Berdasarkan versi RH Dave tentang Domain psikomotor ('Developing and Writing Behavioral Objectives', 1970. Dimodifikasi oleh Simpson, rronlund, dan kawankkawan.
Deskripsi Kategorikkategori Utama Domain Psikomotor
Contoh Kegiatan atau unjuk
kerja dan bukti yang terukur Kata kerja yang digunakan untuk menyatakan tujuan 1. Imitation – tahap awal dalam belajar
keterampilan yang kompleks, secara diam, setelah siswa menunjukkan kesiapan untuk melakukan suatu tindakan. Imitasi termasuk mengulangi kegiatan yang telah didemonstrasikan atau dijelaskan, dan ini meliputi tahap coba-coba hingga mencapai respon yang tepat.
Tingkah laku mengamati dan meniru orang lain. Unjuk kerja yang ditampilkan masih rendah kualitasnya.
Memperhatikan Guru dan mengulangi kegiatan dan proses yang dicontohkan.
Contoh: Mengkopi pekerjaan seni
Imitation – Mengikuti, memulai, membengkokkan, merakit (mengumpulkan), mencoba, melaksanakan, menyalin, mengkalibrasi, membangun, membedah, menduplikasi, mengikuti, meniru, bergerak, berlatih, melanjutkan, mengulangi, meniru, mereproduksi,
menjawab/merespon, mengelola, membuat sketsa, mulai, mencoba, relawan
2. Manipulation - seseorang terus berlatih dan mempraktekkan suatu keterampilan atau urutan tertentu hingga menjadi terbiasa dan mampu melakukan suatu pekerjaan dengan sedikit percaya dan kemampuan. Respon lebih kompleks daripada di tingkat sebelumnya, tetapi siswa tersebut masih belum "percaya akan dirinya sendiri."
Mampu melakukan kegiatan tertentu dengan mengikuti perintah dan berlatih.
Melaksanakan tugas yang diberikan melalui tulisan atau secara lisan
Contoh: Menciptakan pekerjaan sendiri, setelah mengikuti pelajaran atau membaca tulisan tentang pekerjaan tersebut.
Manipulation - (sama seperti imitasi), acquire, merakit, membangun, melengkapi, memajukan, mencipta kembali, menggunakan.
3. Precision - keahlian telah dicapai. Kecakapan (profisiensi) dibuktikan dengan unjuk kerja yang cepat, halus, dan akurat, dengan memerlukan tenaga
minimum. Respon (Tanggapan) yang diberikan sangat kompleks dan dilakukan tanpa ragu-ragu.
Refining, sudah lebih tepat. Hanya sedikit kesalahan.
Melakukan suatu tugas atau aktivitas dengan keahlian dan kualitas yang tinggi tanpa bantuan atau instruksi; dapat mendemonstrasikan kegiatan kepada siswa lainnya
Contoh: Bekerja dan Mengerjakan lagi sesuatu, jadi dapat dikatakan "Sangat tepat"
Precision - (sama seperti imitasi dan manipulasi), mencapai, menyelesaikan, memajukan, automatize, mengkalibrasi, melengkapi, mengontrol, mendemonstrasikan,
membedakan (melalui sentuhan), exceed, excel, menguasai, menyempurnakant, mencapai, refine menghaluskan,
menunjukkan, succeed, mengungguli, melampaui 4. Articulation – lebih tinggi dari tingkat presisi.
Keterampilan berkembang dengan baik
sehinggaseseorang dapat mengubah pola gerakan sesuai dengan persyaratan khusus atau untuk mencapai masalah situasi..
Menghubungkan dan menggabungkan kegiatan-kegiatan yang berkaitan dan mengembangkan metoda untuk memenuhi persyaratan
Articulation - mengadaptasi, alter, mengubah, mengkonstruksi, menggabung,
mengkoordinasikan,
Mengkoordinasikan serangkaian kegiatan , untuk mencapai konsistensi internal dan keharmonisan.
novel yang bervariasi Contoh: Membuat video yang di dalamnya terdapat musik, drama, pewarnaan, suara, dsb.
(facially), menformulasikan, mengintegrasikan, menguasai, memodifikasi, menyusun kembali, mengorganisasi ulang, merevisi, memecahkan, surpass, transcend
5. Naturalization – respon diberikan secara spontan. Siswa mulai bereksperimen , menciptakan cara memanipulasi bahan di luar pemahaman, kemampuan dan keterampilan yang dikembangkan. Seseorang bertindak ‘tanpa berpikir’.
creating new motor acts or ways of manipulating materials out of understandings, abilities, and skills developed. One acts "without thinking."
melakukan unjuk kerja level tinggi secara alamiah, tanpa perlu berpikir lama.
Having high level performance become natural, without needing to think much about it.
Menentukan tujuan, pendekatan dan strategi melakukan kegiatan untuk memenuhi kebutuhan strategis. (Define aim, approach and strategy for use of activities to meet strategic need)
Contoh: Michael Jordan bermain basket, Nancy Lopez memukul bola golf, dsb.
