domain pembelajaran (teks)
TRANSCRIPT
-
7/29/2019 Domain Pembelajaran (Teks)
1/3
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
-
7/29/2019 Domain Pembelajaran (Teks)
2/3
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.
-
7/29/2019 Domain Pembelajaran (Teks)
3/3
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.