TAKSONOMI TUJUAN PEMBELAJARAN

Dr. Sardianto MS., M.Si., M.Pd.

Dosen Pendidikan Fisika & Teknologi Pendidikan FKIP Universitas Sriwijaya

Tujuan Pembelajaran

Setelah melalui diskusi tanya jawab pada pelatihan ini, peserta pekerti mampu untuk : 1. Mendefinisikan tujuan pembelajaran.

2. Membedakan jenis-jenis tujuan dalam pendidikan.

3. Mendefinisikan domain cognitive, affective and psychomotor.

4. Memformulasikan tujuan pembelajaran dari ketiga domain tersebut.

WHAT IS AN……………?

Goals vs Objectives

• •

Course goals

 Describe the overall purpose of the course within the larger curriculum

Course objectives

 Break down goals into measurable behaviors that demonstrate competency  Ensure successful accomplishment of course goals

Characteristics of Goals

• • • • • Broad, vague General intentions or observations Intangible Abstract Cannot be validated

Characteristics of Learner Objectives

• • • • • • Narrow, limited Precise Concrete Measurable Competency based Always stated in terms of the learner

Characteristics (Qualities) of Objectives:

• • • • • RELEVANT : Conform to the needs of the learner and institutional objectives.

UNEQUIVOCAL: Clear action verbs are used.

FEASIBLE: available.

Be within the limit of time and resources OBSERVABLE: E.g. written, spoken, performed, etc.

MEASURABLE: E.g. rating, grading, marking, etc.

Alignment

Curriculum Goals Instructor Goals Objectives - Assessments & Teaching Strategies A1 A2 A3 A4 A5 Assignments A6 A7 Tom Cantu, Instructional Designer University of Maryland, Technology Enhanced Learning Group

Out of Alignment

Curriculum Goals Instructor Goals Objectives - Assessments & Teaching Strategies A1 A2 A3 A4 A5 Assignments A6 A7 Tom Cantu, Instructional Designer University of Maryland, Technology Enhanced Learning Group

LEARNING OBJECTIVES

Purpose of Writing Objectives

• • • Guide the development of instructional activities (choosing instructional material, content, media & method) Inform teachers & students of the desired competencies Guide the development of assessment and evaluations

Components of a SLO

• • • • Audience Content (Observable Behavior) Condition of performance Degree/criteria

Audience

• The learner – who will be doing the behavior  Undergraduate students  Graduate students  Professionals  Government personnel

Observable Behavior / Content

• What will the learner be able to do as a result of learning?

Example: ……… will diagnose anemia……..

Condition

• What are the conditions under which the learners must demonstrate their mastery of the objective?

Example: ….. On the basis of detailed hematological picture described in patient’s records.

Degree or Criteria

• What are the standards of acceptable performance - Quantity, quality, efficiency durability?

Example: …… in 100% of cases…..

Audience The students will be able to

Behavior/ Performance (obligatory) Condition (optional) What the learner is expected to be able to do, what is the learner doing when demonstrating achievement of the objective Identifies important condition (if any)of under which his performance is to occur.

Criteria (optional) Describe how well the learner meet perform in order to be considered acceptable.

Complete SLO

The student should be able to diagnose anemia in 100% of cases on the basis of a detailed hematological picture described in the patient’s records.

• • According to the domains of learning: 1.Cognitive domain 2.Affective domain 3.Psycomotor domain According to the level of objectives: 1. Institutional 2. Departmental 3. Specific Learning / Instructional Objective (SLO)

Taxonomy of Educational Domain

Taxonomy means 'a set of classification principles', or 'structure', and Domain simply means 'category‘.

The most well known description of learning domains was developed by Benjamin Bloom. It is known as :

“Bloom’s Taxonomy”

Domain Taxonomies

A taxonomy classifies information into a hierarchy of levels.

Domain taxonomies reveal that what educators want students to accomplish ( expressed by educational objectives) can be arranged into levels of complexity, and that those levels are best fulfilled sequentially.

The Three DOMAINS

Three Domains of Learning

•

Cognitive Domain “Thinking”

•

Affective Domain “Feeling”

•

Psychomotor Domain “Doing”

1. Cognitive domain

• • The mental or intellectual thinking behaviors demonstrated by an individual Bloom’s Taxonomy is an order of learning with six levels

DOMAINS OF EDUCATION

(Formulated by Bloom)

1. KNOWLEDGE

• • • • •

Recalling, Remembering, and Recognizing.

Emphasizing facts, information, and specifics. Involves remembering material in form very close to how it was originally presented.

Depends upon memorizing or identifying facts without asking beyond.

Peserta didik menjawab pertanyaan berdasarkan hapalan saja

Kemampuan mengetahui atau mengingat istilah, fakta, aturan, urutan, metode, dan sebagainya

2. COMPREHENSION

• • • • •

Describing and Explaining

Grasping the meaning and intent of the material.

Deals with content and involves ability to understand what is being communicated.

