Rabu, 15 Oktober 2014

Affective Education - an Overview

September, 04 2014 was the first meeting for Affective Instruction for 21st Century Learning. I actually do not really know what this course is. the only thing I know is in that course, I will learn about affective education. But what is affective education? Well, I might not really know if you asked me about the definition. The only thing I know is, there are three domains in learning, and affective has become on of that three domains. So, in a simple way, there are three domains in learning: cognitive, affective, and psychomotor.

Affective, or we usually called it as “nilai sikap” in report book, is one important aspect that usually been forgotten by most of teachers. Reflected to my own experiences, most of my teachers only focused on cognitive domain which explains about students’ or learners’ ability in learning only by seeing their grade or score. Most of teachers only wanted their students to pass the exam without consider their students’ ability. Students seemed has no right to asked bout what they are going to learn, why they learn that thing, etc. Teachers are only forced them to follow the lesson and pass the exam. That’s it. Only that. Simple? Yes, of course. That would be simple for the teacher. You get 9? Then you pass the exam. You get 5? So sorry, you have to take remedial test. Those are the thing that might be said by the teacher.

But what about the students? Have they considered about students’ feeling? Well, some teachers might say “I do not care about their feeling, the most important is they have to pass the exam.” Surprising, right? How come a teacher only think about the score? What about the affective and psychomotor? “Well, we have a practical class for chemistry, biology, English, etc. We can take their psychomotor score from that.” Okay, that might be possible for the psychomotor. But remember, there is still one domain which has not been explained yet. Yes, the affective domain.

How do the teacher evaluate students’ affective? ” We have our own table for affective. We put it in the report book. We can see their affective from how they do team work, how they communicate; their attitude, effort, honesty, discipline, confidence, etc. We give them score with range from A to E.” Hmm, do the teachers really score the students’ attitude? How could they grade it? Well, I mean, would it be fair for the students? When the teachers only think about how the students will pass the exam, would it be fair if teachers grade them? Because affective domain is all about affection, feeling, and emotions; include the degree of acceptance, self – esteem, self – confidence, etc. Well, I think this is the wrong concept.

I mean how could something personal (like feeling and emotion) are graded using the alphabet A, B, C, D, or even E? How could teachers state that this student is good, that student is bad, this students could get A for affective, that student should get D; how could? Is there any indicator state that the good students should be like this and that, and the bad students should be like this and that? And how could a teacher give affective grade while they only think about the cognitive? Well, I think the teacher should consider about students’ feeling too because this affective could really influence the cognitive and psychomotor. Do the students really feel comfort to learn with that teacher? Do they feel motivated to learn that subject with that type of teacher? These things are sometimes being forgotten by all of the teachers, include us, the future educators. We sometimes do not really thing about the students’ feeling. So, what I could say is, as future educators who are going to teach in 21st century with various type of students in our class, we should be able to know, understand, and handle students’ behavior in a good way, not threatening way.

Well, that’s all the thing I could say. I think I write a lot more than I expected. :D

So big thank you for reading my not-so-important-writing.

Thanks for reading!! ^^

See yaa~ :)


Robert J. Seidel, Kathy C. Perencevich, Allyson L. Kett. Springer. (2007). From Principles of Learning to Strategies for Instruction. New York: Springer

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