BerdasarkanversiRHDavetentangDomainpsikomotor('DevelopingandWritingBehavioralObjectives',1970.

DimodifikasiolehSimpson,Gronlund,dankawankawan.
DeskripsiKategorikategoriUtamaDomain
Psikomotor

Katakerjayangdigunakan
untukmenyatakan
tujuan
1. Imitationtahapawaldalambelajarketerampilan
ImitationMengikuti,memulai,
yangkompleks,secaradiam,setelahsiswa
membengkokkan,merakit
MemperhatikanGurudan
menunjukkankesiapanuntukmelakukansuatu
(mengumpulkan),mencoba,
mengulangikegiatandan
tindakan.Imitasitermasukmengulangikegiatan
melaksanakan,menyalin,
yangtelahdidemonstrasikanataudijelaskan,danini prosesyangdicontohkan.
mengkalibrasi,membangun,
meliputitahapcobacobahinggamencapairespon
membedah,menduplikasi,
yangtepat.
mengikuti,meniru,bergerak,
berlatih,melanjutkan,mengulangi,
Contoh:Mengkopipekerjaan meniru,mereproduksi,
Tingkahlakumengamatidanmeniruoranglain.
seni
Unjukkerjayangditampilkanmasihrendah
menjawab/merespon,mengelola,
kualitasnya.
membuatsketsa,mulai,mencoba,
relawan
2.Manipulationseseorangterusberlatihdan
Manipulation(samaseperti
Melaksanakantugasyang
mempraktekkansuatuketerampilanatauurutantertentu diberikanmelaluitulisanatau imitasi),acquire,merakit,
hinggamenjaditerbiasadanmampumelakukansuatu secaralisan
membangun,melengkapi,
pekerjaandengansedikitpercayadankemampuan.
melaksanakan,melakukan,
Responlebihkompleksdaripadaditingkatsebelumnya,
menggapai,menangani,
tetapisiswatersebutmasihbelum"percayaakandirinya
mempertahankan,
sendiri."
mengimplementasikan,
Mampumelakukankegiatantertentudenganmengikuti Contoh:Menciptakan
meningkatkan,membuat,
pekerjaansendiri,setelah
perintahdanberlatih.
memanipulasi,mengoperasikan,
mengikutipelajaranatau
menampilkan,memproduksi,
membacatulisantentang
memajukan,menciptakembali,
pekerjaantersebut.
menggunakan.
3.Precisionkeahliantelahdicapai.Kecakapan
Precision(samasepertiimitasi
Melakukansuatutugasatau
(profisiensi)dibuktikandenganunjukkerjayangcepat,
danmanipulasi),mencapai,
aktivitasdengankeahliandan
halus,danakurat,denganmemerlukantenagaminimum. kualitasyangtinggitanpa
menyelesaikan,memajukan,
Respon(Tanggapan)yangdiberikansangatkompleks
automatize,mengkalibrasi,
bantuanatauinstruksi;dapat
dandilakukantanparaguragu.
mendemonstrasikankegiatan melengkapi,mengontrol,
mendemonstrasikan,membedakan
kepadasiswalainnya
(melaluisentuhan),exceed,excel,
Contoh:Bekerjadan
menguasai,menyempurnakant,
Refining,sudahlebihtepat.Hanyasedikitkesalahan.
Mengerjakanlagisesuatu,
mencapai,refinemenghaluskan,
jadidapatdikatakan"Sangat
menunjukkan,succeed,
tepat"
mengungguli,melampaui
Menghubungkandan
4.Articulationlebihtinggidaritingkatpresisi.
Articulationmengadaptasi,
menggabungkankegiatan
Keterampilanberkembangdenganbaik
alter,mengubah,mengkonstruksi,
sehinggaseseorangdapatmengubahpolagerakansesuai kegiatanyangberkaitandan menggabung,mengkoordinasikan,
denganpersyaratankhususatauuntukmencapaimasalah mengembangkanmetoda
mengembangkan,excel,express
untukmemenuhipersyaratan (facially),menformulasikan,
situasi..
novelyangbervariasi
mengintegrasikan,menguasai,
Contoh:Membuatvideoyang memodifikasi,menyusunkembali,
Mengkoordinasikanserangkaiankegiatan,untuk
mencapaikonsistensiinternaldankeharmonisan.
didalamnyaterdapatmusik, mengorganisasiulang,merevisi,
drama,pewarnaan,suara,dsb. memecahkan,surpass,transcend
5.Naturalizationrespondiberikansecaraspontan.

ContohKegiatanatauunjuk
kerjadanbuktiyangterukur

Menentukantujuan,

Naturalizationmenyusun

Siswamulaibereksperimen,menciptakancara
memanipulasibahandiluarpemahaman,kemampuan
danketerampilanyangdikembangkan.Seseorang
bertindaktanpaberpikir.
creatingnewmotoractsorwaysofmanipulating
materialsoutofunderstandings,abilities,andskills
developed.Oneacts"withoutthinking."

pendekatandanstrategi
melakukankegiatanuntuk
memenuhikebutuhan
strategis.(Defineaim,
approachandstrategyforuse
ofactivitiestomeetstrategic
need)

menggabungkan,
mengkomposisikan,
mengkonstruksi,mencipta,
mendesain,menemukan,
mengelola,originate,mengelola
proyek,refine,membuat
spesifikasi,transcend

