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TAKSONOMI OBJEKTIF-OBJEKTIF
PENDIDIKAN
The Taxonomy of Educational
Objectives
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STRUCTURE OFTHE ORIGINAL
TAXONOMY
1.0 Knowledge
1.1 Knowledge of specifics
1.10 Knowledge of terminology
1.11 Knowledge of specific facts
1.20 Knowledge of ways and means of
dealing with Specifics
1.21 Knowledge of conventions
1.22 Knowledge of trends and
sequences1.23 Knowledge of classifications
and categories
1.24 Knowledge of criteria
1.25 Knowledge of methodology
1.30 Knowledge of universals and
abstractions in a field
1.31 Knowledge of principles and
generalizations
1.32 Knowledge of theories and
structures2
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STRUCTURE OFTHE ORIGINAL
TAXONOMY
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2.0 Comprehension
2.1 Interpretation
2.2 Translation
2.3 Extrapolation
3.0 Applicaation
4.0 Analysis
4.1 Analysis of elements
2.2 Analysis of relationships2.3 Analysis of organisational principles
5.0 Synthesis
5.1 Production of a unique communication
5.2 Production of a plan, or a set of operations
5.3 Derivation of abstract relations
6.0 Evaluation
6.1 Evaluation in terms of internal evidence
6.2 Judgments in terms of external criteria
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PENGETAHUANKNOWLEDGE
MENGUJI KEBOLEHAN MURIDMENIGINGAT SESUATU SEMULA,
MENGECAMKAN IDEA, MENGENAL PASTI,
MENYENARAIKAN DAN MENAMAKAN
KETERANGAN, FAKTA ATAU PRINSIP YANG
DIPELAJARI
(To recall or recognise knowledge)
PENJELASAN KONSEP
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PENGETAHUAN
COMPREHENSION
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OLD REVISED
SUB KATEGORI
1.0 Knowledge
1.1 Knowledge of specifics1.10 Knowledge of terminology
1.11 Knowledge of specific facts
1.20 Knowledge of ways and means of
dealing with Specifics
1.21 Knowledge of conventions1.22 Knowledge of trends and
sequences
1.23 Knowledge of classifications
and categories
1.24 Knowledge of criteria
1.25 Knowledge of methodology1.30 Knowledge of universals and
abstractions in a field
1.31 Knowledge of principles and
generalizations
1.32 Knowledge of theories and
structures
1.0 Knowledge
A. Factual Knowledge - The basic
elements that students must know to be
acquainted with a discipline or solve
problems in it.
Aa. Knowledge of terminologyAb. Knowledge of specific details and
elements
B. Conceptual Knowledge - The
interrelationships among the basic
elements within a larger structure
that enable them to function together.
Ba. Knowledge of classifications and
categories
Bb. Knowledge of principles and
generalizations
Bc. Knowledge of theories, models,
and structures
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PENGETAHUAN
COMPREHENSION
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REVISED
SUB KATEGORI
1.0 Knowledge
C. Procedural Knowledge - How to do
something; methods of inquiry, and
criteria for using skills, algorithms,
techniques, and methods.
Ca. Knowledge of subject-specific skills
and algorithms
Cb. Knowledge of subject-specific
techniques and methods
CC. Knowledge of criteria fordetermining when to use
appropriate procedures
D. Metacognitive Knowledge -
Knowledge of cognition in general as
well as awareness and knowledge of
one's own cognition.
Da. Strategic knowledge
Db. Knowledge about cognitive tasks,
including appropriate contextual
and conditional knowledge
Dc. Self-knowledge
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SUPAYA MURID MEMAHAMI APA YANG DIPELAJARI
BUKAN SETAKAT MENGHAFAL SAHAJA.
KEFAHAMAN
COMPREHENSION
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PENJELASAN KONSEP
KEBOLEHAN KOGNITIF MURID YANG MELIBATKAN
PENGGUNAAN PENGETAHUAN TANPA SITUASI BARU.
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KEFAHAMAN
COMPREHENSION
2.0 Comprehension
2.1 Translation
2.2 Interpretation2.3 Extrapolation
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2.0 Understand- Determining themeaning of instructional messages,
including oral, written, and graphic
communication.
