Bloom's Taxonomy Psychomotor Domain (Suryana) Baru 2 Taksonomi DAVE

7/23/2019 Bloom's Taxonomy Psychomotor Domain (Suryana) Baru 2 Taksonomi DAVE

1/16

Berdasarkan versi RH Dave tentang Domain psikomotor ('Developing and Writing Behavioral Objectives', 1970.

Dimodifikasi oleh Simpson, Gronlund, dan kawan-kawan.

Deskripsi Kategori-kategori 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 danmempraktekkan 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 yangdiberikan melalui tulisan atau

secara lisan

Contoh: Menciptakan

pekerjaan sendiri, setelah

mengikuti pelajaran atau

membaca tulisan tentang

pekerjaan tersebut.

Manipulation- (sama sepertiimitasi), acquire, merakit,

membangun, melengkapi,

melaksanakan, melakukan,

menggapai, menangani,

mempertahankan,

mengimplementasikan,

meningkatkan, membuat,

memanipulasi, mengoperasikan,

menampilkan, memproduksi,

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 atauaktivitas 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 sesuaidengan persyaratan khusus atau untuk mencapai masalah

situasi..

Mengkoordinasikan serangkaian kegiatan , untuk

mencapai konsistensi internal dan keharmonisan.

Menghubungkan dan

menggabungkan kegiatan-

kegiatan yang berkaitan danmengembangkan metoda

untuk memenuhi persyaratan

novel yang bervariasi

Contoh:Membuat video yang

di dalamnya terdapat musik,

drama, pewarnaan, suara, dsb.

Articulation- mengadaptasi,

alter, mengubah, mengkonstruksi,

menggabung, mengkoordinasikan,mengembangkan, excel, express

(facially), menformulasikan,

mengintegrasikan, menguasai,

memodifikasi, menyusun kembali,

mengorganisasi ulang, merevisi,

memecahkan, surpass, transcend

5. Naturalization respon diberikan secara spontan. Menentukan tujuan, Naturalization menyusun

1


2/16

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.

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.

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 versionis 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 versionis 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 difficult 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.

http://coe.sdsu.edu/eet/articles/BloomsLD/index.htm

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 theseskills. Akan tetapi, Simpson (1972) mengembangkan tujuhkategori 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

2
http://www.businessballs.com/bloomstaxonomyoflearningdomains.htm#simpson's%20psychomotor%20domainhttp://www.businessballs.com/bloomstaxonomyoflearningdomains.htm#harrow's%20psychomotor%20domain%20taxonomyhttp://www.businessballs.com/bloomstaxonomyoflearningdomains.htm#harrow's%20psychomotor%20domain%20taxonomyhttp://coe.sdsu.edu/eet/articles/BloomsLD/index.htmhttp://coe.sdsu.edu/eet/articles/BloomsLD/start.htm#ClarkD1999http://www.businessballs.com/bloomstaxonomyoflearningdomains.htm#bloom's%20psychomotor%20domainhttp://www.businessballs.com/bloomstaxonomyoflearningdomains.htm#harrow's%20psychomotor%20domain%20taxonomyhttp://coe.sdsu.edu/eet/articles/BloomsLD/index.htmhttp://coe.sdsu.edu/eet/articles/BloomsLD/start.htm#ClarkD1999http://www.businessballs.com/bloomstaxonomyoflearningdomains.htm#bloom's%20psychomotor%20domainhttp://www.businessballs.com/bloomstaxonomyoflearningdomains.htm#simpson's%20psychomotor%20domain


3/16

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 danKognitif. 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 andhelpful 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

Dua level pertama yaitu Persepsi dan Set diasumsikan atau digabung dalam level pertama Dave yaitu Imitasi

dengan asumsi berkaitan dengan orang-orang yang sehat (yaitu orang dewasa bukan anak-anak muda), dan siapatau mempersiapkan diri merupakan bagian yang rutin diajarkan, dipelajari, atau diukur. Jika tidak demikian, versi

Simpson yang lebih komprehensif dapat digunakan untuk melihat bahwa tugas fisik dan pengembangannya sudah

tercaup. Dengan demikian versi Simpson atau Harrow lebih cocok dibandingkan dengan model Dave terkait dengan

perkembangan anak-anak muda.

Elizabeth Simpson's interpretation of the Psychomotor domain differs from Dave's chiefly because it contains extra

two levels prior to the initial imitation or copy stage. Arguably for certain situations, Simpson's first two levels,

'Perception' and 'Set' stage are assumed or incorporated within Dave's first 'Imitation' level, assuming that you are

dealing with fit and healthy people (probably adults rather than young children), and that 'getting ready' or 'preparing

oneself' is part of the routine to be taught, learned or measured. If not, then the more comprehensive Simpson

version might help ensure that these two prerequisites for physical task development are checked and covered. As

such, the Simpson model or the Harrow version is probably preferable than the Dave model for the development of

young children.