melakukanunjukkerjaleveltinggisecaraalamiah,tanpa
Contoh:MichaelJordan
perluberpikirlama.
bermainbasket,NancyLopez
Havinghighlevelperformancebecomenatural,without
memukulbolagolf,dsb.
needingtothinkmuchaboutit.
RanahPsikomotorDavediataspalingbanyakdijadikanrujukandandigunakandalammenginterpretasikanranah
psikomotor.Duaoranglainnya,yaitu:Simpson's,andHarrow's.Diperlukanuntukmengeksplorasidanmemahami
perbedaaninterpretasiketigaranahPsikomotortersebut.Masingmasingnyatentumemilikiperbedaandan
penggunaannyajugaberbeda.
InmyviewtheDavemodelisadequateandappropriateformostadulttrainingintheworkplace.Foryoung
children,orforadultslearningentirelynewandchallengingphysicalskills(whichmayrequiresomeadditional
attentiontoawarenessandperception,andmentalpreparation),orforanyonelearningskillswhichinvolve
expressionoffeelingandemotion,thentheSimpsonorHarrowmodelscanbemoreusefulbecausetheymore
specificallyaddresstheseissues.
Simpson'sversionisparticularlyusefulifyouaretakingadultsoutoftheircomfortzones,becauseitaddresses
sensory,perception(andbyimplicationattitudinal)andpreparationissues.Forexampleanythingfearsomeor
threatening,likeemergencyroutines,conflictsituations,toughphysicaltasksorconditions.
Harrow'sversionisparticularlyusefulifyouaredevelopingskillswhichareintendedultimatelytoexpress,convey
and/orinfluencefeelings,becauseitsfinallevelspecificallyaddressesthetranslationofbodilyactivities(movement,
communication,bodylanguage,etc)intoconveyingfeelingsandemotion,includingtheeffectonothers.For
example,publicspeaking,trainingitself,andhighlevelpresentationskills.
TheHarrowandSimpsonmodelsarealsoappropriateforothertypesofadultdevelopment.Forexample,teaching
adultstorunadifficultmeeting,ormakeaparachutejump,willalmostcertainlywarrantattentiononsensory
perceptionandawareness,andonpreparingoneselfmentally,emotionally,andphysically.Insuchcasestherefore,
Simpson'sorHarrow'smodelwouldbemoreappropriatethanDave's.
http://coe.sdsu.edu/eet/articles/BloomsLD/index.htm
RanahPsikomotor
RanahPsikomotormengacupadapenggunaanketerampilanmotordasar,koordinasi,dangerakanfisik.Kelompok
penelitianBloomtidakmengembangkankategoriranahinisecaramendalamdenganalasankarenakurangnya
pengalamanmengajarketerampilantersebut.Bloom'sresearchgroupdidnotdevelopindepthcategoriesofthis
domain,claiminglackofexperienceinteachingtheseskills.Akantetapi,Simpson(1972)mengembangkantujuh
kategoripsikomotoruntukmendukungdomainBloom.developedsevenpsychomotorcategoriestosupportBloom's
domain.
Tingkahlakufisiktersebutdipelajarimelaluilatihanyangberulangulang.Kemampuanseseorangdalam
menampilkanketerampilantersebutdidasarkanpadapresisi,kecepatan,jarak,danteknik.Thesephysicalbehaviors
arelearnedthroughrepetitivepractice.Alearner'sabilitytoperformtheseskillsisbasedonprecision,speed,
distance,andtechnique.(Clark,1999).
http://www.businessballs.com/bloomstaxonomyoflearningdomains.htm#bloom's%20psychomotor%20domain

3.bloom'staxonomypsychomotordomain(physicalskills'do')
Domainpsikootorditentukanuntukperkembanganketerampilanyangberkaitandengangerakanfisikdantugas
tugasmanual,,akantetapidomaininijugameliputiketerampilansocialdanbisnismodernsepertialatkomunikasi
danpengoperasianIT,misalnyaketerampilanyangberkaitandengankeyboarddantilpun,atauberbicaradidepan
umum.Jadi,keterampilanmotorikmeluashinggakeketerampilanfisikdanmanualsecaratradisional,olehkarena
itudomaininiharusselaludigunakanwalaupunkitapikirbahwalingkungannyadiliputiolehdomainAfektifdan
Kognitif.Apapunsituasipelatihannya,DomainPsikomotorcukupsignifikan.DomainpsikomotorversiDavesangat
menonjoldisinikarenamenurutpandangansayadomainversiDavetersebutsangatrelevandanmembantudalam
perkembangankehidupandanlingkungankerja.WalaupunDomainPsikomotoryangdisarankanSimsondan
Harrowlebihrelevandanmembantuuntukpelatihandanperkembangananakdewasajenistertentu,sertapengajaran
danperkembangananakanakdanremaja,olehkarenaituperludieksplor.Setiapversimemilikikelebihandan
kekurangan
ThePsychomotorDomainwasostensiblyestablishedtoaddressskillsdevelopmentrelatingtomanualtasksand
physicalmovement,howeveritalsoconcernsandcoversmoderndaybusinessandsocialskillssuchas
communicationsandoperationITequipment,forexampletelephoneandkeyboardskills,orpublicspeaking.Thus,
'motor'skillsextendbeyondtheoriginallytraditionallyimaginedmanualandphysicalskills,soalwaysconsider
usingthisdomain,evenifyouthinkyourenvironmentiscoveredadequatelybytheCognitiveandAffective
Domains.Whateverthetrainingsituation,itislikelythatthePsychomotorDomainissignificant.TheDaveversion
ofthePsychomotorDomainisfeaturedmostprominentlyherebecauseinmyviewitisthemostrelevantand
helpfulforworkandliferelateddevelopment,althoughthePsychomotorDomainssuggestedbySimpsonand
Harrowaremorerelevantandhelpfulforcertaintypesofadulttraininganddevelopment,aswellastheteaching
anddevelopmentofyoungpeopleandchildren,sodoexplorethemall.Eachhasitsusesandadvantages.
Dave'spsychomotordomaintaxonomy.
TaksonomiranahpsikomotorSimpson.
Simpson'spsychomotordomaintaxonomy
InterpretasiElizabethSimsontentangdomainPsikomotorberbedadenganinterpretasiDaveyaitupadadualevel
tambahansebelumlevelimitasidancopy
DualevelpertamayaituPersepsidanSetdiasumsikanataudigabungdalamlevelpertamaDaveyaituImitasi
denganasumsiberkaitandenganorangorangyangsehat(yaituorangdewasabukananakanakmuda),dansiap
ataumempersiapkandirimerupakanbagianyangrutindiajarkan,dipelajari,ataudiukur.Jikatidakdemikian,versi
Simpsonyanglebihkomprehensifdapatdigunakanuntukmelihatbahwatugasfisikdanpengembangannyasudah
tercaup.DengandemikianversiSimpsonatauHarrowlebihcocokdibandingkandenganmodelDaveterkaitdengan
perkembangananakanakmuda.
ElizabethSimpson'sinterpretationofthePsychomotordomaindiffersfromDave'schieflybecauseitcontainsextra
twolevelspriortotheinitialimitationorcopystage.Arguablyforcertainsituations,Simpson'sfirsttwolevels,
'Perception'and'Set'stageareassumedorincorporatedwithinDave'sfirst'Imitation'level,assumingthatyouare
dealingwithfitandhealthypeople(probablyadultsratherthanyoungchildren),andthat'gettingready'or'preparing
oneself'ispartoftheroutinetobetaught,learnedormeasured.Ifnot,thenthemorecomprehensiveSimpson
versionmighthelpensurethatthesetwoprerequisitesforphysicaltaskdevelopmentarecheckedandcovered.As
such,theSimpsonmodelortheHarrowversionisprobablypreferablethantheDavemodelforthedevelopmentof
youngchildren.

