DOMAIN OBJEKTIF PSIKOMOTOR Level Definition 1. Active mental Memerhati attending of a physical event.

Example The learner observes a more experienced person in his/her performance of the skill. Asked to observe sequences and relationships and to pay particular attention to the finished product. Direct observation may be supplemented by reading or watching a video. Thus, the learner may read about the topic and then watch a performance. 2. Meniru Attempted The learner begins to acquire the rudiments of the skill. The copying of a learner follows directions and sequences under close supervision. physical The total act is not important, nor is timing or coordination behavior. emphasized. The learner is conscious of deliberate effort to imitate the model. 3. Trying a specific The entire sequence is performed repeatedly. All aspects of the Mencuba physical activity act are performed in sequence. Conscious effort fades as the over and over. performance becomes more or less habitual. Timing and coordination are emphasized. Here, the person has acquired the skill but is not an expert. 4. Fine tuning. Perfection of the skill. Minor adjustments are made that influence Menyesuai Making minor the total performance. Coaching often very valuable here. This is adjustments in how a good player becomes a better player. the physical activity in order to perfect it. DOMAIN OBJEKTIF AFEKTIF ARAS 1. MENERIMA 2. BERTINDAK BALAS DEFINISI Being aware of or attending to something in the environment Showing some new behaviors as a result of experience CONTOH Individual would read a book passage about civil rights.

Individual would answer questions about the book, read another book by the same author, another book about civil rights, etc. 3. Showing some definite The individual might demonstrate this by MENILAI involvement or commitment voluntarily attending a lecture on civil rights. 4. Integrating a new value into The individual might arrange a civil rights MENGORGANISASI one's general set of values, rally. giving it some ranking among one's general priorities 5. Acting consistently with the The individual is firmly committed to the MENGHAYATI new value value, perhaps becoming a civil rights NILAI leader.

DOMAIN OBJEKTIF KOGNITIF

ARAS

DEFINISI

CONTOH

TINGKAHLAKU

Student recalls or recognizes information, ideas, PENGETAHUAN and principles in the approximate form in which they were learned.

Recognize; Match Memorize; Repeat Selec; Write; List; Label; Name; State; Define

The student will define the 6 levels of Bloom's taxonomy of the cognitive domain.

KEFAHAMAN

APLIKASI

Student translates, Illustrate; Generalize comprehends, or Explain; Summarize interprets information Paraphrase; Describe based on prior Interpret learning Student selects, transfers, and uses Practice; Use; data and principles to Compute; Solve; complete a problem Demonstrate; Apply; or task with a Construct; Transfer minimum of direction.

The student will explain the purpose of Bloom's taxonomy of the cognitive domain. The student will write an instructional objective for each level of Bloom's taxonomy.

ANALISIS

Student distinguishes, classifies, and relates Diagram; Debate; the assumptions, The student will compare Examine; Analyze hypotheses, and contrast the cognitive Categorize; Compare evidence, or structure and affective domains. Contrast; Separate of a statement or question. Student originates, The student will formulate integrates, and Plan; Formulate; a classification scheme for combines ideas into a Create; Design; writing educational product, plan or Hypothesize; Invent; objectives that combines the proposal that is new Develop cognitive, affective, and to him or her. psychomotor domains. Student appraises, assesses, or critiques Evaluate; Assess; The student will critique the on a basis of specific Use; Judge; effectiveness of writing standards and Recommend; Critique; objectives using Bloom's criteria. Justify taxonomy.

SINTISIS

PENILAIAN

MASALAH PENULISAN OBJEKTIF Problems Too vast/ complex Error Types Solutions

The objective is too broad in scope Use the ABCD method to identify each or is actually more than one desired behavior or skill in order to break objective. objectives apart. No behavior No true overt, observable Determine what actions a student should to evaluate performance listed. Many objectivesdemonstrate in order for you to know of the using verbs like "comprehend" or material has been learned. "understand" may not include behaviors to observe. Only topics Describes instruction, not Determine how students should use the are listed conditions. That is, the instructor information presented. Should it be may list the topic but not how he or memorized? Used as background she expects the students to use the knowledge? Applied in a later project? What information. skills will students need? Vague The objective does not list the Determine parameters for your assignments Assignment correct behavior, condition, and/or and specify them for your students. Outcomes degree, or they are missing. Students may not sure of how to complete assignments because they are lacking specifics.