3


4/16

psychomotor domain (Simpson)

Lev

el

Kategori

atau levelDeskripsi 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 mengarahkankegiatan 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 meliputimental, 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

sets. These three sets are

dispositions that predetermine a

persons response to different

situations (sometimes called

mindsets).

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

mendemonstrasikan stance for batting a ball dengan tepat

Examples: Knows and acts upon a sequence of steps in a

manufacturing process. Recognize ones abilities and

limitations. Shows desire to learn a new process (motivation).

menyusun, memulai, memajang,

menjelaskan, gets set, menggerakkan,

menyiapkan, melanjutkan, memberireaksi, menunjukkan, menyatakan,

menyarankan, merespon/menanggapi,

memulai.

arranges, begins, displays, explains,

gets set, moves, prepares, proceeds,

reacts, shows, states, volunteers,

responds, starts,

4


5/16

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.

3Guided

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 belajarmengoperasikan 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 yangdipelajari sudah menjadi kebiasaan

dan pergerakan dilakukan dengan

cukup yakin dan cakap.

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.

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

assemble laboratory equipment appropriate for experiments.

merakit/memasang, bembangun,

mengkalibrasi, melengkapi,

mengkonstruksi, membongkar,

memperlihatkan, mengencangkan,

memasang, menggiling, memanaskan,

membuat, memanipulasi, mengukur,memperbaiki, mencampur, mengelola,

melakukan, membentuk, membuat

sketsa.

assembles, builds, calibrates,

completes, constructs, dismantles,

displays, fastens, fixes, grinds, heats,

makes, manipulates, measures, mends,

mixes, organizes, performs, shapes,

sketches.

5


6/16

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 hasilapa 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

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,

mendemonstrasikan, mengurai,

memamerkan, membedah,

mengencangkan, memasang,

menggerinda, memanaskan,

memanipulasikan, mengukur,

memperbaiki, mencampur,

mengorganisasikan, membuat

sketsa/gambar.

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.

assembles, builds, calibrates,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


7/16

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.

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.

7 Origination

Kecakapan/kemahiran yang kreatif,

kemampuan siswa menciptakan

pola pergerakan baru. Menciptakan

pola gerakan yang baru untuk

menyesuaikan dengan situasi ataupermasalahan 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.

Mengembangkan dan melaksanakan kegiatan dan respon baru

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.

Mengatur, menyusun, membangun,

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.

7


8/16

Adapted and simplified representation of Simpson's Psychomotor Domain ('The classification of educational objectives in the psychomotor domain', 1972). Elizabeth

Simpson seems actually to have first presented her Psychomotor Domain interpretation in 1966 in the Illinois Journal of Home Economics. Hence you may see the theory

attributed to either 1966 or 1972.

8


9/16

Harrow'spsychomotor domain taxonomy

Interpretasi Harrow tentang Domain Psikomotor sangat bias denganperkembangan kesehatan fisik, kecekatan, kegesitan, dan control fisik 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 towardsthedevelopment of physical fitness, 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' DeskripsiContoh kegiatan atau demonstrasi dan

bukti fisik yang akan diukur.

Kata kerja operasional yang

menggambarkan kegiatan yang akan

dilatihkan atau diukur

(pada masing-masing level)

1Gerakan 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

kemampuan yang

dikoordinasikan.

basic response. Kinesthetic,

Menggunakan satu kemampuan untuk

merespon berbagai persepsi sensor

use than one ability in response to

different sensory perceptions

Menangkap, menulis, mengeksplore,

membedakan dengan menggunakan

catch, write, explore, distinguish using

senses

9


10/16

visual, auditory and tactile

discrimination and coordinated

abilities.

4 Physical AbilitiesFitness. 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

Adapted and simplified representation of Harrow's Psychomotor Domain (1972). (Non-discursive means intuitively direct and well expressed.)

10


11/16

The Affective Domainhttp://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 difficulty/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 Verbs1 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,

menanyakan, memilih,

menguraikan, mengikuti,

memberi, memegang,

mengidentifikasi,

mendengan, menempatkan,

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

belajar memberi tekanan pada adanya respon,

kemauan untuk memberi respon, atau kepuasan

hati dalam merespon (motivasi).

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

keselamatan kerja dan dapat mempraktekkannya.

Gives a presentation. Questions new ideals, concepts, models, in

Menyatakan, membantu,

menjawab, menghargai,

membuktikan, menolong,

menuruti, menyesuaikan

diri, membahas, menyapa,

membantu, memberi nama,

melakukan, berlatih,

menyampaikan, membaca,

menceriterakan,

melaporkan, memilih,

mengatakan, menulis,

11
http://www.humboldt.edu/~tha1/bloomtax.htmlhttp://www.humboldt.edu/~tha1/bloomtax.htmlhttp://academic.udayton.edu/health/syllabi/health/lesson01b.htmhttp://www.humboldt.edu/~tha1/bloomtax.htmlhttp://academic.udayton.edu/health/syllabi/health/lesson01b.htm


12/16

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).