psychomotordomain(Simpson)
Lev
el

Kategori
ataulevel

Perception

Set

Deskripsi

Kesadaran,kemampuan
menggunakansensorycuesuntuk
membimbingkegiatanfisik.
Kemampuanuntukmenggunakan
sensorycuesuntukmengarahkan
kegiatanmotorik.Halinidimulai
daristimulussensormelalui
pemilihancues,hinggaketahap
translasi(penterjemahan).
Awareness,theabilitytouse
sensorycuestoguidephysical
activity.Theabilitytousesensory
cuestoguidemotoractivity.This
rangesfromsensorystimulation,
throughcueselection,totranslation.

Kesiapan,yaitukesiapansiswa
untukmelakukansesuatu.Kesiapan
untukmelakukansesuatumeliputi
mental,fisik,danemosi.Ketiganya
merupakandisposisiyang
menentukanresponseseorang
terhadapberbagaisituasi.(kadang
kadangdisebutpolapikir)
Readiness,alearner'sreadinessto
act.Readinesstoact.Itincludes
mental,physical,andemotional
sets.Thesethreesetsare
dispositionsthatpredeterminea
personsresponsetodifferent
situations(sometimescalled
mindsets).

Contohkegiatanataudemonstrasidanbuktiyangharusdiukur
menggunakandan/ataumemilihinderauntukmenahanfakta
(data)gunamengarahkangerakan.
useand/orselectionofsensestoabsorbdataforguiding
movement
Contoh:Mendeteksiisyaratdalamkomunikasinonverbal.
Memperhitungkandimanabolaakanjatuhketikadilempardan
kemudianbergerakketempatyangtepatuntukmenangkapbola
tersebut.Mengaturpanaskomporkesuhuyangtepatdengan
menciumdanmencicipimakanan.Mengaturketinggiangarpu
padaforkliftdenganmembandingkanlokasigarpudengan
pallet.
Detectsnonverbalcommunicationcues.Estimatewhereaball
willlandafteritisthrownandthenmovingtothecorrect
locationtocatchtheball.Adjustsheatofstovetocorrect
temperaturebysmellandtasteoffood.Adjuststheheightofthe
forksonaforkliftbycomparingwheretheforksareinrelation
tothepallet.
Padaakhirprogramteatermusic,siswadapatmenghubungkan
antaratipemusicdengangerakantarian
Bytheendofthemusictheatreprogram,studentswillbeableto
relatetypesofmusictoparticulardancesteps.
Persiapanmental,fisik,danemosisebelummelaksanakantugas.
mental,physicaloremotionalpreparationbeforeexperienceor
task
Contoh:Mengetahuidanmelakukanserangkaiankegiatan
dalamprosesmanufaktur.Mengenalkemampuandan
keterbatasanseseorang.Menunjukkankeinginanuntuk
mempelajarisesuatuyangbaru(motivasi).
CATATAN:BagiandariPsikomotorinisangatberkaitan
denganbagiandariMeresponFenomenaranahAfektif.
Padaakhirprogrampendidikanfisikini,siswadapat
mendemonstrasikanstanceforbattingaballdengantepat

KataKerjaOperasionalyang
menjelaskankegiatanyangakan
diajarkanataudiukurdisetiaplevel.

memilih,mendeskripsikan,mendeteksi,
membedakan,merasa,mendengar,
mengidentifikasi,mengisolasi,
mengenali,menghubungkan,memilah,
memisahmisahkan,menyentuh.
chooses,describes,detects,
differentiates,distinguishes,feels,
hears,identifies,isolates,notices,
recognizes,relates,selects,separates,
touches,

menyusun,memulai,memajang,
menjelaskan,getsset,menggerakkan,
menyiapkan,melanjutkan,memberi
reaksi,menunjukkan,menyatakan,
menyarankan,merespon/menanggapi,
memulai.
arranges,begins,displays,explains,
getsset,moves,prepares,proceeds,
reacts,shows,states,volunteers,
responds,starts,

Examples:Knowsandactsuponasequenceofstepsina
manufacturingprocess.Recognizeonesabilitiesand
limitations.Showsdesiretolearnanewprocess(motivation).

NOTE:ThissubdivisionofPsychomotoriscloselyrelatedwith
the"Respondingtophenomena"subdivisionoftheAffective
domain.
Bytheendofthephysicaleducationprogram,studentswillbe
abletodemonstratetheproperstanceforbattingaball.
Meniruataumengikutiinstruksi,cobacoba.
imitateorfollowinstruction,trialanderror.

Guided
Response

Mencoba.Langkahawaldalam
mempelajariketerampilankompleks
yangtermasukimitasidancoba
coba.Ketepatanunjukkerja
diperolehmelaluilatihan/praktek.
Attempt.Theearlystagesin
learningacomplexskillthat
includesimitationandtrialand
error.Adequacyofperformanceis
achievedbypracticing.

Contoh:Melakukanpersamaanmatetamiksepertiyang
didemonstrasikan.Mengikutiinstruksiuntukmembuatmodel.
Meresponkodetanganyangdilakukanpengajarketikabelajar
mengoperasikanforklift.
Performsamathematicalequationasdemonstrated.Follows
instructionstobuildamodel.Respondshandsignalsof
instructorwhilelearningtooperateaforklift.
Padaakhirprogrampendidikanfisik,siswadapatmelakukan
ayunangolfsepertiyangdidemonstrasikanolehinstructor.
Bytheendofthephysicaleducationprogram,studentswillbe
abletoperformagolfswingasdemonstratedbytheinstructor.

