The Affective Domain—A Program to Foster Social-Emotional Orientation in Novice Physical Education Teachers

Zach, Sima; Rosenblum, Hily

doi:10.3390/ijerph18147434

Cited by 10 publications

(4 citation statements)

References 49 publications

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“…Effective research can be carried out during distance learning if these six aspects can be appropriately implemented. Next research Zach and Rosenblum (2021) results that affective assessment in distance learning, students feel to experience the emotional awareness they have and a sense of empathy for others affects students' social orientation. and research Shearer et al (2021) concluded that affective assessment requires adequate instruments and adapts to distance learning strategies in order to get the results that are expected in distance learning.…”

Section: The Benefits Of Affective Assessment In Social Studies Learn...mentioning

confidence: 86%

How Elementary School Teachers Assess Students’ Affective Domain in the Classroom during Distance Learning?: A Phenomenological Study

Ningrum

Senen

Ambarwati

et al. 2022

JPP

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This study aims to describe how elementary school teachers assess students' affectiveness, especially in social studies learning during distance learning. Methods: This research is phenomenology study, data collection techniques using interviews and document studies. Subject 5 elementary school teacher participants. The data analysis technique uses qualitative data analysis. Findings: The teacher conducts an affective assessment during social studies learning on student behavior, there still a problem, the teacher cannot monitor students directly so that the affective assessment in learning cannot be carried out optimally. However, affective assessment provides the benefit that the teacher can direct good attitudes and character to students. Conclusion: Cooperation of various parties to maximize affective assessment in the social studies learning process in the distance learning period.

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Section: The Benefits Of Affective Assessment In Social Studies Learn...mentioning

confidence: 86%

How Elementary School Teachers Assess Students’ Affective Domain in the Classroom during Distance Learning?: A Phenomenological Study

Ningrum

Senen

Ambarwati

et al. 2022

JPP

View full text Add to dashboard Cite

show abstract

“…In terms of learning methods, the conclusion shows that the variety of learning methods used by teachers, such as demonstrations, assignments to students, games, group discussions, and projects, provide varied learning experiences for students and can help increase student motivation and involvement in learning. Physical education is able to stimulate physical and non-physical aspects concerning work ability, thinking and skills so that the improvement of the quality of strong human resources can be achieved (Croston & Hills, 2017); (Claudia, 2022); (Zach & Rosenblum, 2021).…”

Section: Process Evaluationmentioning

confidence: 99%

Evaluation of Primary School Physical Education Facilities and Infrastructure in the Regional Office of Education in Patuk Sub-District, Gunungkidul District

Ismediyono,

Guntur,

Susilowati

et al. 2023

IJMRA

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The purpose of this study was to evaluate the facilities and infrastructure used in learning Physical Education Sports and Health in Elementary Schools in the Kapanewon Patuk Regional Office of Education, Gunung Kidul using the CIPP model which includes aspects of Context, Input, Process, and product. The research subjects consisted of principals and teachers. Data collection methods included documentation, observation, and interviews. Qualitative and quantitative data were analyzed using descriptive techniques. The results showed that the condition and feasibility of facilities and infrastructure for game sports are still not good with an interval value of 49%, while the interval value for gymnastics and athletics are 31% and 26% respectively, with the overall interval value of the three types of sports is 35%. Fulfillment of standardization is also still not good with a value of 27%. However, the implementation of Physical Education, Sports, and Health learning is good with a score of 67% and the learning outcomes of Physical Education, Sports, and Health reached 75%. Therefore, although there are still shortcomings, the creativity and innovation of teachers in teaching have made the learning process of Physical Education, Sports, and Health run well and the fulfillment of the minimum completeness criteria for Physical Education, Sports, and Health subjects is fulfilled. The suggestion given is that there is a need for improvement and improvement in facilities and infrastructure, fulfillment of standards stipulated in regulations, use of appropriate learning methods and techniques, and increasing student involvement in sports activities to improve the quality of learning Physical Education, Sports, and Health in Elementary Schools in the Kapanewon Patuk Regional Office of Education, Gunungkidul Regency. In addition, special improvements need to be made to improve students' learning achievements in sports that are still poor through additional training or intensive activities.

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“…In physical education, emotional education for students can not only mobilize students' good emotions, but also optimize teaching effect and improve teaching quality (Zach and Rosenblum, 2021). The five functions of physical education are shown in Figure 2.…”

Section: Teaching Goals Of Emotional Educationmentioning

confidence: 99%

Design of physical education teaching in colleges and universities based on emotional education under the environment of internet sharing information

Hou

Shu-ying

2022

Front. Psychol.

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In the traditional teaching, the lack of emotional education for students leads to emotional indifference between teachers and students and low teaching quality. In this paper, from the perspective of emotional education. In college physical education teaching, information sharing through the Internet is compared with traditional education in terms of timeliness of communication, integrity of emotional education, teacher-student relationship, and teaching quality. The results show that the timeliness of communication has increased by 9.3%, the integrity of education has increased by 30%, and the relationship between teachers and students has also been significantly improved. In terms of teaching quality, students are more satisfied, and the teaching quality has also been improved. It also shows that emotional education in the Internet sharing information environment can better help students improve their learning, improve their learning efficiency, and learn better in happiness. Emotional education in a shared information environment can better enrich teaching content and enhance students’ enthusiasm, which is of great significance.

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The Affective Domain—A Program to Foster Social-Emotional Orientation in Novice Physical Education Teachers

Cited by 10 publications

References 49 publications

How Elementary School Teachers Assess Students’ Affective Domain in the Classroom during Distance Learning?: A Phenomenological Study

How Elementary School Teachers Assess Students’ Affective Domain in the Classroom during Distance Learning?: A Phenomenological Study

Evaluation of Primary School Physical Education Facilities and Infrastructure in the Regional Office of Education in Patuk Sub-District, Gunungkidul District

Design of physical education teaching in colleges and universities based on emotional education under the environment of internet sharing information

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