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DOMAIN OBJEKTIF PSIKOMOTOR

Level Definition Example

1.Memerhati

Active mentalattending of aphysical event.

The learner observes a more experienced person in his/herperformance of the skill. Asked to observe sequences andrelationships and to pay particular attention to the finishedproduct. Direct observation may be supplemented by reading or

watching a video. Thus, the learner may read about the topic andthen watch a performance.

2. Meniru Attemptedcopying of aphysicalbehavior.

The learner begins to acquire the rudiments of the skill. Thelearner follows directions and sequences under close supervision.The total act is not important, nor is timing or coordinationemphasized. The learner is conscious of deliberate effort toimitate the model.

3.Mencuba

Trying a specificphysical activityover and over.

The entire sequence is performed repeatedly. All aspects of theact are performed in sequence. Conscious effort fades as theperformance becomes more or less habitual. Timing andcoordination are emphasized. Here, the person has acquired the

skill but is not an expert.4.Menyesuai

Fine tuning.Making minoradjustments inthe physicalactivity in orderto perfect it.

Perfection of the skill. Minor adjustments are made that influencethe total performance. Coaching often very valuable here. This ishow a good player becomes a better player.

DOMAIN OBJEKTIF AFEKTIF

ARAS DEFINISI CONTOH

1.MENERIMA

Being aware of or attendingto something in theenvironment

Individual would read a book passageabout civil rights.

2. BERTINDAKBALAS

Showing some newbehaviors as a result ofexperience

Individual would answer questions aboutthe book, read another book by the sameauthor, another book about civil rights,etc.

3.MENILAI

Showing some definiteinvolvement or commitment

The individual might demonstrate this byvoluntarily attending a lecture on civilrights.

4.MENGORGANISASI Integrating a new value intoone's general set of values,giving it some ranking amongone's general priorities

The individual might arrange a civil rightsrally.

5.MENGHAYATINILAI

Acting consistently with thenew value

The individual is firmly committed to thevalue, perhaps becoming a civil rightsleader.

DOMAIN OBJEKTIF KOGNITIF

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ARAS DEFINISI CONTOH TINGKAHLAKU

PENGETAHUAN

Student recalls orrecognizesinformation, ideas,and principles in the

approximate form inwhich they werelearned.

Recognize; MatchMemorize; RepeatSelec; Write; List;

Label; Name; State;Define

The student will define the6 levels of Bloom'staxonomy of the cognitive

domain.

KEFAHAMAN

Student translates,comprehends, orinterprets informationbased on priorlearning

Illustrate; GeneralizeExplain; SummarizeParaphrase; DescribeInterpret

The student will explain thepurpose of Bloom'staxonomy of the cognitivedomain.

APLIKASI

Student selects,transfers, and uses

data and principles tocomplete a problemor task with aminimum of direction.

Practice; Use;

Compute; Solve;Demonstrate; Apply;Construct; Transfer

The student will write an

instructional objective foreach level of Bloom'staxonomy.

ANALISIS

Studentdistinguishes,classifies, and relatesthe assumptions,hypotheses,evidence, or structure

of a statement orquestion.

Diagram; Debate;Examine; AnalyzeCategorize; CompareContrast; Separate

The student will compareand contrast the cognitiveand affective domains.

SINTISIS

Student originates,integrates, andcombines ideas into aproduct, plan orproposal that is newto him or her.

Plan; Formulate;Create; Design;Hypothesize; Invent;Develop

The student will formulatea classification scheme forwriting educationalobjectives that combines thecognitive, affective, andpsychomotor domains.

PENILAIAN

Student appraises,assesses, or critiques

on a basis of specificstandards andcriteria.

Evaluate; Assess;

Use; Judge;Recommend; Critique;Justify

The student will critique the

effectiveness of writingobjectives using Bloom'staxonomy.

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MASALAH PENULISAN OBJEKTIF

Problems Error Types Solutions

Too vast/complex

The objective is too broad in scopeor is actually more than oneobjective.

Use the ABCD method to identify eachdesired behavior or skill in order to breakobjectives apart.

No behaviorto evaluate

No true overt, observableperformance listed. Many objectives

using verbs like "comprehend" or"understand" may not includebehaviors to observe.

Determine what actions a student shoulddemonstrate in order for you to know of the

material has been learned.

Only topicsare listed

Describes instruction, notconditions. That is, the instructormay list the topic but not how he orshe expects the students to use theinformation.

Determine how students should use theinformation presented. Should it bememorized? Used as backgroundknowledge? Applied in a later project? Whatskills will students need?

VagueAssignmentOutcomes

The objective does not list thecorrect behavior, condition, and/ordegree, or they are missing.

Students may not sure of how tocomplete assignments becausethey are lacking specifics.

Determine parameters for your assignmentsand specify them for your students.