Naturalization – menyusun menggabungkan,
mengkomposisikan, mengkonstruksi, mencipta, mendesain, menemukan, mengelola, originate, mengelola proyek, refine, membuat spesifikasi, transcend
Ranah Psikomotor Dave di atas paling banyak dijadikan rujukan dan digunakan dalam menginterpretasikan ranah psikomotor. Dua orang lainnya, yaitu: Simpson's, and Harrow's. Diperlukan untuk mengeksplorasi dan memahami perbedaan interpretasi ketiga ranah Psikomotor tersebut. Masing-masingnya tentu memiliki perbedaan dan penggunaannya juga berbeda.
In my view the Dave model is adequate and appropriate for most adult training in the workplace. For young children, or for adults learning entirely new and challenging physical skills (which may require some additional attention to awareness and perception, and mental preparation), or for anyone learning skills which involve expression of feeling and emotion, then the Simpson or Harrow models can be more useful because they more specifically address these issues.
Simpson's version is particularly useful if you are taking adults out of their comfort zones, because it addresses sensory, perception (and by implication attitudinal) and preparation issues. For example anything fearsome or threatening, like emergency routines, conflict situations, tough physical tasks or conditions.
Harrow's version is particularly useful if you are developing skills which are intended ultimately to express, convey and/or influence feelings, because its final level specifically addresses the translation of bodily activities (movement, communication, body language, etc) into conveying feelings and emotion, including the effect on others. For example, public speaking, training itself, and high-level presentation skills.
The Harrow and Simpson models are also appropriate for other types of adult development. For example, teaching adults to run a difcult meeting, or make a parachute jump, will almost certainly warrant attention on sensory perception and awareness, and on preparing oneself mentally, emotionally, and physically. In such cases therefore, Simpson's or Harrow's model would be more appropriate than Dave's.
Ranah Psikomotor
Ranah Psikomotor mengacu pada penggunaan keterampilan motor dasar, koordinasi, dan gerakan fisik. Kelompok penelitian Bloom tidak mengembangkan kategori ranah ini secara mendalam dengan alas an karena kurangnya pengalaman mengajar keterampilan tersebut . Bloom's research group did not develop in-depth categories of this domain, claiming lack of experience in teaching these skills. Akan tetapi, Simpson (1972) mengembangkan tujuh kategori psikomotor untuk mendukung domain Bloom. developed seven psychomotor categories to support Bloom's domain.
Tingkah laku fisik tersebut dipelajari melalui latihan yang berulang-ulang. Kemampuan seseorang dalam
menampilkan keterampilan tersebut didasarkan pada presisi, kecepatan, jarak, dan teknik. These physical behaviors are learned through repetitive practice. A learner's ability to perform these skills is based on precision, speed, distance, and technique. (Clark, 1999).
http://www.businessballs.com/bloomstaxonomyoflearningdomains.htm#bloom's%20psychomotor%20domain 3. bloom's taxonomy - psychomotor domain - (physical - skills - 'do')
Domain psikootor ditentukan untuk perkembangan keterampilan yang berkaitan dengan gerakan fisik dan tugas-tugas manual,, akan tetapi domain ini juga meliputi keterampilan social dan bisnis modern seperti alat komunikasi dan pengoperasian IT, misalnya keterampilan yang berkaitan dengan keyboard dan tilpun, atau berbicara di depan umum. Jadi, keterampilan ‘motorik’ meluas hingga ke keterampilan fisik dan manual secara tradisional, oleh karena itu domain ini harus selalu digunakan walaupun kita pikir bahwa lingkungannya diliputi oleh domain Afektif dan Kognitif. Apapun situasi pelatihannya, Domain Psikomotor cukup signifikan. Domain psikomotor versi Dave sangat menonjol disini karena menurut pandangan saya domain versi Dave tersebut sangat relevan dan membantu dalam perkembangan kehidupan dan lingkungan kerja. Walaupun Domain Psikomotor yang disarankan Simson dan Harrow lebih relevan dan membantu untuk pelatihan dan perkembangan anak dewasa jenis tertentu, serta pengajaran dan perkembangan anak-anak dan remaja, oleh karena itu perlu dieksplor. Setiap versi memiliki kelebihan dan kekurangan
The Psychomotor Domain was ostensibly established to address skills development relating to manual tasks and physical movement, however it also concerns and covers modern day business and social skills such as
communications and operation IT equipment, for example telephone and keyboard skills, or public speaking. Thus, 'motor' skills extend beyond the originally traditionally imagined manual and physical skills, so always consider using this domain, even if you think your environment is covered adequately by the Cognitive and Affective Domains. Whatever the training situation, it is likely that the Psychomotor Domain is significant. The Dave version of the Psychomotor Domain is featured most prominently here because in my view it is the most relevant and helpful for work- and life-related development, although the Psychomotor Domains suggested by Simpson and Harrow are more relevant and helpful for certain types of adult training and development, as well as the teaching and development of young people and children, so do explore them all. Each has its uses and advantages. Dave's psychomotor domain taxonomy.