Mechanism

Keahlian/kecakapandasar,
kemampuanmelakukan
keterampilanmotorikkomplek.
Inimerupakanlangkahmenengah
dalammempelajariketerampilan
motorikkomplek.Responyang
dipelajarisudahmenjadikebiasaan
danpergerakandilakukandengan
cukupyakindancakap.

basicproficiency,theabilityto
performacomplexmotorskill.
Thisistheintermediatestagein
learningacomplexskill.Learned
responseshavebecomehabitualand
themovementscanbeperformed
withsomeconfidenceand
proficiency.

Meresponstimulussecarakompeten.
competentlyrespondtostimulusforaction
Contoh:Menggunakancomputer.Memperbaikikeranyang
rusak.Mengendaraimobil.
Useapersonalcomputer.Repairaleakingfaucet.Driveacar.
Setelahprogrambiologiselesai,siswadapatmerakitperalatan
laboratoriumuntukmelakukanpercobaandengantepat
Bytheendofthebiologyprogram,studentswillbeableto
assemblelaboratoryequipmentappropriateforexperiments.

Merakit,membangun,mengkalibrasi,
mengkonstruksi,menyalin,dismantle,
memamerkan,membedah,
mengencangkan,memasang,mengatur,
mengikuti,menggiling/menggerinda,
memanaskan,meniru,memanipulasi,
mengukur,memperbaiki,mencampur,
memberreaksi,mereproduksi,
merespon,membuatsketsa,menjiplak,
mencoba
assembles,builds,calibrates,
constructs,copies,dismantles,displays,
dissects,fastens,fixes,follows,grinds,
heats,imitates,manipulates,measures,
mends,mixes,reacts,reproduces,
respondssketches,traces,tries.
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.

lev
el

Kategori
atau'level'

Complex
Overt
Response

Deskripsi
Keahlian,langkahpertengahan
dalammempelajariketerampilan
komplek.
Unjukkerjakegiatanmotoricyang
terampilmelibatkanpolapola
pergerakannyangkomplek.
Kecakapanditunjukkandengan
adanyaunjukkerjayangcepat,
tepat,danunjukkerjayang
terkoordinasi,hanyamembutuhkan
sedikittenaga(energy).Kategoriini
termasukmelakukanpekerjaan
tampakeraguraguan,dansecara
otomatis.Contoh:pemaintenis
seringkalimengungkapkanrasa
puasnyasegerasetelahberhasil
memukulbolaataupemain
sepakbolaygberhasilmelempar
bola,karenamerekadapat
mengatakanmenurutperasaanhasil
apayangakandiperolehnya.
expertproficiency,theintermediate
stageoflearningacomplexskill.
Theskillfulperformanceofmotor
actsthatinvolvecomplex
movementpatterns.
Proficiencyisindicatedbyaquick,
accurate,andhighlycoordinated
performance,requiringaminimum
ofenergy.Thiscategoryincludes
performingwithouthesitation,and
automaticperformance.For
example,playersareoftenutter

Contohkegiatanataudemonstrasisertabuktiyangdijadikan
ukuran.
Melaksanakankegiatanyangkomplekdenganmahir.
Executeacomplexprocesswithexpertise
Contoh:Memanuvermobilkedalamtempatparkirparallel.
Mengoperasikancomputerdengancepatdantepat.
Menunjukkankompetensinyasambilbermainpiano
padaakhirprogramkerjalapangan(diIndustri),siswadapat
mendemonstrasikanpenggunaanperalatankerjakayudengan
benardidepanmahasiswa
Examples:Maneuversacarintoatightparallelparkingspot.
Operatesacomputerquicklyandaccurately.Displays
competencewhileplayingthepiano.
Bytheendoftheindustrialeducationprogram,studentswill
beabletodemonstrateproperuseofwoodworkingtoolstohigh
schoolstudents.

KataKerjaOperasionalyang
menggambarkankegiatanyang
dilatihkandandijadikanukurandi
setiaplevel.
Merakit,membangun,mengkalibrasi,
mengkonstruksi,mengkoordinasikan,
mendemonstrasikan,mengurai,
memamerkan,membedah,
mengencangkan,memasang,
menggerinda,memanaskan,
memanipulasikan,mengukur,
memperbaiki,mencampur,
mengorganisasikan,membuat
sketsa/gambar.
CATATAN:Katakatakuncisama
sepertipadaMECHANISM,tapi
ditambahdengankataketerangandan
katasifatyangmenunjukkanbahwa
unjukkerjatersebutlebihcepat,lebih
baik,lebihakurat,dsb.
assembles,builds,calibrates,
constructs,coordinates,demonstrates,
dismantles,displays,dissects,fastens,
fixes,grinds,heats,manipulates,
measures,mends,mixes,organizes,
sketches.
NOTE:Thekeywordsarethesameas
Mechanism,butwillhaveadverbsor
adjectivesthatindicatethatthe
performanceisquicker,better,more
accurate,etc.

soundsofsatisfactionorexpletives
assoonastheyhitatennisballor
throwafootball,becausetheycan
tellbythefeeloftheactwhatthe
resultwillproduce.
Mengubahresponsesuaiuntukmemenuhiberbagaitantangan

Adaptation

Origination

Kecakapanyangdapatdiadaptasi,
kemampuansiswamemodifikasi
keterampilanmotorikuntuk
disesuaikandengansituasiyang
baru.
Keterampilandikembangkan
denganbaikdanseseorangdapat
memodifikasipolapergerakan
sesuaidenganyangdipersyaratkan.
adaptableproficiency,alearner's
abilitytomodifymotorskillstofita
newsituation.
Skillsarewelldevelopedandthe
individualcanmodifymovement
patternstofitspecialrequirements.