Peserta didik dituntut untuk menyatakan masalah dengan kata-katanya sendiri, memberi contoh suatu prinsip atau konsep.

Kemampuan menterjemahkan, menafsirkan, memperkirakan, memahami isi pokok, mengartikan tabel, dan sebagainya

3. APPLICATION

• • • • • •

Applying Information

Using what is remembered and comprehended.

Applies learning to real life, new, and/or concrete situations.

It is ability to use knowledge and learned material in meaningful ways.

Peserta didik dituntut untuk menerapkan prinsip dan konsep dalam suatu situasi yang baru Kemampuan memecahkan masalah, membuat bagan, menggunakan konsep, kaidah, prinsip, metoda, dan sebagainya

4. ANALYSIS

• • • • • •

Reasoning

Breaking material into parts and determining the relationships of these parts to each other and to the whole.

Analyzing Relationships

Taking one portion or piece at a time to clarify the overall idea.

Peserta didik diminta untuk menguraikan informasi ke dalam beberapa bagian, menemukan asumsi, membedakan fakta dan pendapat, dan menemukan hubungan sebab dan akibat.

Kemampuan memisahkan, membedakan, seperti merinci bagian-bagian, hubungan antara, dan sebagainya

5. SYNTHESIS

• • • • •

Creating

Putting together parts and elements into a new form.

Organizing ideas into new patterns and putting materials together in a structure which was not there before.

Peserta didik dituntut menghasilkan suatu cerita, komposisi, hipotesis, atau teorinya sendiri, dan mengsintesiskan pengetahuan

Kemampuan menyusun, seperti karangan, rencana, program kerja

6. EVALUATION

• • • •

Evaluating

Judging the values of ideas, methods, materials, procedures, and solutions by developing and/or using appropriate criteria.

Peserta didik mengevaluasi informasi, seperti bukti sejarah, editorial, teori-teori, dan termasuk di dalamnya melakukan judgement terhadap hasil analisis untuk membuat kebijakan.

Kemampuan menilai berdasar norma. Seperti menilai sebuah karangan.

Cognitive Domain Levels Creative Thinking Synthesis Critical Thinking Evaluation Analysis Application Comprehension Knowledge

KATA KERJA OPERASIONAL RANAH KOGNITIF

PENGETAHUAN (C.1) Menyebutkan Mendefinisikan Menunjukkan Menamai Menulis Menggambar Mengutip Menandai Mengingat PEMAHAMAN (C.2) Menjelaskan Menghitung Mengubah Membandingkan Menguraikan Membedakan Menjabarkan PENERAPAN (C.3) Mengurutkan Menentukan Menerapkan Memodifikasi Mengklasifikasi Menghitung Mengurutkan ANALISIS (C.4) Membedakan Menyeleksi Memilih Mendiagramkan Membagankan Memerinci Menyimpulkan SINTESIS (C.5) Mengkatagorikan Menyusun Menghubungkan Merancang Merekontruksi Merumuskan PENILAIAN (C.6) Membandingkan Menilai Menyimpulkan Memprediksi Merangkum Mengikhtisarkan Menafsirkan

2. Affective domain •

An individual’s emotions, attitudes, appreciations, interests, and/or values about “something” or someone

2. Affective domain

Affective: growth in feelings or emotional areas (Attitude) (feelings, emotions and behaviour, ie., attitude, or 'feel')

(1) Receiving : Merupakan tingkat afektif yang terendah, meliputi penerimaan secara pasif terhadap suatu masalah, situasi, gejala, nilai dan keyakinan. Misalnya mendengarkan dengan seksama penjelasan guru / dosen tentang energi dan panas

Kemampuan menjadi peka tentang sesuatu hal dan menerima sebagai adanya

(2) Responding : Merupakan bagian afektif yang meliputi keinginan dan kesenangan menanggapi atau merealisasikan sesuatu sesuai dengan nilai-nilai yang dianut masyarakat. Misalnya menyerahkan laporan praktikum/tugas tepat waktu.

Kerelaan memperhatikan dan berpartisipasi dalam suatu kegiatan

(3) Valuing : Mengacu pada nilai dan kepercayaan terhadap gejala atau stimulus tertentu. Reaksi-reaksi yang dapat muncul seperti menerima, menolak atau tidak menghiraukan. Misalnya menunjukkan rasa tanggung jawab terhadap alat-alat laboratorium yang dipakai waktu praktikum dan bersikap jujur dalam kegiatan pembelajaran.

Kemampuan memberi nilai dan menentukan sikap

(4) Organization : Meliputi konseptualisasi nilai-nilai menjadi satu sistem nilai. Sikap sikap yang membuat lebih konsisten dapat menimbulkan konflik konflik internal dan membentuk suatu sistem nilai internal. Sikap yang ditunjukkan misalnya mampu menimbang akibat positif dan negatifnya tentang kemajuan sains terhadap kehidupan umat manusia. Kemampuan membentuk sistem nilai sebagai pedoman hidup (5) Characterization : Merupakan keterpaduan semua sistem nilai yang telah dimiliki seseorang yang mempengaruhi pola kepribadian dan tingkah lakunya. Misalnya bersedia mengubah pendapat jika ditunjukkan bukti-bukti yang tidak mendukung pendapatnya.