Taksonomi ranah psikomotor Simpson. Simpson's psychomotor domain taxonomy
Interpretasi Elizabeth Simson tentang domain Psikomotor berbeda dengan interpretasi Dave yaitu pada dua level tambahan sebelum level ‘imitasi’ dan ‘copy’
tercaup. Dengan demikian versi Simpson atau Harrow lebih cocok dibandingkan dengan model Dave terkait dengan perkembangan anak-anak muda.
psychomotor domain (Simpson) Lev
el Kategori atau ‘level’ Deskripsi Contoh kegiatan atau demonstrasi dan bukti yang harus diukur
Kata Kerja Operasional yang menjelaskan kegiatan yang akan diajarkan atau diukur di setiap level.
1 Perception
Kesadaran, kemampuan
menggunakan sensory cues untuk membimbing kegiatan fisik. Kemampuan untuk menggunakan sensory cues untuk mengarahkan kegiatan motorik. Hal ini dimulai dari stimulus sensor melalui pemilihan cues, hingga ke tahap translasi (penterjemahan). Awareness, the ability to use sensory cues to guide physical activity. The ability to use sensory cues to guide motor activity. This ranges from sensory stimulation, through cue selection, to translation.
menggunakan dan/atau memilih indera untuk menahan fakta (data) guna mengarahkan gerakan.
use and/or selection of senses to absorb data for guiding movement
Contoh: Mendeteksi isyarat dalam komunikasi non-verbal. Memperhitungkan dimana bola akan jatuh ketika dilempar dan kemudian bergerak ke tempat yang tepat untuk menangkap bola tersebut. Mengatur panas kompor ke suhu yang tepat dengan mencium dan mencicipi makanan. Mengatur ketinggian garpu pada forklift dengan membandingkan lokasi garpu dengan pallet.
Detects non-verbal communication cues. Estimate where a ball will land after it is thrown and then moving to the correct location to catch the ball. Adjusts heat of stove to correct temperature by smell and taste of food. Adjusts the height of the forks on a forklift by comparing where the forks are in relation to the pallet.
“Pada akhir program teater music, siswa dapat menghubungkan antara tipe music dengan gerakan tarian’
By the end of the music theatre program, students will be able to relate types of music to particular dance steps.”
memilih, mendeskripsikan, mendeteksi, membedakan, merasa, mendengar, mengidentifikasi, mengisolasi, mengenali, menghubungkan, memilah, memisah-misahkan, menyentuh. chooses, describes, detects, differentiates, distinguishes, feels, hears, identifies, isolates, notices, recognizes, relates, selects, separates, touches,
2 Set Kesiapan, yaitu kesiapan siswa untuk melakukan sesuatu. Kesiapan untuk melakukan sesuatu meliputi mental, fisik, dan emosi. Ketiganya merupakan disposisi yang
menentukan respon seseorang terhadap berbagai situasi. (kadang-kadang disebut pola pikir)
Readiness, a learner's readiness to act. Readiness to act. It includes mental, physical, and emotional
Persiapan mental, fisik, dan emosi sebelum melaksanakan tugas. mental, physical or emotional preparation before experience or task
Contoh: Mengetahui dan melakukan serangkaian kegiatan dalam proses manufaktur. Mengenal kemampuan dan keterbatasan seseorang. Menunjukkan keinginan untuk mempelajari sesuatu yang baru (motivasi).
CATATAN: Bagian dari Psikomotor ini sangat berkaitan dengan bagian dari “Merespon Fenomena” ranah Afektif. “Pada akhir program pendidikan fisik ini, siswa dapat
menyusun, memulai, memajang, menjelaskan, gets set, menggerakkan, menyiapkan, melanjutkan, memberi reaksi, menunjukkan, menyatakan, menyarankan, merespon/menanggapi, memulai.
sets. These three sets are dispositions that predetermine a person’s response to different situations (sometimes called mindsets).
mendemonstrasikan stance for batting a ball dengan tepat” Examples: Knows and acts upon a sequence of steps in a manufacturing process. Recognize one’s abilities and limitations. Shows desire to learn a new process (motivation). NOTE: This subdivision of Psychomotor is closely related with the "Responding to phenomena" subdivision of the Affective domain.
“By the end of the physical education program, students will be able to demonstrate the proper stance for batting a ball.”
3 Guided Response
Mencoba. Langkah awal dalam mempelajari keterampilan kompleks yang termasuk imitasi dan coba-coba. Ketepatan unjuk kerja diperoleh melalui latihan/praktek. Attempt. The early stages in learning a complex skill that includes imitation and trial and error. Adequacy of performance is achieved by practicing.
Meniru atau mengikuti instruksi, coba-coba. imitate or follow instruction, trial and error.
