Blooms Taxonomy Psychomotor Domain (Suryana) baru 2 Taksonomi DAVE

Berdasarkan versi RH Dave tentang Domain psikomotor ('Developing and Writing Behavioral Objectives', 1970.
Dimodifikasi oleh Simpson, rronlund, dan kawankkawan.
Deskripsi Kategorikkategori Utama Domain
Psikomotor
1.

Contoh Kegiatan atau unjuk
kerja dan bukti yang terukur

Kata kerja yang digunakan
untuk menyatakan tujuan

Imitation – tahap awal dalam belajar
keterampilan yang kompleks, secara diam, setelah
siswa menunjukkan kesiapan untuk melakukan
Memperhatikan Guru dan
suatu tindakan. Imitasi termasuk mengulangi
mengulangi kegiatan dan
kegiatan yang telah didemonstrasikan atau
proses yang dicontohkan.
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.

Imitation – Mengikuti, memulai,
membengkokkan, merakit
(mengumpulkan), mencoba,
melaksanakan, menyalin,
mengkalibrasi, membangun,
membedah, menduplikasi,
mengikuti, meniru, bergerak,
berlatih, melanjutkan,
mengulangi, meniru,
Contoh: Mengkopi pekerjaan
mereproduksi,
seni
menjawab/merespon, mengelola,
membuat sketsa, mulai, mencoba,
relawan

Melaksanakan tugas yang
2. Manipulation - seseorang terus berlatih dan
mempraktekkan suatu keterampilan atau urutan tertentu diberikan melalui tulisan atau
hingga menjadi terbiasa dan mampu melakukan suatu secara lisan
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 Contoh: Menciptakan
pekerjaan sendiri, setelah
perintah dan berlatih.
mengikuti pelajaran atau
membaca tulisan tentang
pekerjaan tersebut.

Manipulation - (sama seperti
imitasi), 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.

Melakukan suatu tugas atau
aktivitas 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

Menghubungkan dan

4. Articulation – lebih tinggi dari tingkat presisi.
menggabungkan kegiatanKeterampilan berkembang dengan baik
sehinggaseseorang dapat mengubah pola gerakan sesuai kegiatan yang berkaitan dan
mengembangkan metoda
dengan persyaratan khusus atau untuk mencapai
untuk memenuhi persyaratan
masalah situasi..

Articulation - mengadaptasi,
alter, mengubah, mengkonstruksi,
menggabung,
mengkoordinasikan,
mengembangkan, excel, express

Refining, sudah lebih tepat. Hanya sedikit kesalahan.

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Mengkoordinasikan serangkaian kegiatan , untuk
mencapai konsistensi internal dan keharmonisan.

5. Naturalization – respon diberikan secara spontan.
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."

novel yang bervariasi
Contoh: Membuat video
yang di dalamnya terdapat
musik, drama, pewarnaan,
suara, dsb.

(facially), menformulasikan,
mengintegrasikan, menguasai,
memodifikasi, menyusun
kembali, mengorganisasi ulang,

merevisi, memecahkan, surpass,
transcend

Menentukan tujuan,
pendekatan dan strategi
melakukan kegiatan untuk
memenuhi kebutuhan
strategis. (Define aim,
approach and strategy for use
of activities to meet strategic
need)

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

Contoh: Michael Jordan
melakukan unjuk kerja level tinggi secara alamiah,
bermain basket, Nancy
tanpa perlu berpikir lama.
Having high level performance become natural, without Lopez memukul bola golf,
dsb.
needing to think much about it.
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 version is 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 version is 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 difcult 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

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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 these skills. Akan tetapi, Simpson (1972) mengembangkan tujuh
kategori 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
3. bloom's taxonomy - psychomotor domain - (physical - skills - 'do')
Domain psikootor ditentukan untuk perkembangan keterampilan yang berkaitan dengan gerakan fisik dan tugastugas 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 dan
Kognitif. 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 and
helpful 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 ‘siap’
atau ‘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

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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.

