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A portrait of affective assessment implementation in junior high schools: Assessing its ideality

Jurnal Civics: Media Kajian Kewarganegaraan · Vol. 20 No. 2 (2023) · pp. 248–256

DOI
10.21831/jc.v20i2.61970
ISSN
2541-1918, 1829-5789
Published
2023-10-31
Publisher
Universitas Negeri Yogyakarta
Language
eng

Abstract

Ideal assessment in teaching and learning should involve the cognitive, affective, and psychomotor domains following the Merdeka Belajar curriculum, which emphasizes Pancasila values. However, whether teachers can develop affective domain assessments optimally is still questionable. A literature study has been conducted by researchers and found that in Indonesia, teachers tend to develop cognitive domain assessments more than affective and psychomotor domain assessments. Therefore, this research uses a phenomenological approach to investigate the implementation of affective domain assessment conducted by school teachers. The participants of this study consisted of 18 middle school teachers in Indonesia. Data were collected through open-ended questionnaires, interviews, and focus group discussions (FGDs). Data analysis was conducted using the model by Miles, Huberman, and Saldana, which consists of three stages: 1) data reduction, 2) data display, and 3) conclusion drawing. The study found that teachers understand affective assessment well and emphasize the importance of instilling affective values in education to reduce moral problems. They also emphasize the need for changing teaching strategies and providing relevant materials to help students understand their lessons. However, the planning for affective assessment is time-consuming and the implementation in middle schools is not ideal. Subject teachers often handle this assessment, which should be the responsibility of all teachers, rather than just Religion, Guidance and Counseling, and Civic Education.

Keywords

Collaboration network of the authors

40 authors · 107 co-authorship links · 46 across different organisations · showing the 40 most connected

Hover or tap a name to highlight its co-authors. Double-click to open the author's page.

  • Yogyakarta State University
  • Universitas Jambi
  • Tadulako University
  • Universitas Negeri Surabaya
  • Indonesia University of Education
  • The University of Adelaide
  • National Dong Hwa University
  • Other organisations
  • Affiliation unknown
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
Show as table
Co-authorOrganisationJoint articles
Huntari HarahapUniversitas Jambi2
Ahmad Fauzi HendratmokoUniversitas Negeri Surabaya1
An Nuril Maulida FauziahUniversitas Negeri Surabaya1
WasisAffiliation unknown1
Muhamad Arif MahdiannurUniversitas Negeri Surabaya1
Mochammad Zumar Firdaus ErmawanUniversitas Negeri Surabaya1
Edi SuwandiNational Dong Hwa University1
Ariska Kurnia JuniartiUniversitas Jambi1
Rina Nofri EnisUniversitas Jambi1
Erny KusdiyahUniversitas Jambi1
Nuriyah NuriyahUniversitas Jambi1
Nyimas Natasha Ayu ShafiraUniversitas Jambi1
Ayu Resti LestariIndonesia University of Education1
Erni RahmayaniAffiliation unknown1
Lina AviyantiIndonesia University of Education1
Amalia Weka GaniIndonesia University of Education1
Basyaruddin DaulayState University of Medan1
Haidir HaidirUniversitas Islam Negeri Sumatera Utara1
Lantip Diat PrasojoYogyakarta State University1
Raden SunardiantaYogyakarta State University1
Hari YuliartoYogyakarta State University1
Wuri WuryandaniYogyakarta State University1
Kurniawati KurniawatiIndonesia University of Education1
Herwin HerwinYogyakarta State University1
Shakila Che DahalanSultan Idris Education University1
Suparlan SuparlanYogyakarta State University1
Fathurrohman FathurrohmanYogyakarta State University1
Arwan ArwanTadulako University1
Muhammad ZikraTadulako University1
Sadly SyamTadulako University1
Muhammad Sabri SyahrirTadulako University1
Muhammad Aji SatriaTadulako University1
Marzuki MarzukiYogyakarta State University1
Aziz SetiawanYogyakarta State University1
Panji PurnomoAkademi Komunitas Negeri Putra Sang Fajar Blitar1
Akhmad Roja Badrus ZamanUniversity of Freiburg1
Iqbal ArpannudinYogyakarta State University1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://journal.uny.ac.id/index.php/civics/oai, first harvested 9 Nov 2026, last seen 9 Nov 2026.
Original metadata (oai_dc) 
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	<dc:title xml:lang="en-US">A portrait of affective assessment implementation in junior high schools: Assessing its ideality</dc:title>
	<dc:creator>Charismana, Dian Satria</dc:creator>
	<dc:creator>Ratri, Safitri Yosita</dc:creator>
	<dc:creator>Firmansyah, Firmansyah</dc:creator>
	<dc:subject xml:lang="en-US">affective Assessment</dc:subject>
	<dc:subject xml:lang="en-US">affective domain</dc:subject>
	<dc:subject xml:lang="en-US">junior high school</dc:subject>
	<dc:subject xml:lang="en-US">phenomenology</dc:subject>
	<dc:subject xml:lang="en-US">Affective Assessment</dc:subject>
	<dc:description xml:lang="en-US">Ideal assessment in teaching and learning should involve the cognitive, affective, and psychomotor domains following the Merdeka Belajar curriculum, which emphasizes Pancasila values. However, whether teachers can develop affective domain assessments optimally is still questionable. A literature study has been conducted by researchers and found that in Indonesia, teachers tend to develop cognitive domain assessments more than affective and psychomotor domain assessments. Therefore, this research uses a phenomenological approach to investigate the implementation of affective domain assessment conducted by school teachers. The participants of this study consisted of 18 middle school teachers in Indonesia. Data were collected through open-ended questionnaires, interviews, and focus group discussions (FGDs). Data analysis was conducted using the model by Miles, Huberman, and Saldana, which consists of three stages: 1) data reduction, 2) data display, and 3) conclusion drawing. The study found that teachers understand affective assessment well and emphasize the importance of instilling affective values in education to reduce moral problems. They also emphasize the need for changing teaching strategies and providing relevant materials to help students understand their lessons. However, the planning for affective assessment is time-consuming and the implementation in middle schools is not ideal. Subject teachers often handle this assessment, which should be the responsibility of all teachers, rather than just Religion, Guidance and Counseling, and Civic Education.</dc:description>
	<dc:publisher xml:lang="en-US">Universitas Negeri Yogyakarta</dc:publisher>
	<dc:date>2023-10-31</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en-US">Qualitative, Phenomenological Design, Descriptive</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.uny.ac.id/index.php/civics/article/view/61970</dc:identifier>
	<dc:identifier>10.21831/jc.v20i2.61970</dc:identifier>
	<dc:source xml:lang="en-US">Jurnal Civics: Media Kajian Kewarganegaraan; Vol 20, No 2 (2023); 248-256</dc:source>
	<dc:source>2541-1918</dc:source>
	<dc:source>1829-5789</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.uny.ac.id/index.php/civics/article/view/61970/pdf</dc:relation>
	<dc:rights xml:lang="en-US">Copyright (c) 2023 Jurnal Civics: Media Kajian Kewarganegaraan</dc:rights>
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