1
THE IMPLEMENTATION OF COGNITIVE, AFFECTIVE, AND PSYCHOMOTOR ASSESSMENT AT THE TENTH GRADE OF SMA N 1 SOLOK SELATAN
Oleh:
Yaumiliza Fitri *)
**)Yulmiati dan ***) Abri Yenti Staff Pengajar Program Studi Pendidikan Bahasa Inggris STKIP PGRI Sumatera Barat
ABSTRAK
Penilaiankognitif, afektif, dan psikomotor sangat penting untuk dilakukan guru pada proses belajar mengajar. Ketiga penilaian tersebut dilakukan untuk mengetahui pemahaman siswa terkait materi yang telah diajarkan.Penelitian ini bertujuan untuk melihat apa saja level penilaian kognitif, afektif, dan psikomotor di kelas X SMAN 1 Solok Selatan.
Penelitian ini merupakan penelitian document analysis. Dalam mengumpulkan data, peneliti menggunakan dokumen. Dokumen tersebut merupakan alat penilaian kognitif, afektif dan psikomotor yang digunakan oleh guru bahasa Inggris kelas X dalam menilai siswa. Hal pertama yang dilakukan peneliti adalah meminta dokumen yang diperlukan kepada guru bahasa Inggris di kelas X. Dari analisa data, peneliti menemukan bahwa guru bahasa Inggris kelas X telah mengimplementasikan penilaian kognitif, afektif, dan psikomotor. Dalam penilaian kognitif, guru menilai level pengetahuan, pemahaman, dan penerapan siswa. Dalam penilaian afektif, guru menilai level menerima, menanggapi, menghargai, mengatur, dan karakterisasi dengan suatu nilai atau kompleks nilai. Dalam penilaian psikomotor, guru menilai level imitasi, manipulasi, presisi, artikulasi, dan naturalisasi.
Keywords: Cognitive, Affective, Psychomotor, Assessment
*) Penulis
**)PembimbingI
***) PembimbingII
2 INTRODUCTION
Assessment is essential to be done by the teacher in teaching and learning process. Through assessment the teacher can find out what the students know and what the students can do related to the material that has given by the teacher. If the teacher does not do assessment, the teacher will not know how far the students understand about the material.
Besides, the students also do not know their progress.
Thus, the teacher needs to give assessment to the students.
To give assessment for the students, the teacher is demanded to assess domain of learning.
There are three domains of learning. They are cognitive, affective, and psychomotor. According to Bloom et al in Sudijono (2011:49), taxonomy in education purposes have to refer to three domains (cognitive, affective and psychomotor domains).
Based on the researcher interviews with the English teachers of tenth grade students at SMAN 1 Solok Selatan, the teachers said that SMAN 1 Solok Selatan had applied curriculum 2013 since academic year 2013/2014. The teachers also said that they assess students in cognitive, affective, and psychomotor. Unfortunately, there are some problems to do the three kinds of assessments to the students. The problems are: first, the teachers cannot manage time well in assessing the students. For instance, there are some students who are difficult to understand about certain material, so the teacher need more time to explain the material. Consequencely, assessment cannot be done in that time.
Next, orientation or socialization about assessment in curriculum 2013 is still not enough yet.
Only some teachers get orientation or socialization about the assessment in curriculum 2013. So, another teachers have to learn about how to assess the students with the teachers who get the orientation of curriculum 2013. But, the teachers are still difficult to assess cognitive, affective and psychomotor of the students.
Based on the phenomena above, the researcher wants to find out the implementation of cognitive, affective and psychomotor in SMAN 1 Solok Selatan. The researcher wants to know about is proportionately in the three domains or not. Not only that, the researcher also wants to know there is a domain that more emphasized or not.
REVIEW OF THE RELATED LITERATURE
A. Assessment
Assessment is a process of gathering information to make decision about the students’ progress in teaching and learning process related to material that has
given by the teacher. Through assessment the teacher can find out what the students have got and what the students can do after learning. Assessment also gives feed back to the teacher and the students. The feedback will be used by the teacher to revise next teaching. For the students, it can make them realized their competence and improve their way in studying.
According to Nitko (1996: 4)
“assessment is collecting information to help the teacher decides the degree to which the students has achieved the learning targets.”