Kecakapan/kemahiranyangkreatif,
kemampuansiswamenciptakan
polapergerakanbaru.Menciptakan
polagerakanyangbaruuntuk
menyesuaikandengansituasiatau
permasalahantertentu.Hasilbelajar
menekankanpadakreatifitas
berdasarkanpadaketerampilanyang
dikembangkan.
creativeproficiency,alearner's
abilitytocreatenewmovement
patterns.
Creatingnewmovementpatternsto
fitaparticularsituationorspecific
problem.Learningoutcomes
emphasizecreativitybasedupon
highlydevelopedskills.

alterresponsetoreliablymeetvaryingchallenges
Contoh:Secaraefektifmeresponpengalamanyangtidak
diharapkan.Memodifikasiinstruksisesuaidengankebutuhan
siswa.Melaksanakantugasdengansebuahmesinyang
sebenarnyatidakperludilakukan.(mesintidakrusakdantidak
berbahayauntukmelaksanakantugasbaru).
Examples:Respondseffectivelytounexpectedexperiences.
Modifiesinstructiontomeettheneedsofthelearners.Performa
taskwithamachinethatitwasnotoriginallyintendedtodo
(machineisnotdamagedandthereisnodangerinperforming
thenewtask).

Mengadaptasi,
mengatur/menyesuaikan,mengubah,
mengintegrasikan,menyusunkembali,
mengorganisasikanlagi,merevisi,
memecahkanpermasalahan,membuat
variasi.
adapts,adjusts,alters,changes,
integrates,rearranges,reorganizes,
revises,solves,varies.

Bytheendoftheindustrialeducationprogram,studentswill
beabletoadapttheirlessonsonwoodworkingskillsfor
disabledstudents.

Mengembangkandanmelaksanakankegiatandanresponbaru
yangterintegrasi.
developandexecutenewintegratedresponsesandactivities
Contoh:Membuatteoribaru.Mengembangkanprogram
pelatihanbaruyangkomprehensif/menyeluruh.Menciptakan
kegiatanolahraga/senamyangdilakukansecararutin.
Examples:Constructsanewtheory.Developsanewand
comprehensivetrainingprogramming.Createsanewgymnastic
routine.

Mengatur,menyusun,membangun,
menggabungkan,mengkonstruksi,
mendesain,memulai,menggambar
ulang,mendeteksipermasalahan
(troubleshoots),
arranges,builds,combines,composes,
constructs,creates,designs,formulates,
initiate,makes,modifies,originates,re
designs,
troubleshoots.

AdaptedandsimplifiedrepresentationofSimpson'sPsychomotorDomain('Theclassificationofeducationalobjectivesinthepsychomotordomain',1972).Elizabeth
SimpsonseemsactuallytohavefirstpresentedherPsychomotorDomaininterpretationin1966intheIllinoisJournalofHomeEconomics.Henceyoumayseethetheory
attributedtoeither1966or1972.

Harrow'spsychomotordomaintaxonomy
InterpretasiHarrowtentangDomainPsikomotorsangatbiasdenganperkembangankesehatanfisik,kecekatan,kegesitan,dancontrolfisikbadan,denganlevel
keahlian.ModelHarlowtersebutlebihcocokuntukperkembanganketerampiandangerakantubuhanakanakmudasertagerakanyangekpresifdibandingkandengan
perkembanganketeramplanbermainkeyboard.
Harrow'sinterpretationofthePsychomotordomainisstronglybiasedtowardsthedevelopmentofphysicalfitness,dexterityandagility,andcontrolofthephysical
'body',toaconsiderablelevelofexpertise.AssuchtheHarrowmodelismoreappropriatetothedevelopmentofyoungchildren'sbodilymovement,skills,andexpressive
movementthan,say,thedevelopmentofacorporatetrainee'skeyboardskills.Bythesametoken,theHarrowmodelwouldbeperhapsmoreusefulforthedevelopmentof
adultpublicspeakingorartisticperformanceskillsthanDave'sorSimpson's,becausetheHarrowmodelfocusesonthetranslationofphysicalandbodilyactivityinto
meaningfulexpression.TheHarrowmodelistheonlyoneofthethreePsychomotorDomainversionswhichspecificallyimpliesemotionalinfluenceonotherswithinthe
mostexpertlevelofbodilycontrol,whichtomemakesitratherspecial.
Pilihkerangkakerjayangpalingcocokdengansituasianda,kebutuhandantujuanyangharusdicapaisiswa.ataupeserta.
psychomotordomain(harrow)
level

Kategoriataur'level'

Deskripsi

Gerakanrefleks(Involuntary
Movement)

involuntaryreaction,
Segmental,intersegmental,and
suprasegmentalreflexes.
Gerakandasaryangsederhana.
Gerakanlokomotor,non
lokomotor,dangerakan
manipulatif.
basicsimplemovement.
Locomotormovements,
nonlocomotormovements,
manipulativemovements.
Respondasar.Kinestetik,
visual,auditorydan
diskriminasitactiledan
kemampuanyang
dikoordinasikan.

BasicFundamentalMovements

PerceptualAbilities

Contohkegiatanataudemonstrasidan
buktifisikyangakandiukur.

Katakerjaoperasionalyang
menggambarkankegiatanyangakan
dilatihkanataudiukur
(padamasingmasinglevel)

Responsecarafisikdanmenurut
instink
respondphysicallyinstinctively

Memberikanreaksi
react,respond

Mengubahposisi,gerak,menampilkan
kegiatanyangsederhana
alterposition,move,performsimple
action

Menggenggam,berjalan,berdiri,
melempar.
grasp,walk,stand,throw

Menggunakansatukemampuanuntuk
meresponberbagaipersepsisensor

Menangkap,menulis,mengeksplore,
membedakandenganmenggunakan

usethanoneabilityinresponseto
differentsensoryperceptions

catch,write,explore,distinguishusing
senses

basicresponse.Kinesthetic,

visual,auditoryandtactile
discriminationandcoordinated
abilities.
Mengembangkankekuatan,
4

PhysicalAbilities

Fitness.Endurance,strength,
stamina,flexibility,andagility.

developstrength,endurance,agility,
control

endure,maintain,repeat,increase,
improve,exceed

Pengoperasianyangkomplek.
Keterampilanadaptifyang
Melaksanakandanmengadaptasi
sederhana,gabungan,dan
pergerakanyangterintegrasidan
Menggerakkan,membangun,juggle,
kompleks.
tingkattinggi.
memainkanalatmusic,kerajinan
5
SkilledMovements
complexoperations.Simple,
drive,build,juggle,playamusical
compound,andcomplex
executeandadaptadvanced,integrated instrument,craft
adaptiveskills,advanced
movements
learnedmovements
Keluaranataukegiatanyang
ekspresifdanbermakna;
gerakanyanginterpretatifdan
Mengekspresikandanmengemukakan
Kegiatanmengekspresikaninterpretasi
ekspresif,bahasatubuhyang
perasaandanmaknamelaluigerakandan
yangbermakna.
6
NondiscursiveCommunication efektif.
tindakan.
activityexpressesmeaningful
meaningfullyexpressive
expressandconveyfeelingandmeaning
interpretation
activityoroutput;Expressive
throughmovementandactions
andinterpretivemovement,
effectivebodylanguage.
AdaptedandsimplifiedrepresentationofHarrow'sPsychomotorDomain(1972).(Nondiscursivemeansintuitivelydirectandwellexpressed.)