Contoh: Melakukan persamaan matetamik seperti yang didemonstrasikan. Mengikuti instruksi untuk membuat model. Merespon kode tangan yang dilakukan pengajar ketika belajar mengoperasikan forklift.
Performs a mathematical equation as demonstrated. Follows instructions to build a model. Responds hand-signals of instructor while learning to operate a forklift.
“Pada akhir program pendidikan fisik, siswa dapat melakukan ayunan golf seperti yang didemonstrasikan oleh instructor”. “By the end of the physical education program, students will be able to perform a golf swing as demonstrated by the instructor.”
Merakit, membangun, mengkalibrasi, mengkonstruksi, menyalin, dismantle, memamerkan, membedah,
mengencangkan, memasang, mengatur, mengikuti, menggiling/menggerinda, memanaskan, meniru, memanipulasi, mengukur, memperbaiki, mencampur, member reaksi, mereproduksi,
merespon, membuat sketsa, menjiplak, mencoba
assembles, builds, calibrates,
constructs, copies, dismantles, displays, dissects, fastens, fixes, follows, grinds, heats, imitates, manipulates, measures, mends, mixes, reacts, reproduces, responds sketches, traces, tries. 4 Mechanism Keahlian/kecakapan dasar,
kemampuan melakukan keterampilan motorik komplek. Ini merupakan langkah menengah dalam mempelajari keterampilan motorik komplek. Respon yang dipelajari sudah menjadi kebiasaan dan pergerakan dilakukan dengan cukup yakin dan cakap.
Merespon stimulus secara kompeten. competently respond to stimulus for action
Contoh: Menggunakan computer. Memperbaiki keran yang rusak. Mengendarai mobil.
Use a personal computer. Repair a leaking faucet. Drive a car. “Setelah program biologi selesai, siswa dapat merakit peralatan laboratorium untuk melakukan percobaan dengan tepat” “By the end of the biology program, students will be able to
merakit/memasang, bembangun, mengkalibrasi, melengkapi, mengkonstruksi, membongkar, memperlihatkan, mengencangkan, memasang, menggiling, memanaskan, membuat, memanipulasi, mengukur, memperbaiki, mencampur, mengelola, melakukan, membentuk, membuat sketsa.
basic proficiency, the ability to perform a complex motor skill. This is the intermediate stage in learning a complex skill. Learned responses have become habitual and the movements can be performed with some confidence and
proficiency. assemble laboratory equipment appropriate for experiments.”
completes, constructs, dismantles, displays, fastens, fixes, grinds, heats, makes, manipulates, measures, mends, mixes, organizes, performs, shapes, sketches.
lev
el Kategori atau 'level' Deskripsi Contoh kegiatan atau demonstrasi serta bukti yang dijadikan ukuran.
Kata Kerja Operasional yang menggambarkan kegiatan yang dilatihkan dan dijadikan ukuran di setiap level.
5 Complex Overt Response
Keahlian, langkah pertengahan dalam mempelajari keterampilan komplek.
Unjuk kerja kegiatan motoric yang terampil melibatkan pola-pola pergerakann yang komplek. Kecakapan ditunjukkan dengan adanya unjuk kerja yang cepat, tepat, dan unjuk kerja yang terkoordinasi, hanya membutuhkan sedikit tenaga (energy). Kategori ini termasuk melakukan pekerjaan tampa keragu-raguan, dan secara otomatis. Contoh: pemain tenis seringkali mengungkapkan rasa puasnya segera setelah berhasil memukul bola atau pemain sepakbola yg berhasil melempar bola, karena mereka dapat
mengatakan menurut perasaan hasil
Melaksanakan kegiatan yang komplek dengan mahir. Execute a complex process with expertise
Contoh: Memanuver mobil ke dalam tempat parkir parallel. Mengoperasikan computer dengan cepat dan tepat.
Menunjukkan kompetensinya sambil bermain piano
“pada akhir program kerja lapangan (di Industri), siswa dapat mendemonstrasikan penggunaan peralatan kerja kayu dengan benar di depan mahasiswa”
Examples: Maneuvers a car into a tight parallel parking spot. Operates a computer quickly and accurately. Displays competence while playing the piano.
“By the end of the industrial education program, students will be able to demonstrate proper use of woodworking tools to high school students.”
Merakit, membangun, mengkalibrasi, mengkonstruksi, mengkoordinasikan,
CATATAN: Kata-kata kunci sama seperti pada MECHANISM, tapi ditambah dengan kata keterangan dan kata sifat yang menunjukkan bahwa unjuk kerja tersebut lebih cepat, lebih baik, lebih akurat, dsb.
apa yang akan diperolehnya. expert proficiency, the intermediate stage of learning a complex skill. The skillful performance of motor acts that involve complex
movement patterns.
