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All Journal Jurnal Civics: Media Kajian Kewarganegaraan Bhineka Tunggal Ika: Kajian Teori dan Praktik Pendidikan PKN Historia Madania: Jurnal Ilmu Sejarah Jurnal Kewarganegaraan International Journal of Social Service and Research Masyarakat: Jurnal Pengabdian
Dian Satria Charismana
Universitas Negeri Yogyakarta
Religion Arts Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Journal : Jurnal Civics: Media Kajian Kewarganegaraan

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A portrait of affective assessment implementation in junior high schools: Assessing its ideality Charismana, Dian Satria; Ratri, Safitri Yosita; Firmansyah, Firmansyah
Jurnal Civics: Media Kajian Kewarganegaraan Vol 20, No 2 (2023)
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jc.v20i2.61970

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.
The implementation of tolerance values through multicultural education program Setiawan, Aziz; Purnomo, Panji; Marzuki, Marzuki; Charismana, Dian Satria; Zaman, Akhmad Roja Badrus
Jurnal Civics: Media Kajian Kewarganegaraan Vol. 21 No. 2 (2024)
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jc.v21i2.71337

Abstract

This research aimed to delineate the strategies for fostering tolerance among students through multicultural education at Sanggar Anak Alam Nitiprayan in Yogyakarta. Employing a qualitative methodology with a case study approach, the investigation was conducted within the premises of Sanggar Anak Alam Nitiprayan located in Bantul, Yogyakarta. Data gathering methods encompassed interviews, observations, and documentation, with subjects selected purposively. Triangulation was utilised to ensure data validity. Analysis followed the qualitative data analysis technique advocated by Miles & Huberman, involving stages of data collection, reduction, presentation, and conclusion drawing. The study yielded two principal findings: firstly, the integration of tolerance values into the school curriculum through multicultural education, and secondly, the cultivation of tolerance within classrooms via daily encounters, class agreements, communal prayer, and storytelling activities. Identified obstacles included diverse student potentials, varying parental attitudes, parental indoctrination conflicting with the SALAM curriculum, student non-compliance with agreements, facilitators adopting a lecturing rather than a facilitating role, and difficulties transferring students from formal educational backgrounds faced in adapting to the new environment.
Co-Authors Alrakhman, Riza Arpannudin, Iqbal Firmansyah, Firmansyah Happri Novriza Setya Dhewantoro Heri Retnawati Hidayah, Yayuk Johan Dwi Saputro Marzuki Marzuki Muhammad Syamsuddin Mukhamad Murdiono Mulyono, Budi Nabila Ihza Nur Muttaqi Puji Wulandari Kuncorowati Purnomo, Panji Rahmawati, Elly Nur Safitri Yosita Ratri Setiawan, Aziz Soniadewi, Nazhiifah Nuur'ainii Suyato Suyato Umam, Fahrurrizal VOLTA, ARIF SURYA Yuanjaya, Pandhu zaman, akhmad roja badrus