2.1 Interpreting
2.2 Exemplifying
2.3 Classifying
2.4 Summarizing
2.5 Inferring
2.6 Comparing
2.7 Explaining
OLD
REVISED
SUB KATEGORI
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KEFAHAMANCOMPREHENSION
TAFSIRANINTERPRETATION
TERJEMAHTRANSLATION
CONTOHEXAMPLE
TAKRIFDEFINITION
Ability to identify
and comprehend
the major ideasand to understand
the relationship
Changing ideas
from one form into
a parallel form,retaining the
meaning
Demonstrate
comprehension of
an idea is to give
an example of it
Describe a term or
concept in theirown words
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SUB KATEGORI
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KEFAHAMANCOMPREHENSION
ANGGARKAN
BANDINGKAN BEZAKAN
HITUNGKAN
HURAIKAN
JELASKAN KATEGORIKAN
KEMUKAKAN
PARAFRASA
KATA TUGAS EKSPLISIT (PERLAKUAN)
PERLUASKAN
RAMALKAN
RANGKUMKAN SIMPULKAN
TERANGKAN
TERJEMAHKAN
TULIS SEMULADENGAN
PERKATAAN
SENDIRI
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APLIKASIAPPLICATION
KEBOLEHAN PELAJAR MENGGUNAKANPENGETAHUAN UNTUK MEMBERIKAN
PENJELASAN BAGI SESUATU SITUASI
BAHARU ATAU MENYELESAIKAN MASALAH
YANG BAHARU(Use a concept in a new situation)
PENJELASAN KONSEP
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3.0 Application
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OLD REVISED
SUB KATEGORI
APLIKASIAPPLICATION
3.0 Apply- Carrying out or
using a procedure in a
given situation.
3.1 Executing
3.2 Implementing
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APLIKASIAPPLICATION
BINA
CARI
GAMBARKAN
GUNAKAN
KAITKAN
KEMUKAKAN KIRA
LAKSANAKAN
ORGANISASIKAN RAMALKAN
SELESAIKAN
SIMULASIKAN
SESUAIKAN
TENTUKAN TERAPKAN
TUNJUKKAN
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KATA TUGAS EKSPLISIT (PERLAKUAN)
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ANALISISANALYSIS
MEMBAHAGIKAN SESUATU KONSEPKEPADA BAHAGIAN-BAHAGIAN
KOMPONENNYA SUPAYA DAPAT
MEMAHAMI STRUKTUR ORGANISASINYA
(Separates material or concepts into componentparts so that its organizational structure may be
understood.)
PENJELASAN KONSEP
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ANALISIS
ANALYSIS
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OLD REVISED
SUB KATEGORI
4.0 Analysis
4.1 Analysis of elements
2.2 Analysis of relationships
2.3 Analysis of organisationalprinciples
4.0 AnalyseBreaking materials
into its constituent parts and
detecting how the parts relate
to one another and to anoverall structure or purpose.
4.1 Differentiating
4.2 Organising
4.3 Attributing
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ANALISISANALYSIS
BANDING BEZA
BANDINGKAN
BERIKAN SEBAB BEZAKAN
BUAT ANALISIS
BUAT EKSPERIMEN
BUAT INFERENSI
HITUNGKAN
BUKTIKAN
CERAKINKAN
DIAGNOSIS
DISKRIMINASI
ILUSTRASI
INFERENSI
KATEGORIKAN
KESAN
KRITIK
MODELKAN
PERINCIKAN
RANGKAKAN
SIMPULKAN
TELITI/PERIKSA
UBAH SUAI17
KATA TUGAS EKSPLISIT (PERLAKUAN)
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SINTESISSINTESIS
MENCANTUMKAN PELBAGAI ELEMEN UNTUK
MEMBENTUK ATAU MENGHASILKAN SESUATU
YANG BAHARU
(Putting elements together to form a novel,
coherent whole or make an original product..)
PENJELASAN KONSEP
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SINTESIS
SYNTHESIS
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OLD REVISED
SUB KATEGORI
5.0 Synthesis
5.1 Production of a unique
communication5.2 Production of a plan, or a
set of operations
5.3 Derivation of abstract
relations
6.0 Create- Putting elements
together to form a novel,
coherent whole or make an
original product.
6.1 Generating
6.2 Planning
6.3 Producing
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SINTESISSINTESIS
Komunikasi Yg Asli & Unik
Hasil atau produk adalahsatu bentuk komunikasi
yang unik.
Contoh: Esei, Ucapan,
Bentuk seni yang asli
seperti sajak, lukisan dan
gubahan muzik
PENJELASAN KONSEP
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Pelan Untuk Operasi
Membina satuperancangan atau
cadangan satu set operasi
yang perlu dilaksanakan.
Operasi-operasi ini akan
menghasilkan satu
produk yang nyata dan
jelas (tangible). Produk
dan kreativiti
menghasilkannya adalah
dua sifat utama aras
sintesis
Mencipta abstrak-abstrak
Mencipta satu setperhubungan yang
abstrak.
Proses ini melibatkan
pemerhatian sesuatu
fenomena atau data dan
membentuk corak-corakyang belum wujud
sebelum ini.
