Gradasi Perilaku (taksonomi) Pada Kur 2013

GRADASI PERILAKU (TAKSONOMI) PADA KUR 2013

Kurikulum 2006

Kurikulum 2013 Creating

Evaluating

Characterizing/ Actualizing

Communicating

Evaluating

Analyzing

Organizing/ Internalizing

Associating

Analyzing

Applying

Valuing

Experimenting

Applying

Understanding

Responding

Questioning

Understanding

Knowing/ Remembering

Accepting

Observing

Knowing/ Remembering

Knowledge (Bloom)

Attitude (Krathwohl)

Skill (Dyers)

Knowledge (Bloom)

Perluasan dan pendalaman taksonomi dalam proses pencapaian kompetensi

Attitude (Krathwohl)

GRADASI (TAKSONOMI) KETERAMPILAN MENURUT DAVE DAN SYMPSON

Naturalisasi Artikulasi

Presisi Manipulasi

Orisinal

Alami

Mahir Membiasaka n

Imitasi

Meniru, Kesiapan, Persepsi

Dave

Sympson

Simpson 1966: The Psychomotor Domain Levels 1: Perception Where the learner merely identifies the need to perform a particular skill in response to perceptual clues. (Dimana pelajar hanya mengidentifikasi kebutuhan untuk melakukan keterampilan tertentu dalam menanggapi petunjuk persepsi) Level 2: Set When the learner is ready to act. (Ketika pelajar siap untuk bertindak) Levels 3: Guided response When the skill is performed immediately after a demonstration. (Ketika keterampilan ini dilakukan segera setelah demonstrasi) Level 4: Mechanism When the skill has started to become habitual. (Ketika keterampilan telah mulai menjadi kebiasaan) Level 5: Complex overt response Characterized by an accurate and efficient performance of the skill. (Ditandai dengan kinerja yang akurat dan efisien keterampilan) Level 6: Adaptation When the skill has been so well internalized that it can be adapted for different contexts and situations. (Ketika keterampilan telah diinternalisasi dengan baik sehingga dapat diadaptasi untuk konteks dan situasi yang berbeda) Level 7: Origination Involves the creative development of new psychomotor skills. (Melibatkan pengembangan kreatif keterampilan psikomotor baru)

Learning Objectives (Anderson, Krathwohl)

Learning Activities (Anderson, Krathwohl)

Assessment Strategy (Anderson, Krathwohl)

FIB (Formative Item Bank)

Clark, Chopeta, 2004; Clark, Mayer, 2007

The Knowledge Dimension

Facts

Remember

Understand

Apply

Analyze

Evaluate

Create

list

paraphrase

classify

outline

rank

categorize

Concepts

recall

explains

demonstrate

contrast

criticize

modify

Processes

outline

estimate

produce

diagram

defend

design

reproduce

give an example

relate

identify

critique

plan

state

converts

solve

differentiates

conclude

revise

proper use

interpret

discover

infer

predict

actualize

Procedures

Principles

Metacognitive

DOMAIN LAIN