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psychomotor domain (Simpson)
Lev
el

1

2

Kategori
atau ‘level’

Perception

Set

Deskripsi

Kesadaran, kemampuan
menggunakan sensory cues untuk
membimbing kegiatan fisik.
Kemampuan untuk menggunakan
sensory cues untuk mengarahkan
kegiatan 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.

Kesiapan, yaitu kesiapan siswa
untuk melakukan sesuatu. Kesiapan
untuk melakukan sesuatu meliputi
mental, fisik, dan emosi. Ketiganya
merupakan disposisi yang
menentukan respon seseorang
terhadap berbagai situasi. (kadangkadang disebut pola pikir)
Readiness, a learner's readiness to
act. Readiness to act. It includes
mental, physical, and emotional

Contoh kegiatan atau demonstrasi dan bukti yang harus diukur
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.”
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

Kata Kerja Operasional yang
menjelaskan kegiatan yang akan
diajarkan atau diukur di setiap level.

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,

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

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mendemonstrasikan stance for batting a ball dengan tepat”

sets. These three sets are
dispositions that predetermine a
person’s response to different
situations (sometimes called
mindsets).

Examples: Knows and acts upon a sequence of steps in a
manufacturing process. Recognize one’s abilities and
limitations. Shows desire to learn a new process (motivation).
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.”
Meniru atau mengikuti instruksi, coba-coba.
imitate or follow instruction, trial and error.

3

Guided
Response

Mencoba. Langkah awal dalam
mempelajari keterampilan kompleks
yang termasuk imitasi dan cobacoba. 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.

Contoh: Melakukan persamaan matetamik seperti yang
didemonstrasikan. Mengikuti instruksi untuk membuat model.
Merespon kode tangan yang dilakukan pengajar ketika belajar
mengoperasikan 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.”

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Mechanism

Keahlian/kecakapan dasar,
kemampuan melakukan
keterampilan motorik komplek.
Ini merupakan langkah menengah
dalam mempelajari keterampilan
motorik komplek. Respon yang
dipelajari sudah menjadi kebiasaan
dan pergerakan dilakukan dengan
cukup yakin dan cakap.

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

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.
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,

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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.

lev
el

Kategori
atau 'level'

5

Complex
Overt
Response

Deskripsi
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 hasil

assemble laboratory equipment appropriate for experiments.”

completes, constructs, dismantles,
displays, fastens, fixes, grinds, heats,
makes, manipulates, measures, mends,
mixes, organizes, performs, shapes,
sketches.

Contoh kegiatan atau demonstrasi serta bukti yang dijadikan
ukuran.

Kata Kerja Operasional yang
menggambarkan kegiatan yang
dilatihkan dan dijadikan ukuran di
setiap level.

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,

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apa 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
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.

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.

Mengubah respon sesuai untuk memenuhi berbagai tantangan

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7

Adaptation

Origination

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.

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).

Kecakapan/kemahiran yang kreatif,

Mengembangkan dan melaksanakan kegiatan dan respon 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).

Mengadaptasi,
mengatur/menyesuaikan, mengubah,
mengintegrasikan, menyusun kembali,
mengorganisasikan lagi, merevisi,
memecahkan permasalahan, membuat
variasi.
adapts, adjusts, alters, changes,
integrates, rearranges, reorganizes,
revises, solves, varies.

“By the end of the industrial education program, students will
be able to adapt their lessons on woodworking skills for
disabled students.”
Mengatur, menyusun, membangun,

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kemampuan siswa menciptakan
pola pergerakan baru. Menciptakan
pola gerakan yang baru untuk
menyesuaikan dengan situasi atau
permasalahan 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.

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.

menggabungkan, mengkonstruksi,
mendesain, memulai, menggambar
ulang, mendeteksi permasalahan
(trouble shoots),
arranges, builds, combines, composes,
constructs, creates, designs, formulates,
initiate, makes, modifies, originates, redesigns,
trouble-shoots.

