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Ranah Penilaian Afektif

Ranah Penilaian Afektif

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Published by Putri Dzulhijjah

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Published by: Putri Dzulhijjah on Nov 30, 2012
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01/26/2014

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Ranah Penilaian Afektif 
1. Pengertian Ranah Penilaian Afektif 
Ranah afektif adalah ranah yangberkaitan dengan sikap dan nilai. Ranahafektif mencakup watak perilaku sepertiperasaan, minat, sikap, emosi, dan nilai.Beberapa pakar mengatakan bahwa sikapseseorang dapat diramalkan perubahannyabila seseorang telah memiliki kekuasaankognitif tingkat tinggi. Ciri-ciri hasil belajarafektif akan tampak pada peserta didik dalamberbagai tingkah laku. Seperti:perhatiannnya terhadap mata pelajaranpendidikan agama Islam, kedisiplinannyadalam mengikuti mata pelajaran agamadisekolah, motivasinya yang tinggi untuk tahu lebih banyak mengenai pelajaran agamaIslam yang di terimanya, penghargaan ataurasa hormatnya terhadap guru pendidikanagama Islam dan sebagainya.Ranah afektif menjadi lebih rinci lagike dalam lima jenjang, yaitu:1.
 
Receiving2.
 
Responding3.
 
valuing4.
 
organization5.
 
characterization by evalue or caluecomplex
Affective Assessment Domains
 
1. Understanding Affective DomainAssessment.Affective domain is a domain that isrelated to attitudes and values. Affectivedomain includes behaviors such as feelingcharacter, interests, attitudes, emotions, andvalues. Some experts say that a person'sattitude can be predicted change whensomeone has had a high-level cognitivepowers. The characteristics of affectivelearning outcomes will appear on learners ina variety of behaviors. Such as:perhatiannnya the subject of Islamiceducation, discipline in following religioussubjects in schools, a high motivation toknow more about Islamic religiousinstruction in receipt, appreciation or respectfor Islamic religious education teachers, andso on.Affective domain into more detailinto five levels, namely:1. Receiving2. Responding3. Valuing4. Organization5.Characterization by evalue orcaluecomplex.
 
 
Receiving atau attending ( menerimaatua memperhatikan), adalahkepekaan seseorang dalam menerimarangsangan (stimulus) dari luar yangdatang kepada dirinya dalam bentuk masalah, situasi, gejala dan lain-lain.Termasuk dalam jenjang ini misalnyaadalah: kesadaran dan keinginanuntuk menerima stimulus,mengontrol dan menyeleksi gejala-gejala atau rangsangan yang datangdari luar. Receiving atau attenting juga sering di beri pengertian sebagaikemauan untuk memperhatikan suatukegiatan atau suatu objek. Pada jenjang ini peserta didik dibina agarmereka bersedia menerima nilai ataunilai-nilai yang di ajarkan kepadamereka, dan mereka maumenggabungkan diri kedalam nilaiitu atau meng-identifikasikan diridengan nilai itu. Contah hasil belajarafektif jenjang receiving , misalnya:peserta didik bahwa disiplin wajib ditegakkan, sifat malas dan tidak disiplin harus disingkirkan jauh-jauh.
 
Responding (menanggapi)
mengandung arti “adanya
partisipasi
aktif”. Jadi kemampuan menanggapi
adalah kemampuan yang dimilikioleh seseorang untuk mengikutsertakan dirinya secara aktif dalamfenomena tertentu dan membuatreaksi terhadapnya salah satu cara.Jenjang ini lebih tinggi daripada jenjang receiving. Contoh hasilbelajar ranah afektif respondingadalah peserta didik tumbuhhasratnya untuk mempelajarinyalebih jauh atau menggeli lebih dalamlagi, ajaran-ajaran Islam tentangkedisiplinan.
 
Receiving or attending (receivenotice Atua), is the sensitivity of aperson to receive the stimulus(stimulus) from the outside whocome to him in the form of issues,situations, and other symptoms.Included in the levels of this exampleare: awareness and willingness toaccept the stimulus, control andselecting the symptoms or the stimulithat come from outside. Receiving orattenting also often given a sense of the willingness to pay attention to anactivity or an object. At this levellearners nurtured so that they arewilling to accept the value or valuesthat has been taught to them, and theywant to incorporate themselves intothe value of it or to identify yourself with that value. Contah receivinglevels of affective learning outcomes,eg: learners that enforced compulsorydiscipline, lazy nature and not in thediscipline to be removed away.
 
Responding (response) means "activeparticipation". So the ability torespond is the ability of a person toenroll themselves actively in certainphenomena and make the reaction toit one way. This level is higher thanthe level receiving. Examples of theaffective learning outcomes of students responding is growing desireto study it further or deeperridiculous, Islamic teachings ondiscipline.
 
 
Valuing (menilai = menghargai).Menilai atau menghargai artinyamem-berikan nilai atau memberikanpenghargaan terhadap suatu kegiatanatau obyek, sehingga apabilakegiatan itu tidak dikerjakan,dirasakan akan membawa kerugianatau penyesalan. Valuing adalahmerupakan tingkat afektif yang lebihtinggi lagi daripada receiving danresponding. Dalam kaitan dalamproses belajar mengajar, peserta didik disini tidak hanya mau menerimanilai yang diajarkan tetapi merekatelah berkemampuan untuk menilaikonsep atau fenomena, yaitu baik atau buruk. Bila suatu ajaran yangtelah mampu mereka nilai danmampu untuk mengatakan
“ituadalah baik”, maka ini berarti bahwa
peserta didik telah menjalani prosespenilaian. Nilai itu mulai di camkan(internalized) dalam dirinya. Dengandemikian nilai tersebut telah stabildalam peserta didik. Contoh hasilbelajar efektif jenjang valuing adalahtumbuhnya kemampuan yang kuatpada diri peseta didik untuk berlakudisiplin, baik disekolah, dirumahmaupun di tengah-tengah kehidupanmasyarakat.
 
Valuing (rate = respect). Assess orappreciate the meaning give value orpay tribute to an activity or object, soif the activity was not done, it wasfelt would bring the loss or regret.Valuing is an affective level higherthan receiving and responding. Inregard to the teaching and learningprocess, learners are here not onlyaccept values that are taught but theyhave been capable to assess theconcept or phenomenon, which isgood or bad. When a doctrine thathas been able to their values and beable to say "it was good", then thismeans that the students have toundergo the assessment process.Value was started in bear(internalized) in him. Thus, the valuehas been volatile in learners.Examples of learning outcomeseffectively is the growing level of valuing strong ability to self-pesetalearners to apply discipline, whetherin school, at home or in the midst of society.

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