10

TheAffectiveDomain
http://www.humboldt.edu/~tha1/bloomtax.html

&

http://academic.udayton.edu/health/syllabi/health/lesson01b.htm

TheAffectiveDomainaddressesinterests,attitudes,opinions,appreciations,values,andemotionalsets.Thisdomainincludesthemannerinwhichwedealwiththings
emotionally,suchasfeelings,values,appreciation,enthusiasms,motivations,andattitudes.TheTaxonomyishierarchical(levelsincreaseindifficulty/sophistication)and
cumulative(eachlevelbuildsonandsubsumestheonesbelow).Thelevels,inadditiontoclarifyinginstructionalobjectives,maybeusedtoprovideabasisfor
questioningthatensuresthatstudentsprogresstothehighestlevelofunderstanding.Iftheteachingpurposeistochangeattitudes/behaviorratherthantotransmit/process
information,thentheinstructionshouldbestructuredtoprogressthroughthelevelsoftheAffectiveDomain.
Level
Category
Description
Examples
ActionVerbs
Menerima
1
Siswamenghadirifenomenaataustimulus
Mendengardenganpenuhperhatian,menunjukkankepekaan
Menghadiri,menerima,
(kegiatandikelas,bukuteks,musicdll)secara
terhadappermasalahansocial.
menanyakan,memilih,
pasif.Perhatiangurumerupakanperhatiansiswa Listensattentively,showssensitivitytosocialproblems.
menguraikan,mengikuti,
yangdifokuskan.Hasilyangdiharapkanmeliputi
memberi,memegang,
kesadarananakterhadapkeberadaansesuatu.
Mendengarkanoranglaindenganpenuhhormat.Mendengaruntuk mengidentifikasi,
Penekananpadakesadaran,keinginanuntuk
mengingatnamanamabaru.
mendengan,menempatkan,
mendengar/menyimak,perhatiantertentu.
memberinama,menunjuk,
Listenstootherswithrespect.Listensforandremembersthe
memilih,menghadiri,
Thestudentpassivelyattendstoparticular
nameofnewly
menjawab,menggunakan.
phenomenaorstimuli[classroomactivities,
Attends,accepts,asks,
textbook,music,etc.]Theteacher'sconcernis
Padaakhirprogrampembelajarantentangkewanitaan,siswa
chooses,describes,follows,
thatthestudent'sattentionisfocused.Intended
akanmenyimakpandanganpandannganalternativeterhadapisu
gives,holds,identifies,
outcomesincludethepupil'sawarenessthata
isutertentu
listens,locates,names,
thingexists.Emphasisisonawareness,
Bytheendofthewomen'sstudiesprogram,studentswilllisten
pointsto,selects,selectively
willingnesstohear,selectedattention.
attentivelytoalternativeviewsonselectissues.
attendsto,replies,uses.
2

Responding

Siswaberpartisipasisecaraaktif.Muridtidak
hanyaterdoronguntukmenghadiritapijuga
memberireaksi.
Thestudentactivelyparticipates.Thepupilnot
onlyattendstothestimulusbutreactsinsome
way.
Penekananpadapartisipasiaktifsiswa.Hasil
belajarmemberitekananpadaadanyarespon,
kemauanuntukmemberirespon,ataukepuasan
hatidalammerespon(motivasi).

Menyelesaikanpekerjaanrumah,mentaatiaturan,berpartisipasi
dalamdiskusi,menunjukkanperhatianpadapelajaran,senang
membantuoranglain.
Completeshomework,obeysrules,participatesinclass
discussion,showsinterestinsubject,enjoyshelpingothers.
Melakukanpresentasi.Menanyakancitacita,konsep,model
(contoh)yangbaruuntukdapatmemahaminya.Mengetahuaturan
keselamatankerjadandapatmempraktekkannya.
Givesapresentation.Questionsnewideals,concepts,models,in

Menyatakan,membantu,
menjawab,menghargai,
membuktikan,menolong,
menuruti,menyesuaikan
diri,membahas,menyapa,
membantu,memberinama,
melakukan,berlatih,
menyampaikan,membaca,
menceriterakan,
melaporkan,memilih,
mengatakan,menulis,

11

Emphasisisonactiveparticipationonthepartof
thelearners.Learningoutcomesmayemphasize
complianceinresponding,willingnessto
respond,orsatisfactioninresponding
(motivation).

Valuing

Penghargaanseorangsiswaterhadapbenda,
fenomena,atautingkahlakutertentu.Mulaidari
menerimahinggakomitmen(contoh:menerima
tanggungjawabterhadapkelompoknya)Sikap
danapresiasi.
Theworthastudentattachestoaparticular
object,phenomenon,orbehavior.Rangesfrom
acceptancetocommitment(e.g.,assumes
responsibilityforthefunctioningofagroup).
Attitudesandappreciation.
Pemberianpenghargaandidasarkanpada
internalisasinilainilaikhusus,sedangkantanda
tandapenghargaantersebutdiberikanpada
tingkahlakunyatadandapatdiidentifikasi.
Valuingisbasedontheinternalizationofasetof
specifiedvalues,whilecluestothesevaluesare
expressedinthelearnersovertbehaviorandare
oftenidentifiable.