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.

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 areexpressed in the learners overt behavior and are

often identifiable.

Menunjukkan kepercayaan dalam proses demokrasi, menghargaiperan 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.

Membantu, menyelesaikan,berdebat,

mendemonstrasikan,

menyangkal, membedakan,

menjelaskan, mengikuti,

membentuk, meningkatkan

profesiensi, memulai,

mengundang, bergabung,

mengajukan, memberikan

alas an, mengusulkan,

memprotes, membaca,

melepaskan , melaporkan,

memilih, berbagi, belajar,

mendukung, bekerja.

Assists, completes, debates,

demonstrates, denies,

differentiates, explains,follows, forms, increases

proficiency in, initiates,

invites, joins, justifies,

proposes, protests, reads,

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,

Recognizes the need for balance between freedom and responsible

behavior, understands the role of systematic planning in solving

problems; accepts responsibility for own behavior.

Accommodates, adheres,

alters, arranges, balances,

combines, compares,

12


13/16

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.

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.

completes, defends,

explains, formulates,

generalizes, identifies,

integrates, modifies, orders,

organizes, prepares, relates,

synthesizes.

5 Internalizingvalues:

Characterizat

ion by a

Value or

Value

Complex

At this level, the person has held a value systemfor a sufficiently 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

1. Bengamin S. Bloom, Bertram B. Mesia, and David R. Krathwohl (1964). Taxonomy of Educational Objectives (two vols: The Affective Domain & The Cognitive

Domain). New York. David McKay

13


14/16

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 dansecara 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, ataufenomena, 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.

Respondingis committed insome 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.

Valuingis willing to be perceived by others as valuing certain ideas, materials, or phenomena. Examplesinclude: to increase measured proficiency in, to relinquish, to subsidize, to support, to debate.

Organizationis to relate the value to those already held and bring it into a harmonious and internallyconsistent philosophy. Examples are: to discuss, to theorize, to formulate, to balance, to examine.

Characterization by value or value setis to act consistently in accordance with thevalues he or she has internalized. Examples include: to revise, to require, to be rated high in the value, to avoid, to

resist, to manage, to resolve.

Krathwohl, D.R., Bloom, B.S., and Masia, B.B. (1964). Taxonomy of educational objectives: Handbook II: Affective

domain. New York: David McKay Co.

14


15/16

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 movementsareactions elicited without learning in

response to some stimuli. Examples

include: flexion, extension, stretch,

postural adjustments.

Basic fundamentalmovementare 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.

Perceptualrefers to interpretationof various stimuli that enable one to make adjustments to the environment. Visual, auditory, kinesthetic, or tactile

discrimination. Suggests cognitive as well as psychomotor behavior. Examples include: coordinated movementssuch as jumping rope, punting, or catching.

Physical activitiesrequire endurance, strength, vigor, and agility which produces a sound, efficientlyfunctioning 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.

15
http://classweb.gmu.edu/ndabbagh/Resources/IDKB/task_analysis.htmhttp://classweb.gmu.edu/ndabbagh/Resources/IDKB/task_analysis.htm


16/16

Skilled movementsare the result of the acquisition of a degree of efficiency when performing acomplex task. Examples are: all skilled activities obvious in sports, recreation, and dance.

Non-discursive communicationis communication through bodily movements ranging fromfacial expressions through sophisticated choreographics. Examples include: body postures, gestures, and facial

expressions efficiently 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 Programshttp://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 todesigncurriculum and instruction

appropriate for the cognitive development of all learners.

Designis the action verb in this example.

By the end of the chemistry program, students will be able toapplyknowledge of ions, solutions and solubility to

explainthe formation and properties of homogeneous mixtures.

Applyand explainare 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 difficult 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 StudentLearning Outcomes may include performances, skill in a sport, typing skills, painting, playing an instrument,

manipulating another persons limbs during physical therapy and demonstrating a dissection

Reference:

Gronlund, N.E. (2000). How to Write and Use Instructional Objectives. Upper Saddle River, NJ: Prentice-Hall,

Inc.

16
http://classweb.gmu.edu/ndabbagh/Resources/IDKB/task_analysis.htmhttp://www.provost.cmich.edu/assessment/toolkit/writingoutcomes.htmhttp://www.provost.cmich.edu/assessment/toolkit/writingoutcomes.htmhttp://classweb.gmu.edu/ndabbagh/Resources/IDKB/task_analysis.htmhttp://www.provost.cmich.edu/assessment/toolkit/writingoutcomes.htm

Bloom's Taxonomy Psychomotor Domain (Suryana) Baru 2 Taksonomi DAVE

Documents

Transcript of Bloom's Taxonomy Psychomotor Domain (Suryana) Baru 2 Taksonomi DAVE