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.

9

Harrow's psychomotor domain taxonomy
Interpretasi Harrow tentang Domain Psikomotor sangat bias dengan perkembangan kesehatan fsik, kecekatan, kegesitan, dan control fsik ‘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 towards the development of physical ftness, 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'

Deskripsi

1

Gerakan refleks (Involuntary
Movement)

involuntary reaction,
Segmental, intersegmental, and
suprasegmental reflexes.
Gerakan dasar yang sederhana.
Gerakan lokomotor, nonlokomotor, dan gerakan
manipulatif.
basic simple movement.
Locomotor movements,
nonlocomotor movements,
manipulative movements.
Respon dasar. Kinestetik,
visual, auditory dan
diskriminasi tactile dan

2

Basic Fundamental Movements

3

Perceptual Abilities

Contoh kegiatan atau demonstrasi dan
bukti fisik yang akan diukur.

Kata kerja operasional yang
menggambarkan kegiatan yang akan
dilatihkan atau diukur
(pada masing-masing level)

Respon secara fisik dan menurut
instink
respond physically instinctively

Memberikan reaksi
react, respond

Mengubah posisi, gerak, menampilkan
kegiatan yang sederhana
alter position, move, perform simple
action

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

Menggunakan satu kemampuan untuk
merespon berbagai persepsi sensor

Menangkap, menulis, mengeksplore,
membedakan dengan menggunakan

10

kemampuan yang
dikoordinasikan.
basic response. Kinesthetic,
visual, auditory and tactile
discrimination and coordinated
abilities.

use than one ability in response to
different sensory perceptions

catch, write, explore, distinguish using
senses

Mengembangkan kekuatan,
4

Physical Abilities

Fitness. Endurance, strength,
stamina, flexibility, and agility.

develop strength, endurance, agility,
control

endure, maintain, repeat, increase,
improve, exceed

Pengoperasian yang komplek.
Keterampilan adaptif yang
Melaksanakan dan mengadaptasi
sederhana, gabungan, dan
pergerakan yang terintegrasi dan
Menggerakkan, membangun, juggle,
kompleks.
tingkat tinggi.
memainkan alat music, kerajinan
5
Skilled Movements
complex operations. Simple,
drive, build, juggle, play a musical
compound, and complex
execute and adapt advanced, integrated instrument, craft
adaptive skills, advanced
movements
learned movements
Keluaran atau kegiatan yang
ekspresif dan bermakna;
gerakan yang interpretatif dan
Mengekspresikan dan mengemukakan
Kegiatan mengekspresikan interpretasi
ekspresif, bahasa tubuh yang
perasaan dan makna melalui gerakan dan
yang bermakna.
6
Non-discursive Communication efektif.
tindakan.
activity expresses meaningful
meaningfully expressive
express and convey feeling and meaning
interpretation
activity or output; Expressive
through movement and actions
and interpretive movement,
effective body language.
Adapted and simplified representation of Harrow's Psychomotor Domain (1972). (Non-discursive means intuitively direct and well expressed.)