It means that assessment is a process of gathering information to know the students’
comprehensions about the material that has given by the teacher. In this case, the teacher collects information and evidences about students’ progress. The result of the assessment can be used to make decisions whether the students have achieved learning goal or not.
In addition, according to Cohen, Manion, and Morrison (2004: 323)
“assessment is the process of gathering, interpreting, recording and using information about pupil responses to educational task, teachers have to respond to, and use, the data acquired for assessment, to make judgment, for planning, for selection, for decision making, and other matters.” It means that assessment is useful for teaching and learning process. It is used to collect information about the students’
progress and make judgment about students’
knowledge. Not only that, it also can be reference for next teaching and learning process. The result of assessment is used to improve the way of teachers’ teaching and the way of students’ learning.
B. Nature of Cognitive
Cognitive is a domain hat related to intellectual skill. It is supported by Moore (2001:89) states that objective in the cognitive domain are concerned with imparting knowledge and thinking skill. The teacher has to assess the students’ cognitive to find out the students’ progress. It has to be done in order to know how far the students understand about knowledge related to the material that has given by the teacher.
Cognitive domain is a domain that concerns learning goal that related to knowledge or intellectual skill of the students. The teacher assesses the students’
3 cognitive related to knowledge, comprehension, application, analysis, synthesis, and evaluation. In other words, the cognitive has some levels that should be known by the teacher. Not only that, the teacher has to construct assessment include the all levels of cognitive.
Levels of Cognitive
Cognitive domain related to intellectual skill. It has some levels start from lowest level till the highest level.
According to Bloom et al in Moore (2001:
92), there are five levels of learning are included in the cognitive learning taxonomy.
They are: first, knowledge learning refers to the simple recall of previously learned materials. Second, comprehension is the lowest level understanding and may involve changing the form of previously learned material or making simple interpretations.
Third, application entails the use of learned information in new and concrete situations.
Fourth, analysis entails breaking down material into its component parts so that it can be better understood. Fifth, creation entails combining components to form a new whole or to produce an evaluation based on specified criteria.
C. Nature of Affective
Moore (2001: 54) states that learning intent in the affective domain is organized according to the degree to which an attitude, feeling, value, or emotion has become part of the individual. In this case, the teacher can assess students’ affective from their behavior, their interest on studying, their appreciation to the teacher, and their relation to their friends. Through assessing all aspects in affective, the students are expected to have good behavior.
According to Miller in Olatunji (2013: 97), affective learning is concerned with how learners feel while they are learning, as well as with how learning experiences are internalized so they can guide the learner’s attitudes, opinions, and behavior in the future. It means that, affective can influence the students in learning. If the students is usual having good attitudes, opinions, and behavior, the students will have bright future.
Levels of Affective
Affective is related to the students’
behavior has some levels from the lowest till the highest level. According to Krathwohl et al in Moore (2001: 93), there are four levels of learning are included in the affective taxonomy. First, receiving involves being aware of and being willing to freely attend to a stimulus (listen and look). Second, responding involves active participation.
Third, valuing refers to voluntarily giving worth to an object, phenomenon, or stimulus. Fourth, commitment involves building an internally consistent value system and freely living by it.
Meanwhile, Kunandar (2013: 105) states that in affective domain there are five levels. First, receiving is sensitivity of receiving stimuli. Second, responding is ability to participate into phenomena. Third, valuing is ability to give value or appreciation. Fourth, organizing is ability to set of different values to be general set of values. Fifth, characterization is ability to integrate set of values system that influences its personality.
D. Nature of Psychomotor
Psychomotor is a domain related to physical skills. The skill in psychomotor domain is something that are demonstrated or done by the students. Psychomotor also has purposes related to manipulation, actions and motor skills. The result of learning psychomotor is further to cognitive and affective learning. It is happen because after the students learned knowledge and have good attitude, the students can apply them and show their skill.
Moreover, Rupani and Bhutto (2011:120) state that psychomotor domain involves skills and performance of learners for a learned concept or text. It means that the students can have skill after getting knowledge or learning experiences.
Levels of Psychomotor
Psychomotor domain is related to the students’ physical skills have some levels. According to Moore (2001: 95), psychomotor domain has three levels. First, imitation is carrying out basic skill with directions and under supervision. Second, manipulation is performing a skill independently. Third, precision is performing a skill accurately.