Kemampuan menghayati nilai sehingga menjadi pegangan hidup

Psychomotor domain • Physical activities involving gross and/or fine motor skills, such as coordination, dexterity, strength, manipulation, and speed • Ranah psikomotor tampak dalam bentuk keterampilan manual fisik (skills) dan

kemampuan bertindak individu .

Psychomotor domain

Psychomotor: manual or physical skills (Skills) (manual and physical skills, ie., skills, or 'do')

Physicomotor Domain

Tinggi KREATIVITAS: Kemampuan Menciptakan pola baru PENYESUAIAN: Kemampuan mengubah dan mengatur kembali GERAKAN KOMPLEKS: Berketerampilan luwes, lancar, gesit, lincah GERAKAN TERBIASA: Keterampilan yang berpegang pada pola GERAKAN TERBIMBING: Kemampuan meniru contoh KESIAPAN: Kemampuan bersiap diri secara fisik Rendah PERSEPSI: Kemampuan memilah-milah dan kepekaan terhadap berbagai hal

Jenjang Tujuan Belajar Domain Psikomotor NATURALISASI : (1) Penampilan alamiah, (2) Efisiensi & Efektivitas gerak MERANGKAI : (1) Mengkoordinasikan gerak, (2) Konsistensi internal MEMANTAPKAN : (1) Mencermati penampilan, (2) Mengoreksi kesalahan MENERAPKAN : (1) Mengikuti petunjuk, (2) Menampilkan gerak MENIRU : (1) Mengamati, (2) Mencontoh gerak

Psychomotor Domain

• • • Gerakan refleks, gerakan yang tidak disadari. Keterampilan gerakan-gerakan dasar, yaitu gerakan yang menuntut kepada keterampilan yang sifatnya kompleks. Kemampuan perseptual, termasuk membedakan visual, auditif, motoris.

• • • Kemampuan dalam bidang fisik, misalnya kekuatan, keharmonisan dan ketepatan. Gerakan-gerakan skill,mulai dari keterampilan sederhana sampai kompleks.

Kemampuan yang berkenaan dengan

komunikasi, seperti gerakan ekspresif dan interpretatif.

• • • • • • Readiness : The learner should be in a state of mental, Physical and emotional readiness.

Observation : The learner shall observe the steps of CPR .

Perception : The learner shall become able to perform CPR.

Response : The learner shall perform effective CPR independently in hospital setup.

Adaptation : The learner shall perform CPR on victims of accident in the road side.

Organization : The learner shall modify CPR protocol to make it more effective.

Review

Cognitive Affective Behavioral

Thinking Head Feeling Doing Heart Hands

Level Knowledge Comprehen sion Application Analysis Synthesis Evaluation Cognitive Domain Levels Description Verbs

To recall or recognize information in some pre-arranged form.

To understand meaning of information based on prior learning.

Define List Describe Explain Interpret To utilize information to complete a task with limited direction.

Compute Solve Use To classify and relate assumptions or evidence.

Contrast Examine To integrate or combine ideas into a new product or plan.

Critique idea based on specific standards and criteria. Design Develop Organize Appraise Judge Justify

Level Receiving Responding Affective Domain Levels Description

Being aware of, or attending to something in the environment.

Showing some new behavior as a result of experience.

Verbs

Listen Notice Tolerate Comply Enjoy Follow

Valuing Organization Characterizatio n

Showing some definite involvement or commitment.

Integrating a new value into one's general set of values relative to other priorities.

Acting consistently with the new value; person is known by the value.

Carry out, Express Choose Consider Prefer Act on Depict Exemplify

Psychomotor Domain Levels Level Perceiving Patterning Accommodating Refining Varying Improvising Composing Description

Recognizing movement position or pattern.

Reproducing movement position or pattern.

Using or modifying movement position or pattern.

Demonstrating efficient control in performing pattern.

Performing movement pattern in different ways.

Originating novel movement or movement combinations.

Creating unique movement pattern.

Verbs

Listen Observe Imitate Practice Adjust Modify Improve Master Design Develop Construct Invent Create Invent

Types of objectives

2. According to level of objective: 1.Institutional (general) 2.Departmental (intermediate) 3.Specific instructional/behavioral 1.Institutional (general) E.g. At the end of training at medical college the medical graduate should be able to: Diagnose and perform first level management of acute emergencies promptly & efficiently.

2.Departmental (intermediate) E.g. At the end of the training in the Dept. of Medicine the students should be able to : Perform methods of first level management of acute emergencies in medicine.

3.Specific instructional (SLO)/behavioral E.g. At the end of the training sessions the students should be able to: Perform C.P.R. measures outside the hospital also without any access to modern resuscitative equipments.

TERIMA KASIH