TAKSONOMI
TUJUAN PEMBELAJARAN
A Taxonomy for Learning, Teaching, and Assessing
A Revision of Bloom’s Taxonomy of Educational Objectives
(Rin W Anderson and David R Krathwohl, 2001:25-63)
Dr.Ir.Rusmono
Revisi Taksonomi Bloom
bersifat dua dimensi:
1. Dimensi Proses Kognitif
(Cognitive Process Dimension)
2. Dimensi Pengetahuan
(Knowledge Dimension)
Dr.Ir.Rusmono
TUJUAN (OBJECTIVE)
 Pernyataan sebuah tujuan memuat
KATA KERJA dan KATA BENDA
 KATA KERJA, umumnya menggambarkan
Proses Kognitif
 KATA BENDA, menggambarkan
pengetahuan yang
diharapkan dapat dicapai
oleh peserta didik
Dr.Ir.Rusmono
CONTOH TUJUAN
Siswa akan dapat membedakan
(proses kognitif) diantara sistem
pemerintahan kesatuan, federal,
dan conferederal (pengetahuan)
Dr.Ir.Rusmono
DIMENSI PENGETAHUAN
(The Knowledge Dimension)
Memuat 4 (empat) kategori:
1. Faktual
2. Konseptual
3. Prosedural
4. Metakognitif
Dr.Ir.Rusmono
Tabel Taksonomi
Remember
C1
Understand
C2
Apply
C3
Analyze
C4
Evaluate
C5
Create
C6
A. Factual
Knowledge
B. Conceptual
Knowledge
C. Procedural
Knowledge
D. MetaCognitive
Knowledge
Dr.Ir.Rusmono
PENGETAHUAN FAKTUAL
(Factual Knowledge)
The basic elements students must know
to be acquainted with a discipline or
solve problemns in it.
a. Knowledge of terminology
b. Knowledge of specitics detals and
elements
Dr.Ir.Rusmono
PENGETAHUAN KONSEPTUAL
(Conceptual Knowledge)
The interelationships among the basic
elements within a larger structure that
enable to function together
a. Knowledge of classifications and
categories
b. Knowledge of principles and
generalizations
c. Knowledge of theories, models, and
structure
Dr.Ir.Rusmono
PENGETAHUAN PROSEDURAL
(Procedural Knowledge)
How to do something, methode of inquiry,
and criteria for using skills, algoriths,
techniques, and methodes.
a. Knowledge of subject specifics skills and
algorithms
b. Knowledge of subject-specitics techniqes
and methode
c. Knowledge of criteria for determining
when to use appropiate procedures
Dr.Ir.Rusmono
PENGETAHUAN METAKOGNITIF
(Meta-Cognitive Knowledge)
Knowledge of cognition in eneral as well
as awareness and knowledge of one’s own
cognition
a. Strategic knowledge
b. Knowledge about cognitive tasks,
including appropriate contextual and
conditional knowledge
c. Self-knowledge
Dr.Ir.Rusmono
Educational objective
The student will learn to apply the reducereuse-recycle approach to conservation
Noun
the reduce-reuse-recycle
approach to conservation
Verb
apply
Cognitive Process Dimension
Knowledge Dimension
THE COGNITIVE PROCESS DIMENSION
THE KNOWLEDGE
DIMENSION
Remember
Understand
Apply
Analyze
Evaluate
Create
A. FACTUAL
B. CONCEPTUAL
C. PROCEDURAL
X
D. META-COGNITIVE
Dr.Ir.Rusmono
The student will learn to
apply the reduce-reuserecycle approach to
conservation
PENJELASAN
 TUJUAN: siswa akan belajar menerapkan
pendekatan reduce-reuse-recycle
pada konservasi
 KATA KERJA, menerapkan
 KATA BENDA, pendekatan reduce-reuserecycle pada konservasi
Dr.Ir.Rusmono