PERBANDINGAN TEKNIK PENSKORAN AFEKTIF BERBASIS OBSERVASI LANGSUNG DAN PEER ASSESSMENT DI SEKOLAH DASAR

Abstract

Learning in elementary schools not only emphasizes cognitive aspects but also the

affective domain as an essential component in shaping students’ character and life

skills. This study aims to compare the effectiveness of affective scoring techniques

based on direct observation and peer assessment within the context of elementary

education. The study employed a literature review method to analyze and compare

the effectiveness of both techniques, covering aspects of assessment accuracy,

practicality of implementation, and the perceptions of teachers and students. The

analysis results indicate that the direct observation technique offers advantages in

terms of data accuracy, ease of implementation by teachers, and effectiveness in

monitoring students' behavior during the learning process. Meanwhile, peer

assessment is considered effective in fostering students' sense of social

responsibility, empathy, and self-reflection skills in peer-to-peer interactions. A

combination of both techniques is recommended as an ideal strategy to improve the

validity and reliability of affective assessments in elementary schools. Direct

observation can be focused on assessing attitudes in formal learning situations,

while peer assessment is applied to collaborative and social activities among

students. This study recommends enhancing teachers’ competencies in systematic

affective observation, providing assessment training for students, and developing

integrated affective assessment guidelines suitable for elementary school

characteristics.