Proficiency is indicated by a quick, accurate, and highly coordinated performance, requiring a minimum of energy. This category includes performing without hesitation, and automatic performance. For example, players are often utter sounds of satisfaction or expletives as soon as they hit a tennis ball or throw a football, because they can tell by the feel of the act what the result will produce.
constructs, coordinates, demonstrates, dismantles, displays, dissects, fastens, fixes, grinds, heats, manipulates, measures, mends, mixes, organizes, sketches.
NOTE: The key words are the same as Mechanism, but will have adverbs or adjectives that indicate that the performance is quicker, better, more accurate, etc.
6 Adaptation
Kecakapan yang dapat diadaptasi, kemampuan siswa memodifikasi keterampilan motorik untuk disesuaikan dengan situasi yang baru.
Keterampilan dikembangkan dengan baik dan seseorang dapat memodifikasi pola pergerakan sesuai dengan yang dipersyaratkan. adaptable proficiency, a learner's ability to modify motor skills to fit a new situation.
Skills are well developed and the individual can modify movement patterns to fit special requirements.
Mengubah respon sesuai untuk memenuhi berbagai tantangan alter response to reliably meet varying challenges
Contoh: Secara efektif merespon pengalaman yang tidak diharapkan. Memodifikasi instruksi sesuai dengan kebutuhan siswa. Melaksanakan tugas dengan sebuah mesin yang sebenarnya tidak perlu dilakukan. (mesin tidak rusak dan tidak berbahaya untuk melaksanakan tugas baru).
Examples: Responds effectively to unexpected experiences. Modifies instruction to meet the needs of the learners. Perform a task with a machine that it was not originally intended to do (machine is not damaged and there is no danger in performing the new task).
“By the end of the industrial education program, students will be able to adapt their lessons on woodworking skills for disabled students.”
Mengadaptasi,
mengatur/menyesuaikan, mengubah, mengintegrasikan, menyusun kembali, mengorganisasikan lagi, merevisi, memecahkan permasalahan, membuat variasi.
adapts, adjusts, alters, changes, integrates, rearranges, reorganizes, revises, solves, varies.
kemampuan siswa menciptakan pola pergerakan baru. Menciptakan pola gerakan yang baru untuk menyesuaikan dengan situasi atau permasalahan tertentu. Hasil belajar menekankan pada kreatifitas berdasarkan pada keterampilan yang dikembangkan.
creative proficiency, a learner's ability to create new movement patterns.
Creating new movement patterns to fit a particular situation or specific problem. Learning outcomes emphasize creativity based upon highly developed skills.
yang terintegrasi.
develop and execute new integrated responses and activities Contoh: Membuat teori baru. Mengembangkan program pelatihan baru yang komprehensif / menyeluruh. Menciptakan kegiatan olahraga / senam yang dilakukan secara rutin. Examples: Constructs a new theory. Develops a new and comprehensive training programming. Creates a new gymnastic routine.
menggabungkan, mengkonstruksi, mendesain, memulai, menggambar ulang, mendeteksi permasalahan (trouble shoots),
arranges, builds, combines, composes, constructs, creates, designs, formulates, initiate, makes, modifies, originates, re-designs,
trouble-shoots.
Harrow's psychomotor domain taxonomy
Interpretasi Harrow tentang Domain Psikomotor sangat bias dengan perkembangan kesehatan fsik, kecekatan, kegesitan, dan control fsik ‘badan’, dengan level keahlian. Model Harlow tersebut lebih cocok untuk perkembangan keterampian dan gerakan tubuh anak-anak muda serta gerakan yang ekpresif dibandingkan dengan perkembangan keteramplan bermain keyboard.
Harrow's interpretation of the Psychomotor domain is strongly biased towards the development of physical ftness, dexterity and agility, and control of the physical 'body', to a considerable level of expertise. As such the Harrow model is more appropriate to the development of young children's bodily movement, skills, and expressive movement than, say, the development of a corporate trainee's keyboard skills. By the same token, the Harrow model would be perhaps more useful for the development of adult public speaking or artistic performance skills than Dave's or Simpson's, because the Harrow model focuses on the translation of physical and bodily activity into meaningful expression. The Harrow model is the only one of the three Psychomotor Domain versions which specifically implies emotional influence on others within the most expert level of bodily control, which to me makes it rather special.
Pilih kerangka kerja yang paling cocok dengan situasi anda, kebutuhan dan tujuan yang harus dicapai siswa . atau peserta. psychomotor domain (harrow)
level Kategori ataur 'level' Deskripsi Contoh kegiatan atau demonstrasi dan bukti fisik yang akan diukur.
Kata kerja operasional yang
menggambarkan kegiatan yang akan dilatihkan atau diukur
(pada masing-masing level)
1 Gerakan refleks (Involuntary Movement) involuntary reaction, Segmental, intersegmental, and suprasegmental reflexes.
Respon secara fisik dan menurut instink
respond physically instinctively
Memberikan reaksi react, respond
2 Basic Fundamental Movements
Gerakan dasar yang sederhana. Gerakan lokomotor, non-lokomotor, dan gerakan manipulatif.
basic simple movement. Locomotor movements, nonlocomotor movements, manipulative movements.