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SINTESISSYNTHESIS
BANDINGKAN
BENTUKKAN
BUKTIKAN
CADANGKAN
CIPTAKAN
GABUNGKAN GUBAL
JANA
PERINCIKAN
PERJELASKAN PUTUSKAN
RANCANGKAN
RUMUSKAN
SEDIAKAN
SINTESISKAN
SIMPULKAN
SUSUN SEMULA
TAFSIRKAN
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KATA TUGAS EKSPLISIT (PERLAKUAN)
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PENILAIANEVALUATION
SATU PROSES MEMBUAT KEPUTUSAN BERDASARKAN
KRITERIA-KRITERIA YANG DITETAPKAN
UNTUK BERFUNGSI PADA PERINGKAT PENILAIAN INI,
PELAJAR PERLU :-
(A) MEMBENTUK STANDARD-STANDARD ATAU NILAI
UNTUK DIJADIKAN ASAS PROSES MENILAI (B) MENENTUKAN SETAKAT MANA IDEA / OBJEK
MEMENUHI STANDARD/NILAI YANG DITETAPKAN
PENJELASAN KONSEP
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PENILAIAN
EVALUATION
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OLD REVISED
SUB KATEGORI
5.0 Evaluate- Making
judgments based on criteria and
standards5.1 Checking
5.2 Critiquing
6.0 Evaluation
6.1 Evaluation in terms of
internal evidence6.2 Judgments in terms of
external criteria
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PENILAIANEVALUATION
BAHASKAN
BANDING BEZA
PERTAHANKAN
BANDINGKAN
BERIKAN HUJAH
BERIKAN JUSTIFIKASI
BERIKAN PENDAPAT
BERIKAN SOKONGAN BINCANGKAN
BUAT ANGGARAN
BUAT GENERALISASI
BUAT PENGHAKIMAN
BUAT RAMALAN
BUAT RUMUSAN
BUAT VERIFIKASI
BUKTIKAN
CANTUMKAN
DISKRIMINASIKAN
GABUNGKAN
HUBUNGKAIT
HURAIKAN INTEPRETASIKAN
NILAI
NILAIKAN
PERTIMBANGKAN
TAKSIR 24
KATA TUGAS EKSPLISIT (PERLAKUAN)
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STRUCTURE OF
THE KNOWLEDGE
DIMENSION OF THE
REVISED TAXONOMY
1.0 Knowledge
A. Factual Knowledge - The basic elements
that students must know to be acquainted
with a discipline or solve problems in it.
Aa. Knowledge of terminology
Ab. Knowledge of specific details and
elements
B. Conceptual Knowledge - The
interrelationships among the basic
elements within a larger structure
that enable them to function together.
Ba. Knowledge of classifications and
categoriesBb. Knowledge of principles and
generalizations
Bc. Knowledge of theories, models, and
structures
25
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STRUCTURE OF
THE KNOWLEDGE
DIMENSION OF THE
REVISED TAXONOMY
1.0 Knowledge
C. Procedural Knowledge - How to do
something; methods of inquiry, and criteria
for using skills, algorithms, techniques, andmethods.
Ca. Knowledge of subject-specific skills
and algorithms
Cb. Knowledge of subject-specific
techniques and methods
Cc. Knowledge of criteria for determining
when to use appropriate procedures
D. Metacognitive Knowledge - Knowledge
of cognition in general as well as
awareness and knowledge of one's own
cognition.
Da. Strategic knowledge
Db. Knowledge about cognitive tasks,
including appropriate contextual and
conditional knowledge
Dc. Self-knowledge
26
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STRUCTURE OF
THE COGNITIVEPROCESS
DIMENSION OF THE
REVISED
TAXONOMY
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1.0 Remember- Retrieving relevant knowledge from
long-term memory.
1.1 Recognizing
1.2 Recalling
2.0 Understand- Determining the meaning of
instructional messages, including oral, written,
and graphic communication..
2.1 Interpreting
2.2 Exemplifying2.3 Classifying
2.4 Summarizing
2.5 Inferring
2.6 Comparing
2.7 Explaining
3.0 Apply- Carrying out or using a procedure in a
given situation.
3.1 Executing
3.2 Implementing
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STRUCTURE OF
THE COGNITIVEPROCESS
DIMENSION OF THE
REVISED
TAXONOMY
28
4.0 AnalyseBreaking materials into its
constituent parts and detecting how the parts
relate to one another and to an overall
structure or purpose.
4.1 Differentiating4.2 Organising
4.3 Attributing
5.0 Evaluate- Making judgments based on
criteria and standards..
5.1 Checking
5.2 Critiquing
6.0 Create- Putting elements together to form anovel, coherent whole or make an original
product.
6.1 Generating
6.2 Planning
6.3 Producing
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Rujukan:
Orlich, Harder, Callahan, Trevisan and Brown, (2007). Teaching
Strategies, A Guide To Effective Instruction.Houghton Mifflin .
Boston, New York
TTHEORY INTO PRACTICE, Volume 41, Number 4, Autumn 2002
Copyright (D 2002 College of Education, The Ohio State University
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