4 In addition, Dave in Chijioke (2013: 31) defines psychomotor skills in terms of five major components. First is Imitation - Observing and patterning behavior after someone else. Second is Manipulation - Being able to perform certain actions by following instructions and practicing. Third is Precision - Refining, becoming more exact. Few errors are apparent. Fourth is Articulation - Coordinating a series of actions, achieving harmony and internal consistency. Last, Naturalization - Having high level performance become natural, without needing to think much about it.
RESEARCH METHOD
In this research, the researcher would conduct into document analysis. The researcher implemented document analysis because the researcher wanted to describe how the teachers implement cognitive, affective, and psychomotor in assessing students by analyzing documents of teachers. According to Ary et al (2010: 29) document analysis focuses on analyzing and interpreting recorded material to learn about human behavior. In this research, the researcher tried to analyze what are the levels of cognitive, affective, and psychomotor assessment at the tenth grade of SMAN 1 Solok Selatan.
RESEARCH FINDINGS
Based on data analyzing, the researcher got finding that had been answered by using an instrument. The instrument was document. This instrument used to answer the research question
“what are the levels of cognitive, affective, and psychomotor assessment at the tenth grade of SMAN 1 Solok Selatan? The findings can be seen from analyzing the documents of the teachers to assess the students.
The researcher found that the levels of cognitive were knowledge, application, and application. It could be seen from daily examination that were used by the teachers to assess students’
cognitive. The levels of affective were receiving, responding, valuing, organization, and characterization by a value or value set. It could be seen from observation sheet that was used by the teachers to assess students’ affective. The levels of psychomotor were imitation, manipulation, precision, articulation and naturalization. It could be seen from scoring rubric writing and speaking that were used by the teachers to assess students’ psychomotor.
The result of the instrument showed that the teachers had implement the cognitive, affective, and psychomotor at the tenth grade of SMAN 1 Solok Selatan. In cognitive assessment, the teachers assessed students’ knowledge, comprehension, and application.
Based on the theory, cognitive has six levels.
Knowledge is learning refers to the simple recall of previously learned materials. Comprehension is the lowest level understanding and may involve changing the form of previously learned material or making simple interpretations. Application entails the use of learned information in new and concrete situations.
Fourth, analysis is breaking down a communication into constituent parts or elements and understanding the relationship among different elements. Synthesis is arranging and combining elements and parts into novel patterns or structures. Sixth, evaluation:
judging the quality, worth, or value of something according to established criteria (e.g., determining the equacy of evidence to support a conclusion. Analysis, synthesis and evaluation are the high levels in cognitive. Because of that, the students could not be assessed in these aspects.In affective assessment, the teachers assessed students in receiving, responding, valuing, organization, and characterization by a value or value set. In psychomotor assessment, the teachers had assessed from imitation, manipulation, precision, articulation, and naturalization.
CONCLUSION
This research is about implementation of cognitive, affective, and psychomotor assessment at the tenth grade of SMAN 1 Solok Selatan. The purpose of this research is to know what are the levels of cognitive, affective, and psychomotor assessment at the tenth grade of SMAN 1 Solok Selatan. Furthermore, from finding in chapter IV, the researcher concludes that the teachers had assessed cognitive, affective, and psychomotor n teaching and learning process. The result of the instrument showed that the teachers had implemented cognitive, affective, and psychomotor assessment at the grade tenth of SMAN 1 Solok Selatan. In assessing students’ cognitive incude knowledge, comprehension, and application. In assessing students’ affective, the teachers assess all of the aspects that are included in affective. In assessing students’ psychomotor, the teachers had assessed from imitation till naturalization.
After doing the investigation phase in the field and analyzing the collected data, the researcher states insightful suggestions at this point. The teachers should do cognitive, affective, and psychomotor assessment. It happened because it
5 makes the students have good knowledge, good behavior, and good skill. In addition, the researcher suggests that the teachers should assess aspects that are included in cognitive, affective, and psychomotor assessment. For instance, cognitive has knowledge, comprehension, and application to be assessed.
Affective has receiving, responding, valuing, organization, and characterization by a value or value set.
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