Mengubah posisi, gerak, menampilkan kegiatan yang sederhana
alter position, move, perform simple action
Menggenggam, berjalan, berdiri, melempar.
grasp, walk, stand, throw
3 Perceptual Abilities Respon dasar. Kinestetik, visual, auditory dan diskriminasi tactile dan
Menggunakan satu kemampuan untuk
kemampuan yang dikoordinasikan.
basic response. Kinesthetic, visual, auditory and tactile discrimination and coordinated abilities.
use than one ability in response to
different sensory perceptions catch, write, explore, distinguish using senses
4 Physical Abilities Fitness. Endurance, strength, stamina, flexibility, and agility.
Mengembangkan kekuatan,
develop strength, endurance, agility, control
endure, maintain, repeat, increase, improve, exceed
5 Skilled Movements
Pengoperasian yang komplek. Keterampilan adaptif yang sederhana, gabungan, dan kompleks.
complex operations. Simple, compound, and complex adaptive skills, advanced learned movements
Melaksanakan dan mengadaptasi pergerakan yang terintegrasi dan tingkat tinggi.
execute and adapt advanced, integrated movements
Menggerakkan, membangun, juggle, memainkan alat music, kerajinan drive, build, juggle, play a musical instrument, craft
6 Non-discursive Communication
Keluaran atau kegiatan yang ekspresif dan bermakna; gerakan yang interpretatif dan ekspresif, bahasa tubuh yang efektif.
meaningfully expressive activity or output; Expressive and interpretive movement, effective body language.
Kegiatan mengekspresikan interpretasi yang bermakna.
activity expresses meaningful interpretation
Mengekspresikan dan mengemukakan perasaan dan makna melalui gerakan dan tindakan.
express and convey feeling and meaning through movement and actions
The Affective Domain
http://www.humboldt.edu/~tha1/bloomtax.html & http://academic.udayton.edu/health/syllabi/health/lesson01b.htm
The Affective Domain addresses interests, attitudes, opinions, appreciations, values, and emotional sets. This domain includes the manner in which we deal with things emotionally, such as feelings, values, appreciation, enthusiasms, motivations, and attitudes. The Taxonomy is hierarchical (levels increase in difculty/sophistication) and cumulative (each level builds on and subsumes the ones below). The levels, in addition to clarifying instructional objectives, may be used to provide a basis for
questioning that ensures that students progress to the highest level of understanding. If the teaching purpose is to change attitudes/behavior rather than to transmit/process information, then the instruction should be structured to progress through the levels of the Affective Domain.
Level Category Description Examples Action Verbs
1 Menerima Siswa menghadiri fenomena atau stimulus (kegiatan di kelas, buku teks, music dll) secara pasif. Perhatian guru merupakan perhatian siswa yang difokuskan. Hasil yang diharapkan meliputi kesadaran anak terhadap keberadaan sesuatu. Penekanan pada kesadaran, keinginan untuk mendengar/menyimak, perhatian tertentu. The student passively attends to particular phenomena or stimuli [classroom activities, textbook, music, etc.] The teacher's concern is that the student's attention is focused. Intended outcomes include the pupil's awareness that a thing exists. Emphasis is on awareness, willingness to hear, selected attention.
Mendengar dengan penuh perhatian, menunjukkan kepekaan terhadap permasalahan social.
Listens attentively, shows sensitivity to social problems.
Mendengarkan orang lain dengan penuh hormat. Mendengar untuk mengingat nama-nama baru.
Listens to others with respect. Listens for and remembers the name of newly
“Pada akhir program pembelajaran tentang kewanitaan, siswa akan menyimak pandangan-pandanngan alternative terhadap isu-isu tertentu”
“By the end of the women's studies program, students will listen attentively to alternative views on select issues.”
Menghadiri, menerima, memberi nama, menunjuk, memilih, menghadiri , menjawab, menggunakan. Attends, accepts, asks, chooses, describes, follows, gives, holds, identifies, listens, locates, names, points to, selects, selectively attends to, replies, uses. 2 Responding Siswa berpartisipasi secara aktif. Murid tidak
hanya terdorong untuk menghadiri tapi juga memberi reaksi.
The student actively participates. The pupil not only attends to the stimulus but reacts in some way.
Penekanan pada partisipasi aktif siswa. Hasil
Menyelesaikan pekerjaan rumah, mentaati aturan, berpartisipasi dalam diskusi, menunjukkan perhatian pada pelajaran, senang membantu orang lain.
Completes homework, obeys rules, participates in class discussion, shows interest in subject, enjoys helping others. Melakukan presentasi. Menanyakan cita-cita, konsep, model (contoh) yang baru untuk dapat memahaminya. Mengetahu aturan
belajar memberi tekanan pada adanya respon, kemauan untuk memberi respon, atau kepuasan hati dalam merespon (motivasi).
