Urgensi Penilaian Afektif dalam Kurikulum 2013

Abstract The affective aspect is one of the three very important aspects of learning in schools. The affective aspect is an aspect of attitude that is embedded in students. A good attitude towards students will make the teaching and learning process smooth, without obstacles, and meaningful. There are several levels of the affective domain : a. Level of affective domain receiving, b. Responding level which is the participation of students, c. The level of valuing that involves determining value, d. An organization level that combines two values ​​or values, one associated with another, e. The level of characterization of students who have a value system that controls behavior until a certain time to form a lifestyle. The 2013 curriculum requires numbering attitudinal or affective aspects in its assessment

ANALISIS KEMAMPUAN AFEKTIF PESERTA DIDIK DALAM PEMBELAJARAN DARING PADA MATA PELAJARAN PENDIDIKAN AGAMA ISLAM DI SMP NEGERI 9 MALANG

Online Learning is an effort to transform learning into digital form assisted by internet technology, online learning is also one of the most effective learning because it is able to reach a very wide area. Affective ability in online learning Islamic Religious Education is very important because nowadays many people understand religious knowledge but are not necessarily able to practice it well, because affective values are not embedded in their hearts, and and religious values have not yet become a reflection their daily attitude. While the affective aspects of both spiritual attitudes and social attitudes as explained in the core competencies and basic competencies seem to be quite constrained when compared to classroom learning, affective learning carried out in the classroom is easier to implement because students interact with each other and face to face with teachers who concerned. While the assessment in the affective aspect carried out by online learning is more difficult for educators to do because educators do not pay attention to the behavior of students directly

On the (un)conditionality of automatic attitude activation: the valence proportion effect

Affective priming studies have shown that participants are faster to pronounce affectively polarized target words that are preceded by affectively congruent prime words than affectively polarized target words that are preceded by affectively incongruent prime words. We examined whether affective priming of naming responses depends on the valence proportion (i.e., the proportion of stimuli that are affectively polarized). In one group of participants, experimental trials were embedded in a context of filler trials that consisted of affectively polarized stimulus materials (i.e., high valence proportion condition). In a second group, the same set of experimental trials was embedded in a context of filler trials consisting of neutral stimuli (i.e., low valence proportion condition). Results showed that affective priming of naming responses was significantly stronger in the high valence proportion condition than in the low valence proportion condition. We conclude that (a) subtle aspects of the procedure can influence affective priming of naming responses, (b) finding affective priming of naming responses does not allow for the conclusion that affective stimulus processing is unconditional, and (c) affective stimulus processing depends on selective attention for affective stimulus information

Affect: knowledge, communication, creativity and emotion

Concerns about emotional well-being have recently become the focus of social policy, particularly in education settings. This is a sudden and unique development in placing new ideas about emotion and creativity and communication in curriculum content, pedagogy and assessment, but also in redefining fundamentally what it is to ‘know’. Our report charts the creation of what we call an ‘emotional epistemology’ that may undermine all previous ideas about epistemology, draws out implications for educational aspirations and purposes and evaluates potential implications for these aspirations and purposes if trends we identify here continue into the future.This document has been commissioned as part of the UK Department for Children, Schools and Families’ Beyond Current Horizons project, led by Futurelab. The views expressed do not represent the policy of any Government or organisation

A systematic literature review of methodology used to measure effectiveness in digital game-based learning

In recent years, a growing number of studies is being conducted into the effectiveness of digital game-based learning (DGBL). Despite this growing interest, however, it remains difficult to draw general conclusions due to the disparities in methods and reporting. Guidelines or a standardized procedure for conducting DGBL effectiveness research would allow to compare results across studies and provide well-founded and more generalizable evidence for the impact of DGBL. This study presents a first step in this process by mapping current practices through a systematic literature review. The review included peer-reviewed journal and conference publications between 2000 and 2012. Other inclusion criteria were that (1) the study’s primary aim was effectiveness measurement of cognitive learning outcomes, (2) the focus was on digital games and (3) a pre-post design with a control group was used. Twenty-five publications were found eligible for this study. Important differences were found in the number of control groups used and the type of intervention implemented in the control group (e.g. traditional classroom teaching, use of multimedia, computer-based learning, paper exercises, other games, or no intervention). Regarding the implementation method of the DGBL intervention in the experimental group, two approaches can be distinguished: stand-alone intervention or as part of a larger program. Moreover, a wide variety of effectiveness measures was used: measures for learning outcomes were complemented with time measurements and/or with self-reported measurements for self-efficacy and motivation. Learning effect calculation also varied, introducing pre-test scores in the analysis, conducting a separate analysis on pre- and post-test scores or conducting an analysis on difference scores. Our study thus indicates that a variety of methods is being used in DGBL effectiveness research opening a discussion regarding the potential and requirements for future procedural guidelines

A hidden cost of happiness in children.

Happiness is generally considered an emotion with only beneficial effects, particularly in childhood. However, there are some situations where the style of information processing triggered by happiness could be a liability. In particular, happiness seems to motivate a top-down processing style, which could impair performance when attention to detail is required. Indeed, in Experiment 1, 10- to 11-year-old children (N = 30) induced to feel a happy mood were slower to locate a simple shape embedded in a complex figure than those induced to feel a sad mood. In Experiment 2, 6- to 7-year-old children (N = 61) induced to feel a happy mood found fewer embedded shapes than those induced to feel a sad or neutral mood. Happiness may have unintended and possibly undesirable cognitive consequences, even in childhood