Level

Category

Organization

Description
Bringstogetherdifferentvalues,resolving
conflictsamongthem,andstartingtobuildan
internallyconsistentvaluesystemcomparing,

ordertofullyunderstandthem.Knowssafetyrulesandpractices
them.
Padaakhirprogrampandidikandasar,siswadapatmengikutiPL
94142
Bytheendoftheelementaryeducationprogram,studentswill
abletocomplywithPL94142.

Menunjukkankepercayaandalamprosesdemokrasi,menghargai
peranilmupengetahuanalamdalamkehidupanseharihari,
menunjukkanperhatianpadakesejahteraanoranglain,
mendemonstrasikanpendekatanpemecahanmasalah.
Demonstratesbeliefindemocraticprocesses,appreciatestherole
ofscienceindailylife,showsconcernforothers'welfare,
demonstratesaproblemsolvingapproach.
Memilikikepekaanterhadapperbedaanbudayadanmanusia(nilai
keberagaman).Menunjukkankemampuanmemecahkanmasalah.
Mengajukanperencanaanmengadakanperbaikansocialdan
mengikutikomitmen.Menginformasikanmanajemenmasalah
yangsangatdirasakan.
Issensitivetowardsindividualandculturaldifferences(value
diversity).Showstheabilitytosolveproblems.Proposesaplanto
bringaboutsocialimprovementandfollowsthroughwith
commitment.Informsmanagementonstronglyfeltmatters.
Padaakhirprogramilmupengetahuanpolitik,siswadabat
memberikanargumentasidalamperdebatan
Bytheendofthepoliticalscienceprogram,studentswillbeable
todebatenumeroussidestoanargument.
Examples
Recognizestheneedforbalancebetweenfreedomandresponsible
behavior,understandstheroleofsystematicplanninginsolving
problems;acceptsresponsibilityforownbehavior.

Menyampaikansecara
sukarela.
Acclaims,aids,answers,
applauds,approves,assists,
complies,conforms,
discusses,greets,helps,
labels,performs,practices,
presents,reads,recites,
reports,selects,tells,writes,
Volunteers.
Membantu,menyelesaikan,
berdebat,
mendemonstrasikan,
menyangkal,membedakan,
menjelaskan,mengikuti,
membentuk,meningkatkan
profesiensi,memulai,
mengundang,bergabung,
mengajukan,memberikan
alasan,mengusulkan,
memprotes,membaca,
melepaskan,melaporkan,
memilih,berbagi,belajar,
mendukung,bekerja.
Assists,completes,debates,
demonstrates,denies,
differentiates,explains,
follows,forms,increases
proficiencyin,initiates,
invites,joins,justifies,
proposes,protests,reads,
relinquishes,reports,selects,
shares,studies,supports,
works.
ActionVerbs
Accommodates,adheres,
alters,arranges,balances,
combines,compares,

12

relatingandsynthesizingvaluesanddeveloping
aphilosophyoflife.
Organizesvaluesintoprioritiesbycontrasting
differentsystems.Theemphasisison
comparing,relating,andsynthesizingvalues.

Explainstheroleofsystematicplanninginsolvingproblems.
Acceptsprofessionalethicalstandards.Createsalifeplanin
harmonywithabilities,interests,andbeliefs.Prioritizestime
effectivelytomeettheneedsoftheorganization,family,andself.

completes,defends,
explains,formulates,
generalizes,identifies,
integrates,modifies,orders,
organizes,prepares,relates,
synthesizes.

Bytheendoftheenvironmentalstudiesprogram,studentswill
beabletoorganizetheconservationeffortsofurban,suburbanand
ruralcommunities.
5

Internalizing
values:
Characterizat
ionbya
Valueor
Value
Complex

Atthislevel,thepersonhasheldavaluesystem
forasufficientlylongtimetocontrolhis/her
behavior,hasdevelopedacharacteristic"life
style."Behaviorispervasive,consistent,
predictable,andmostimportantly,characteristic
ofthelearner.Instructionalobjectivesare
concernedwiththestudent'sgeneralpatternsof
adjustment(personal,social,emotional).

Concernedwithpersonal,social,andemotionaladjustment:
displaysselfrelianceinworkingindependently,cooperatesin
groupactivities(displaysteamwork),maintainsgoodhealth
habits.
Usesanobjectiveapproachinproblemsolving.Displaysa
professionalcommitmenttoethicalpracticeonadailybasis.
Revisesjudgmentsandchangesbehaviorinlightofnewevidence.
Valuespeopleforwhattheyare,nothowtheyappear.
Bytheendofthecounselingprogram,studentswillbeableto
objectivelyinterpretevidencepresentedbyclientsduringa
therapysession.

Acts,discriminates,
displays,influences,
interprets,listens,maintains
objectivitymodifies,
performs,practices,
proposes,qualifies,
questions,respects,revises,
serves,solves,uses
evidence,verifies.

Reference
1.BengaminS.Bloom,BertramB.Mesia,andDavidR.Krathwohl(1964).TaxonomyofEducationalObjectives(twovols:TheAffectiveDomain&TheCognitive
Domain).NewYork.DavidMcKay

13

Krathwohl'sTaxnomyofAffectiveDomain
TaksonomiranahafektifdariKrathwohlyanglebihdikenaldengantaksonomiafektif.Taksonomidiurutkan
berdasarkanprinsipinternalisasi.Internalisasimengacupadaprosesdimanapengaruhseseorangterhadapsuatu
obyekberjalandaritingkatkesadaranumumhinggakesuatutitikdimanapengaruh(affect)terinternalisasidan
secarakonsistenmengarahkandanmengontroltingkahlaku.
Krathwohl'saffectivedomaintaxonomyisperhapsthebestknownofanyoftheaffectivetaxonomies."The
taxonomyisorderedaccordingtotheprincipleofinternalization.Internalizationreferstotheprocesswherebya
person'saffecttowardanobjectpassesfromageneralawarenessleveltoapointwheretheaffectis'internalized'and
consistentlyguidesorcontrolstheperson'sbehavior(Seels&Glasgow,1990,p.28)."

Receiving
Yaitumenyadariatausensitifterhadap
keberadaanideide,material,atau
fenomena,danmaubersikaptoleran.
Contohtermasuk:membedakan,
menerima,mendengarkan,merespon.
isbeingawareoforsensitivetothe
existenceofcertainideas,material,or
phenomenaandbeingwillingtotolerate
them.Examplesinclude:todifferentiate,
toaccept,tolisten(for),torespondto.