Emphasis is on active participation on the part of the learners. Learning outcomes may emphasize compliance in responding, willingness to respond, or satisfaction in responding (motivation).
keselamatan kerja dan dapat mempraktekkannya.
Gives a presentation. Questions new ideals, concepts, models, in order to fully understand them. Knows safety rules and practices them.
“Pada akhir program pandidikan dasar, siswa dapat mengikuti PL 94 – 142”
“By the end of the elementary education program, students will able to comply with PL 94-142.”
menceriterakan, melaporkan, memilih, mengatakan, menulis, Menyampaikan secara sukarela.
Acclaims, aids, answers, applauds, approves, assists, complies, conforms, discusses, greets, helps, labels, performs, practices, presents, reads, recites, reports, selects, tells, writes, Volunteers.
3 Valuing Penghargaan seorang siswa terhadap benda, fenomena, atau tingkah laku tertentu. Mulai dari menerima hingga komitmen (contoh: menerima tanggung jawab terhadap kelompoknya) Sikap dan apresiasi.
The worth a student attaches to a particular object, phenomenon, or behavior. Ranges from acceptance to commitment (e.g., assumes responsibility for the functioning of a group). Attitudes and appreciation.
Pemberian penghargaan didasarkan pada internalisasi nilai-nilai khusus, sedangkan tanda-tanda penghargaan tersebut diberikan pada tingkah laku nyata dan dapat diidentifikasi. Valuing is based on the internalization of a set of specified values, while clues to these values are expressed in the learner’s overt behavior and are often identifiable.
Menunjukkan kepercayaan dalam proses demokrasi, menghargai peran ilmu pengetahuan alam dalam kehidupan sehari-hari, menunjukkan perhatian pada kesejahteraan orang lain, mendemonstrasikan pendekatan pemecahan masalah.
Demonstrates belief in democratic processes, appreciates the role of science in daily life, shows concern for others' welfare, demonstrates a problem-solving approach.
Memiliki kepekaan terhadap perbedaan budaya dan manusia (nilai keberagaman). Menunjukkan kemampuan memecahkan masalah. Mengajukan perencanaan mengadakan perbaikan social dan mengikuti komitmen. Menginformasikan manajemen masalah yang sangat dirasakan.
Is sensitive towards individual and cultural differences (value diversity). Shows the ability to solve problems. Proposes a plan to bring about social improvement and follows through with commitment. Informs management on strongly felt matters. “Pada akhir program ilmu pengetahuan politik, siswa dabat memberikan argumentasi dalam perdebatan”
“By the end of the political science program, students will be able
to debate numerous sides to an argument.” relinquishes, reports, selects, shares, studies, supports, works.
Level Category Description Examples Action Verbs
4 Organization Brings together different values, resolving conflicts among them, and starting to build an internally consistent value system--comparing, relating and synthesizing values and developing a philosophy of life.
Organizes values into priorities by contrasting different systems. The emphasis is on comparing, relating, and synthesizing values.
Recognizes the need for balance between freedom and responsible behavior, understands the role of systematic planning in solving problems; accepts responsibility for own behavior.
Explains the role of systematic planning in solving problems. Accepts professional ethical standards. Creates a life plan in harmony with abilities, interests, and beliefs. Prioritizes time effectively to meet the needs of the organization, family, and self. “By the end of the environmental studies program, students will be able to organize the conservation efforts of urban, suburban and rural communities.”
Accommodates, adheres, alters, arranges, balances, combines, compares, completes, defends, explains, formulates, generalizes, identifies, integrates, modifies, orders, organizes, prepares, relates, synthesizes.
At this level, the person has held a value system for a sufciently long time to control his/her behavior, has developed a characteristic "life style." Behavior is pervasive, consistent, predictable, and most importantly, characteristic of the learner. Instructional objectives are concerned with the student's general patterns of adjustment (personal, social, emotional).
Concerned with personal, social, and emotional adjustment: displays self reliance in working independently, cooperates in group activities (displays teamwork), maintains good health habits.
Uses an objective approach in problem solving. Displays a professional commitment to ethical practice on a daily basis. Revises judgments and changes behavior in light of new evidence. Values people for what they are, not how they appear.
“By the end of the counseling program, students will be able to objectively interpret evidence presented by clients during a therapy session.”
Acts, discriminates, displays, influences, interprets, listens, maintains objectivity modifies, performs, practices, proposes, qualifies, questions, respects, revises, serves, solves, uses evidence, verifies.
Reference
Krathwohl's Taxnomy of Affective Domain
Taksonomi ranah afektif dari Krathwohl yang lebih dikenal dengan taksonomi afektif. “Taksonomi diurutkan berdasarkan prinsip internalisasi. Internalisasi mengacu pada proses dimana pengaruh seseorang terhadap suatu obyek berjalan dari tingkat kesadaran umum hingga ke suatu titik dimana pengaruh (affect) terinternalisasi dan secara konsisten mengarahkan dan mengontrol tingkah laku.
