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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

5

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

6

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

8

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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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

16

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



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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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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



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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

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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

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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

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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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