Psychomotor Domain Psychomotor Domain
2. 3 Psychomotor Domain Psychomotor Domain
Action verbs Which describe the
Examples of activity or
Level Category activity to be
or „level‟ demonstration and trained or
Description
evidence to be measured
measured at each level
Awareness, the
Use and/or selection of chooses, describes,
ability to use
senses to absorb data for detects,
sensory cues to
guiding movement
differentiates,
guide physical
Examples:
distinguishes, feels,
activity. The
Detects nonverbal
hears, identifies,
ability to use
communication cues.
isolates, notices,
observe, recognizes, 1 Perception
sensory cues to
Estimate where a ball will
guide
land after it is thrown and
relates, see, selects,
Motor activity.
then moving to the correct
separates, touches,
This ranges from
location to catch the ball.
Sensory
Adjusts heat of stove to
stimulation,
correct temperature by smell
through cue
and taste of food. Adjusts the
selection, to
height of the forks on a
translation.
forklift by comparing where the forks are in relation to the pallet. Mental,
or arranges, begins, emotional preparation before displays, explains, experience or task
physical
gets set, moves, prepares, proceeds,
Readiness, a Examples: Knows and acts reacts,
shows, learner's readiness upon a sequence of steps in a states, volunteers, to act. Readiness
responds, to act. It includes Recognize one‟s abilities and starts, mental, physical,
manufacturing process.
limitations. Shows desire to
and emotional
sets. These three
(motivation).
2 Set sets are
dispositions that
NOTE: This subdivision of
predetermine a
person‟s response closely
Psychomotor
is
related with the "Responding
to different
to phenomena" subdivision
situations
of the Affective . “By the end
(sometimes called
of the physical education
mindsets).
program, students will be able to demonstrate nthe proper stance for batting a ball.” Imitate or follow instruction, assembles, builds,
Attempt.
The
calibrates, early stages in
trial and
constructs, copies, learning
error.
dismantles, complex skill that
a displays, dissects, includes imitation mathematical equation as fastens,
Examples:
Performs
fixes, and trial and
Follows follows, grinds, error. Adequacy instructions to build a model. heats,
demonstrated.
imitates, Guided
of performance is 3 Responds handsignals of manipulates, Response
achieved
by
instructor while learning to measures, mends, practicing.
operate a forklift.
mixes, reacts,
reproduces, Basic proficiency, “By the end of the physical responds sketches, the ability to education program, students traces, tries. perform
will be able to perform a golf
complex
motor
swing as demonstrated by the
skill.
instructor.”
This is the Competently respond to assembles, builds, intermediate stage stimulus
action calibrates, in learning a
for
Examples: Use a personal completes, complex skill.
constructs, 4 Mechanism Learned
computer. Repair a leaking
dismantles, responses have
faucet. Drive a car.
“By the end of the biology displays, fastens, become habitual
program, students will be fixes, grinds, and the
able to assemble laboratory
heats,makes,
movements can
manipulates, be performed with for experiments.”
equipment appropriate
measures, mends, some confidence
mixes, organizes, and proficiency.
performs, shapes, sketches.
Expert Execute a complex process assembles, builds, proficiency, the
with expertise
calibrates, intermediate stage constructs,
of learning a Examples: Maneuvers a car coordinates, complex skill.
demonstrates, The skillful
into a tight parallel parking
spot. Operates a computer dismantles, performance of
displays, motor acts that
quickly and
dissects, fastens, involve complex
accurately. Displays
fixes, grinds, heats, movement
competence while
manipulates, patterns.
playing the piano.
measures, mends,
mixes, organizes, Proficiency is
“By the end of the
sketches. indicated by a
industrial education
program, students will
quick, accurate,
NOTE: The and highly
be able to demonstrate
key words are the coordinated
proper use of
same as performance,
woodworking tools to
Mechanism, requiring a
high school students.”
but will have Complex or minimum of
adverbs or 5 Overt energy. This
adjectives Response category includes
that indicate performing
that the without
performance hesitation, and
is quicker, better, automatic
more accurate, etc. performance. For example, players are often utter 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. Adaptable
Adapts, adjusts, proficiency, a
Alter response to
alters, changes, 6 Adaptation learner's ability to challenges
reliably meet varying
integrates, modify motor
rearranges, skills to fit a new
Examples: Responds
effectively to
reorganizes, revises,
situation. Skills
unexpected
solves, varies.
are
well experiences. Modifies
developed and the instruction to meet the individual can
needs of the learners.
modify movement Perform a task with a patterns to fit
machine that it was not
special
originally intended
requirements.
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.”
Creative
Develop and execute new arranges, builds,
proficiency, a
integrated responses and
combines,
learner's ability to activities
composes,
create
new constructs, creates,
movement
Examples: Constructs a new designs, formulates,
patterns.
theory. Develops a new and initiate, makes, Comprehensive
training modifies, originates,
Creating new
programming. Creates a new redesigns,
troubleshoots. 7 Origination patterns to fit a
Movement
gymnastic routine.
particular situation
or
specific problem. Learning outcomes Emphasize creativity based upon highly developed skills.
Adapted from: Sitepu, B.P. 2012. Penulisan Buku Teks Pelajaran. Bandung: PT. Remaja Rosdakarya.
English student book entitled “Think Globally Act Locally” is one of the new textbooks published by Ministry of Education and Culture of Indonesia related to the implementation of the newest curriculum, that is 2013 curriculum. Although this book is published by the Ministry of Education and Culture of
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Indonesia, no one can guarantee that this book is good and all materials written here is suitable with Core and Basic competence of 2013 curriculum. So, we need an analysis to evaluate the book in order to help the improvement of this book. Unfortunately, because this book is published in 2014, there just a few analysis of this book. According to those reasons, the researcher tried to analyse this book in terms of the relevance between the materials written in the book with the Core and Basic competence in 2013 curriculum. The researcher limited the analysis in terms of Cognitive and Psychomotor domains of Core and Basic competence three and four. The researcher analysed the book with content analysis approach in descriptive qualitative research design. The result of this research was the evaluation of the textbook in terms of its relevance with the Core and Basic competence of 2013 curriculum.