Krathwohl's affective domain taxonomy is perhaps the best known of any of the affective taxonomies. "The taxonomy is ordered according to the principle of internalization. Internalization refers to the process whereby a person's affect toward an object passes from a general awareness level to a point where the affect is 'internalized' and consistently guides or controls the person's behavior (Seels & Glasgow, 1990, p. 28)."
Receiving
Yaitu menyadari atau sensitif terhadap keberadaan ide-ide, material, atau fenomena, dan mau bersikap toleran. Contoh termasuk: membedakan, menerima, mendengarkan, merespon.
is being aware of or sensitive to the existence of certain ideas, material, or phenomena and being willing to tolerate them. Examples include: to differentiate, to accept, to listen (for), to respond to.
Responding
is committed in some small measure to the ideas, materials, or phenomena involved by actively responding to them. Examples are: to comply with, to follow, to commend, to volunteer, to spend leisure time in, to acclaim.Valuing
is willing to be perceived by others as valuing certain ideas, materials, or phenomena. Examples include: to increase measured proficiency in, to relinquish, to subsidize, to support, to debate.Organization
is to relate the value to those already held and bring it into a harmonious and internally consistent philosophy. Examples are: to discuss, to theorize, to formulate, to balance, to examine.Krathwohl, D.R., Bloom, B.S., and Masia, B.B. (1964). Taxonomy of educational objectives: Handbook II: Afective domain. New York: David McKay Co.
Seels and Glasgow (1990). Exercises in instructional design. Columbus OH: Merrill Publishing Company.
Task Analysis
Harrow's Taxonomy of Psychomotor Domain
Taksonomi Anita Harrow untuk domain psikomotor diatur berdasarkan tingkat koordinasi termasuk respon yang otomatis (tanpa disengaja) ataupun yang dipelajari. Refleks yang sederhana dimulai pada level taksonomi paling bawah, sedangkan koordinasi otot saraf yang kompleks terjadi pada level paling tinggi.
Anita Harrow's taxonomy for the psychomotor domain is organized according to the degree of coordination including involuntary responses as well as learned capabilities. Simple reflexes begin at the lowest level of the taxonomy, while complex neuromuscular coordination make up the highest levels (Seels & Glasgow, 1990).
Reflex movements
are actions elicited without learning in response to some stimuli. Examples include: flexion, extension, stretch, postural adjustments.Basic fundamental
movement
are inherentmovement patterns which are formed by combining of reflex movements and are the basis for complex skilled movements. Examples are: walking, running, pushing, twisting, gripping, grasping,
manipulating.
Physical activities
require endurance, strength, vigor, and agility which produces a sound, efciently functioning body. Examples are: all activities which require a) strenuous effort for long periods of time; b) muscular exertion; c) a quick, wide range of motion at the hip joints; and d) quick, precise movements.Skilled movements
are the result of the acquisition of a degree of efciency when performing a complex task. Examples are: all skilled activities obvious in sports, recreation, and dance.Non-discursive communication
is communication through bodily movements ranging fromfacial expressions through sophisticated choreographics. Examples include: body postures, gestures, and facial expressions efciently executed in skilled dance movement and choreographics.
Harrow, A.J. (1972). A taxonomy of the psychomotor domain. New York: David McKay Co.
Seels and Glasgow (1990). Exercises in instructional design. Columbus OH: Merrill Publishing Company.
Task Analysis
Writing Student Learning Outcomes for CMU Programs
http://www.provost.cmich.edu/assessment/toolkit/writingoutcomes.htm
Writing Student Learning Outcomes for CMU Programs
When writing Student Learning Outcomes, the focus should be on observable outcomes and an “action verb” can provide that focus. Student Learning Outcomes usually begin with something like:
By the end of the secondary education program, students will be able to design curriculum and instruction appropriate for the cognitive development of all learners.
Design is the “action verb” in this example.
By the end of the chemistry program, students will be able to apply knowledge of ions, solutions and solubility to explain the formation and properties of homogeneous mixtures.
Apply and explain are the “action verbs” in this example.
Student Learning Outcomes should describe what students should know, be able to do and/or be like (dispositions) by the end of the defined program. These types of Student Learning Outcomes are typically linked to domains. The common domains of learning include cognitive, affective and psychomotor.
The affective domain includes a focus on students’ attitudes, values and dispositions. These outcomes are a little more difcult to measure; however, it is possible, and many disciplines are including these in their national standards (e.g., “Students will develop respect and understanding for people from all backgrounds and cultures and be able to engage in constructive discussion of significant social and ethical issues.” and as part of the General Education Requirements, “ Students will develop intellectual concerns to include a cross-cultural perspective through the study of diverse cultures”).
The Psychomotor Taxonomy focuses on the development of students’ physical abilities and skills. These Student Learning Outcomes may include performances, skill in a sport, typing skills, painting, playing an instrument, manipulating another person’s limbs during physical therapy and demonstrating a dissection…
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