Aspects of interest based on Kartini Kartono are cognitive, affective and

APPENDIX 1

b. Aspects of interest based on Kartini Kartono are cognitive, affective and

desire. Kartini Kartono 1996: 112 states that all interest has three aspects; they are the cognitive aspect, affective aspect and desire. The cognitive aspect is based on the concepts children develop about the areas related to the interest. The cognitive aspect of children’s interest in school, for example, is based on concept of school as a place where they can learn and have opportunities for contact with their friends. It will be very different on the concept of school, which emphasized their activity by school rules. Students interest is tend to be egocentric, the cognitive aspects of this interest centered on what benefits and personal satisfaction they will give for them. So, cognitive aspect of interest is based on personal experiences and what is learnt in home, in school and community. Students will learnt what satisfy their needs and not. The former will then develop into interest and the later will not. The affective aspect of interest is expressed in attitudes toward the activities interest give rise to. Students who have a pleasant relationship with teachers usually develop favorable attitudes toward school. Although the two aspects are important, but the affective aspect is more important than the cognitive aspect. The affective aspect is plays a greater role in motivation action than the cognitive aspect and the affective aspect of interests tend to be more resistant to change. Halland and Malan 2003 write that the affective domain in education focuses on the feelings associated with learning. APPENDIX 1 1 Cognitive Aspect Cruicksank 1999: 135 states that Educational objectives in the cognitive domain cause learners to engage in intellectual tasks. For example, learners given certain information might be called on to recall, understand, apply, break down, combine, or judge that information. Thus, a learner might be expected to recall the sum of the angles of a triangle, to analyze the events surrounding Columbus’s Voyage to America in 1492, or to identify and discuss the themes found in Jane Austen’s novels. According to Bloom in Cruicksank 1999: 135, cognitive domain includes sis levels, ranging from simple to complex, or, from lower – to higher – order types of thinking. Each level consist of a knowledge, b comprehension, c application, d analysis, e synthesis, and f evaluation. 2 Affective Aspect Bloom in Cruicksank 1999: 136 calls a second type or domain or domain of learning outcomes affective. Bloom’ affective domain deals with attitudinal, emotional, and valuing goals for learners. Although teachers most often associate their instructional outcomes with the cognitive domain, almost all teachers try to promote some change in student affect. For example: most of teachers hop that their students come to enjoy and value the subject they teach, as well as learning in general. Bloom in Cruicksank 1999: 136 organizes the affective domain into five levels and again arranges them hierarchically. The five levels of the affective APPENDIX 1 domain and examples of each follow: a receivingattending, b responding, c valuing, d organization, and e characterization. 3 Desire Aspect According to Kartini Kartono 1996: 112, desire is having wish of something. It is a want to choose and realized the goal. Desire will be happened if supported by a need. Desire relates with the goal. Desire is one of the aspects of interest because it supports the increasing of interest. Desire is influenced by value, need, experience, skill, attitude, and habit. Abu Ahmadi and Widodo Supriyono 1998: 125 writes that desire is the inner stimulus consciously based on the consideration of affecting and cognitive domain caused the right activity in reaching the goal relates with the personal need. From the quotation above, desire means as the stimulus to act in the right way in order to reach the goal controlled by the mind. Desire is the stimulus of willingness to reach certain objectives and controlled by the consideration of attitude and mind Kartini Kartono: 1990: 104. There are some causes of desires: a the hard will to reach the goal, b the knowledge relates with the strategies to reach the goal, c energy and intelligent, and 4 the right energy in order to reach the goal Dimyati and Mujiono, 2002: 90.

3. The Types of Interest