11

The Affective Domain

http://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 difculty/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 Verbs
Menerima
1
Siswa menghadiri fenomena atau stimulus
Mendengar dengan penuh perhatian, menunjukkan kepekaan
Menghadiri, menerima,
(kegiatan di kelas, buku teks, music dll) secara
terhadap permasalahan social.
menanyakan, memilih,
pasif. Perhatian guru merupakan perhatian siswa
Listens attentively, shows sensitivity to social problems.
menguraikan, mengikuti,
yang difokuskan. Hasil yang diharapkan meliputi
memberi, memegang,
kesadaran anak terhadap keberadaan sesuatu.
Mendengarkan orang lain dengan penuh hormat. Mendengar untuk mengidentifikasi,
Penekanan pada kesadaran, keinginan untuk
mengingat nama-nama baru.
mendengan, menempatkan,
mendengar/menyimak, perhatian tertentu.
memberi nama, menunjuk,
Listens to others with respect. Listens for and remembers the
memilih, menghadiri ,
The student passively attends to particular
name of newly
menjawab, menggunakan.
phenomena or stimuli [classroom activities,
Attends, accepts, asks,
textbook, music, etc.] The teacher's concern is
“Pada akhir program pembelajaran tentang kewanitaan, siswa
chooses, describes, follows,
that the student's attention is focused. Intended
akan menyimak pandangan-pandanngan alternative terhadap isugives, holds, identifies,
outcomes include the pupil's awareness that a
isu tertentu”
listens, locates, names,
thing exists. Emphasis is on awareness,
“By the end of the women's studies program, students will listen
points to, selects, selectively
willingness to hear, selected attention.
attentively to alternative views on select issues.”
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

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

Menyatakan, membantu,
menjawab, menghargai,
membuktikan, menolong,
menuruti, menyesuaikan
diri, membahas, menyapa,
membantu, memberi nama,
melakukan, berlatih,
menyampaikan, membaca,

12

belajar memberi tekanan pada adanya respon,
kemauan untuk memberi respon, atau kepuasan
hati dalam merespon (motivasi).
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).

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 tandatanda 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 are
expressed in the learner’s overt behavior and are
often identifiable.

keselamatan kerja dan dapat mempraktekkannya.
Gives a presentation. Questions new ideals, concepts, models, in
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.”

Menunjukkan kepercayaan dalam proses demokrasi, menghargai
peran 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

menceriterakan,
melaporkan, memilih,
mengatakan, menulis,
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.
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,

13

to debate numerous sides to an argument.”

Level

Category

4

Organization

Description
Brings together different values, resolving
conflicts among them, and starting to build an
internally consistent value system--comparing,
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.

5

Internalizing
values:
Characterizat
ion by a
Value or
Value
Complex

At this level, the person has held a value system
for a sufciently 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).

Examples
Recognizes the need for balance between freedom and responsible
behavior, understands the role of systematic planning in solving
problems; accepts responsibility for own behavior.
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.”
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.”

relinquishes, reports, selects,
shares, studies, supports,
works.
Action Verbs
Accommodates, adheres,
alters, arranges, balances,
combines, compares,
completes, defends,
explains, formulates,
generalizes, identifies,
integrates, modifies, orders,
organizes, prepares, relates,
synthesizes.

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

14

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 dan
secara 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, atau
fenomena, 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.

Responding is committed in

some 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.

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

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

Characterization by value or value set is to act consistently in accordance with the

values 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.

15

Krathwohl, D.R., Bloom, B.S., and Masia, B.B. (1964). Taxonomy of educational objectives: Handbook II: Afective
domain. New York: David McKay Co.
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 movements are
actions elicited without learning in
response to some stimuli. Examples
include: flexion, extension, stretch,
postural adjustments.

Basic fundamental
movement are inherent

movement 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.

Perceptual refers to interpretation of 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 movements such as jumping rope, punting, or catching.

16

Physical activities require endurance, strength, vigor, and agility which produces a sound, efciently

functioning 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.

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

Non-discursive communication is communication through bodily movements ranging from
facial expressions through sophisticated choreographics. Examples include: body postures, gestures, and facial
expressions efciently 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 Programs
http://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 to design curriculum and instruction
appropriate for the cognitive development of all learners.
Design is the “action verb” in this example.
By the end of the chemistry program, students will be able to apply knowledge of ions, solutions and solubility to
explain the formation and properties of homogeneous mixtures.
Apply and explain are 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 difcult 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”).

17

The Psychomotor Taxonomy focuses on the development of students’ physical abilities and skills. These Student
Learning Outcomes may include performances, skill in a sport, typing skills, painting, playing an instrument,
manipulating another person’s 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.

18