Teacher Competence in Planning Affective Learning in Elementary Education

Abstract

Students' values ​​and attitudes are related to the achievement of the affective domain in learning. Planning, implementing and evaluating learning is the job of a teacher/educator. As a learning planner, it is related to teacher competence in internalizing affective values ​​in the lesson planning process (RPP), which is the first step and guideline for implementing learning. As time goes by, the problem of values ​​that produce attitudes/actions has become an urgent matter to be resolved. Almost every day we are presented with news and direct incidents about students' bad behavior, even leading to criminal acts. So the aim of writing is to analyze teacher competence in planning affective learning at the basic education level. The method used is literature study, data is collected through text study and relevant research results. The research results show that teacher competence in planning affective learning is very important for creating affective learning in schools. These competencies include: 1) Mastering the characteristics of students from physical, moral, social, cultural, emotional and intellectual aspects, and 2) Developing a curriculum related to the subject or field of development taught, namely: a) Determining learning objectives by KKO, b) Developing types of affective material, c) Internalizing affective values ​​in learning experiences or learning method steps, and d) Selecting types of affective evaluation or assessment.