Respondingiscommittedin
somesmallmeasuretotheideas,
materials,orphenomenainvolvedby
activelyrespondingtothem.Examplesare:tocomplywith,tofollow,tocommend,tovolunteer,tospendleisure
timein,toacclaim.

Valuingiswillingtobeperceivedbyothersasvaluingcertainideas,materials,orphenomena.Examples
include:toincreasemeasuredproficiencyin,torelinquish,tosubsidize,tosupport,todebate.

Organizationistorelatethevaluetothosealreadyheldandbringitintoaharmoniousandinternally
consistentphilosophy.Examplesare:todiscuss,totheorize,toformulate,tobalance,toexamine.

Characterizationbyvalueorvaluesetistoactconsistentlyinaccordancewiththe
valuesheorshehasinternalized.Examplesinclude:torevise,torequire,toberatedhighinthevalue,toavoid,to
resist,tomanage,toresolve.
Krathwohl,D.R.,Bloom,B.S.,andMasia,B.B.(1964).Taxonomyofeducationalobjectives:HandbookII:Affective
domain.NewYork:DavidMcKayCo.

14

SeelsandGlasgow(1990).Exercisesininstructionaldesign.ColumbusOH:MerrillPublishingCompany.

TaskAnalysis
Harrow'sTaxonomyofPsychomotorDomain
TaksonomiAnitaHarrowuntukdomainpsikomotordiaturberdasarkantingkatkoordinasitermasukresponyang
otomatis(tanpadisengaja)ataupunyangdipelajari.Refleksyangsederhanadimulaipadaleveltaksonomipaling
bawah,sedangkankoordinasiototsarafyangkompleksterjadipadalevelpalingtinggi.
AnitaHarrow'staxonomyforthepsychomotordomainisorganizedaccordingtothedegreeofcoordination
includinginvoluntaryresponsesaswellaslearnedcapabilities.Simplereflexesbeginatthelowestlevelofthe
taxonomy,whilecomplexneuromuscularcoordinationmakeupthehighestlevels(Seels&Glasgow,1990).

Reflexmovementsare
actionselicitedwithoutlearningin
responsetosomestimuli.Examples
include:flexion,extension,stretch,
posturaladjustments.

Basicfundamental
movementareinherent
movementpatternswhichareformedby
combiningofreflexmovementsandare
thebasisforcomplexskilledmovements.
Examplesare:walking,running,pushing,
twisting,gripping,grasping,
manipulating.

Perceptual

referstointerpretation
ofvariousstimulithatenableonetomakeadjustmentstotheenvironment.Visual,auditory,kinesthetic,ortactile
discrimination.Suggestscognitiveaswellaspsychomotorbehavior.Examplesinclude:coordinatedmovements
suchasjumpingrope,punting,orcatching.

Physicalactivitiesrequireendurance,strength,vigor,andagilitywhichproducesasound,efficiently
functioningbody.Examplesare:allactivitieswhichrequirea)strenuouseffortforlongperiodsoftime;b)muscular
exertion;c)aquick,widerangeofmotionatthehipjoints;andd)quick,precisemovements.

15

Skilledmovementsaretheresultoftheacquisitionofadegreeofefficiencywhenperforminga
complextask.Examplesare:allskilledactivitiesobviousinsports,recreation,anddance.

Nondiscursivecommunicationiscommunicationthroughbodilymovementsrangingfrom
facialexpressionsthroughsophisticatedchoreographics.Examplesinclude:bodypostures,gestures,andfacial
expressionsefficientlyexecutedinskilleddancemovementandchoreographics.
Harrow,A.J.(1972).Ataxonomyofthepsychomotordomain.NewYork:DavidMcKayCo.
SeelsandGlasgow(1990).Exercisesininstructionaldesign.ColumbusOH:MerrillPublishingCompany.

TaskAnalysis

WritingStudentLearningOutcomesforCMUPrograms
http://www.provost.cmich.edu/assessment/toolkit/writingoutcomes.htm
WritingStudentLearningOutcomesforCMUPrograms
WhenwritingStudentLearningOutcomes,thefocusshouldbeonobservableoutcomesandanactionverbcan
providethatfocus.StudentLearningOutcomesusuallybeginwithsomethinglike:
Bytheendofthesecondaryeducationprogram,studentswillbeabletodesigncurriculumandinstruction
appropriateforthecognitivedevelopmentofalllearners.
Designistheactionverbinthisexample.
Bytheendofthechemistryprogram,studentswillbeabletoapplyknowledgeofions,solutionsandsolubilityto
explaintheformationandpropertiesofhomogeneousmixtures.
Applyandexplainaretheactionverbsinthisexample.
StudentLearningOutcomesshoulddescribewhatstudentsshouldknow,beabletodoand/orbelike(dispositions)
bytheendofthedefinedprogram.ThesetypesofStudentLearningOutcomesaretypicallylinkedtodomains.The
commondomainsoflearningincludecognitive,affectiveandpsychomotor.
Theaffectivedomainincludesafocusonstudentsattitudes,valuesanddispositions.Theseoutcomesarealittle
moredifficulttomeasure;however,itispossible,andmanydisciplinesareincludingtheseintheirnational
standards(e.g.,Studentswilldeveloprespectandunderstandingforpeoplefromallbackgroundsandculturesand
beabletoengageinconstructivediscussionofsignificantsocialandethicalissues.andaspartoftheGeneral
EducationRequirements,Studentswilldevelopintellectualconcernstoincludeacrossculturalperspective
throughthestudyofdiversecultures).

ThePsychomotorTaxonomyfocusesonthedevelopmentofstudentsphysicalabilitiesandskills.TheseStudent
LearningOutcomesmayincludeperformances,skillinasport,typingskills,painting,playinganinstrument,
manipulatinganotherpersonslimbsduringphysicaltherapyanddemonstratingadissection
Reference:
Gronlund,N.E.(2000).HowtoWriteandUseInstructionalObjectives.UpperSaddleRiver,NJ:PrenticeHall,
Inc.

16