters in carrying out their lives.

Based on the results of the research above

planning, the implementation and utilization of

affective assessment has not been utilized by the

teacher. Only one social studies teacher utilizes the

affective assessment process, this is because the

teacher has attended training and outreach in the

development of the 2013 curriculum. In fact teachers

should be able to develop the curriculum according

to the times. This is in line with the opinion of

Rusman, 2009 teachers who act as executors,

planners, assessors and actual curriculum

development and Uno's opinion, 2008 teachers as

curriculum actors will inevitably necessarily be

involved in the reforms that are being carried out as

an attempt to find an updated curriculum format.

The process of affective assessment is very

important carried out by the teacher, by carrying out

the planning, implementation and utilization of

affective assessment, the teacher has realized the

objectives of affective assessment itself. The

objectives of affective assessment include: 1) to get

feedback (feed-back) for both teachers and students

as a basis for improving the teaching-learning

process and holding remedial programs for students;

(2) to determine the level of change in behaviour

achieved by students including needed materials

such as; improvement of student behaviour, giving

reports to parents and determining whether or not

students pass; (3) to place students in appropriate

teaching and learning situations, according to the

level of achievement and abilities and characteristics

of students; and (4) to get to know the background

of teaching and learning activities and student

behavioural abnormalities (Arikunto, 2011).

Affective problems are considered very

important by everyone. But their implementation is

still lacking. This is because it is not easy in

designing the achievement of the objectives of

affective learning compared to cognitive and

psychomotor learning. Educational units must

design appropriate learning activities so that the

implementation and utilization of these affective

judgments is felt by participants in achieving

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learning objectives. The success of educators in

implementing affective domain development and the

success of students in achieving competencies needs

to be assessed. Therefore, based on the results of this

study, it is expected to be a recommendation to

develop an affective domain appraisal and interpret

the results of measurements in Ternate City Senior

High Schools, especially SMP Negeri 6 in Ternate

City.

5 CONCLUSIONS

Based on the results of data analysis in this study, it

can be concluded as follows:

1. In terms of overall planning, social studies

teachers at the SMP N 6 School in Ternate City

have not been able to formulate an affective

character evaluation plan plan and do not

inform students of affective assessment plans.

For the assessment sheet using the observation

sheet but it does not refer to the criteria and

techniques of affective assessment contained in

the RPP as well as non-accountable assessments

that cannot be accounted for in terms of

techniques, procedures, and results.

2. In the case of the implementation of social

studies teachers at SMP N 6 School Ternate

City, the affective assessments tend to be

neglected. In accordance with the planning, the

teacher tends to assess cognitive aspects and

ignore the affective aspects. For the

implementation of teacher assessments it is

considered fair but not objective because it has

not been based on existing assessment criteria.

Motivation given given by the teacher to the

affective abilities of students in the form of

praise, reward and advice.

3. Overall, the results of affective assessment have

not been carried out in the form of reports to

parents through homeroom teacher and BK

teacher, evaluating learning activities and the

absence of direct feedback to students.

6 SUGGESTION

It is necessary to develop an affective domain

appraisal and interpret the results of measurements

in Ternate City High Schools, especially SMP N 6

School in Ternate.

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