GRADASI PERILAKU (TAKSONOMI) PADA KUR 2013

Kurikulum 2006 Kurikulum 2013

Creating
Characterizing/
Evaluating Actualizing Communicating Evaluating

Analyzing Organizing/
Internalizing Associating Analyzing

Applying Valuing Experi-

menting Applying

Under- Under-
standing Responding Questioning
standing
Knowing/ Knowing/
Remembering Accepting Observing
Remembering
Knowledge Attitude Skill Knowledge
(Bloom) (Krathwohl) (Dyers) (Bloom)
Perluasan dan pendalaman taksonomi dalam proses pencapaian kompetensi
Attitude (Krathwohl)
GRADASI (TAKSONOMI) KETERAMPILAN MENURUT
DAVE DAN SYMPSON

Naturalisasi
Orisinal
Alami
Artikulasi
Mahir
Presisi
Membiasaka
n
Manipulasi
Meniru,
Imitasi Kesiapan,
Persepsi

Dave Sympson
 Simpson 1966: The Psychomotor Domain
Levels 1: Perception
Where the learner merely identifies the need to perform a particular skill
in response to perceptual clues. (Dimana pelajar hanya mengidentifikasi kebutuhan untuk melakukan keterampilan
tertentu dalam menanggapi petunjuk persepsi)

Level 2: Set
When the learner is ready to act. (Ketika pelajar siap untuk bertindak)

Levels 3: Guided response

When the skill is performed immediately after a demonstration. (Ketika keterampilan ini dilakukan segera setelah
demonstrasi)

Level 4: Mechanism
When the skill has started to become habitual. (Ketika keterampilan telah mulai menjadi kebiasaan)

Level 5: Complex overt response

Characterized by an accurate and efficient performance of the skill. (Ditandai dengan kinerja yang akurat dan efisien
keterampilan)

Level 6: Adaptation
When the skill has been so well internalized that it can be adapted for different contexts and situations. (Ketika
keterampilan telah diinternalisasi dengan baik sehingga dapat diadaptasi untuk konteks dan situasi yang berbeda)

Level 7: Origination
Involves the creative development of new psychomotor skills. (Melibatkan pengembangan kreatif keterampilan
psikomotor baru)
Learning Objectives (Anderson, Krathwohl)
Learning Activities (Anderson, Krathwohl)
Assessment Strategy (Anderson, Krathwohl)
FIB (Formative Item Bank)
 Clark, Chopeta, 2004; Clark, Mayer, 2007

The Knowledge
Remember Understand Apply Analyze Evaluate Create
Dimension

Facts list paraphrase classify outline rank categorize

Concepts recall explains demonstrate contrast criticize modify

Processes outline estimate produce diagram defend design

Procedures reproduce give an example relate identify critique plan

Principles state converts solve differentiates conclude revise

Metacognitive proper use interpret discover infer predict actualize

DOMAIN LAIN