CHAPTER IX
AFFECTIVE AND PSYCHOMOTOR LEARNING OBJECTIVES
Krathwohl, Bloom and Marill (1964) developed a taxonomy of objectives which is oriented to feelings or affection. This taxonomy describes someone in the process of recognizing and adopting a certain values and attitudes that guide him in the act..
A. Learning Objectives of Affective Domain
Krathwohl classify affective objectives into 5 groups. This grouping also is hierarchical with the introduction of the lowest level (simple) and practice the highest level. The higher rate of objectives in the hierarchy, the greater the person's involvement and commitment to that objective.
B. Level of Learning Objectives of Affective Domain
1. Receiving
This objective expects students to know, willing, accept and pay attention to various stimulation. In this case students still are passive, merely just listen or pay attention to school activities.
Examples of operational verb:
- Listening - choose
- Attending - follow
- View - giving
- Pay attention - embracing
- Interested - hold
Examples of learning objective affective domain of in physics
- Students are willing to listen to the teacher's explanation of the concept of uniform rectilinear motion.
- Students are willing to follow the practice of the convex lens.
- Students pay attention very well delivered his presentation on the dangers of erosion.
2. Giving Response (Responding)
The objective expects students have the desire to do something in reaction to an idea, object or system of values, more than just the introduction alone, in this case students are asked to demonstrate the manner requested.
Examples of operational verb:
- Discuss - help
- Participate - ask
- Answer - select
- Helping - approved
- Practicing - report.
Examples of learning objective affective domain of in physics
- Students are willing to discuss lab results determining the specific heat of substances
- Students willing to participate actively in extracurricular activities.
- Students are willing to practice using the oscilloscope.
3. Appreciation Value
The objective expects students to understand the value of respect for a belief or a feeling assumption that an idea, object or a particular way of thinking has value. In this case the student is consistently behaves in accordance with a value even if there are no teachers who request or require.
Examples of operational verb:
- Select - believe
- Convincing - faith
- Acting - Donate
- Arguing - resolve
- Gesture support - consider
Examples of learning objective affective domain of in physics
- Students show attitude of support the use of computers in teaching physics.
- Students participate voluntarily in collecting used goods to be made simple physics experiment equipment.
4. Organizing
The objective expects students were able to organize the things that show the interconnectedness between certain values within a system of values and determine which values have higher priority than the value of the other. In this case the student is consistent with a value system. Students are required to organize a variety of chosen values into a value system, and determine the relationship between these values.
Examples of operational verb:
- Decide - compare
- Formulate - create systematization
- Adopting - building
- Change - discuss
- Maintain - Integrating
Examples of learning objective affective domain of in physics
- Students are able to formulate a variety of alternative ways to raise funds and choose the alternative that the public according to its value system to overcome the coastal erosion.
- Students are able to maintain the basis of why she agrees with the study of physics is given starting from the first grade of primary school.
5. Practice (characterization)
The objective expects students were able to show that the practice associated with organizing and integrating the values into a personal value system. This is shown through the behavior of the lower level, but have been integrating these values into a philosophy of life is complete and convincing, and consistent behavior will always primarily to the philosophy of life. Philosophy of life is part of the character.
Examples of operational verb:
- Demonstrate an attitude - study
- Refuse - qualify
- Demonstrated - adjust
- Having good moral - verification
- Changing behavior - actualize
Examples of learning objective affective domain of in physics
- Students will show the scientific attitude by mentioning and testing a hypothesis before accepting it.
- Students reject authoritarian attitudes in the lab working group
C. Level of Learning Objectives of Psychomotor Domain
Learning objectives of psychomotor domains developed by Harrow (1972). Harrow's taxonomy also arranges psychomotor objectives are hierarchical in five levels. Psychomotor behavior emphasize on the skills that are concerned with the movement of muscles.
The levels of psychomotor domain are:
1. Imitation
Learning objectives at this level expect students to be able to mimic the behavior seen. At this level if students can do it, this behavior is not automatic, and errors may occur when students try it.
Examples of operational verb:
- Repeating - set
- Following - weigh
- Holding - cleaning
- Drawing - collect
- Utter - position.
Examples of learning objectives in the subjects of physics
- Students can hold the thermometer correctly.
- Students can weigh objects appropriately.
- Students can position the scale to zero before measurement with an ammeter.
2. Manipulation
Learning objectives at this level expect students to perform a behavior without visual aid, as the rate of imitation. Students are given clues in the form of written or verbal instructions, and are expected to perform actions (behaviors) are required. In this case the behavior is still done stiff and emulate, students no longer see examples but only authorized in writing or verbally.
Examples of operational verb:
- Proofread - fill
- Demonstrate - put
- Designing - making
- Train - Manipulate
- Fix - refit
Examples of learning objectives in the subjects of physics
- Students using manual oscilloscope can operate correctly.
- Students can turn on a computer by reading the manual and verbal explanations.
3. Movement accuracy (precision)
Learning objectives at this level expect students to perform a behavior without the use of visual examples and instructions in writing, and do it with smooth, precise, balanced and accurate. In performing the behavior less likes to make mistakes, because students can do it correctly.
Examples of adjectives which indicate the level of precision:
- Appropriately - without error
- Smoothly - well
Examples of learning objectives in the subjects of physics
- Students with proper placing layer, convex lens, optical bench candles at a distance and to determine the nature of the convex lens shade.
- Students are able to type data into a data base without making mistakes.
4. Articulation
Learning objectives at this level expects students to demonstrate a series of movements with accurate, correct order, and the right speed.
Examples of adjectives which indicate articulation
- Tune - stable
- Coordinated - smoothly.
Examples of operational verb:
- Shift - start
- Learn - driving
- Put out - stick
- Form - sketch.
- Use - loosen
Examples of learning objectives in the subjects of physics
- Students can use a calculator to do the problems statistic smoothly.
- Students can sketch bimetal experimental model accurately.
5. Naturalization
Learning objectives at this level expects students to perform certain movements spontaneously or automatically. Students perform the movement without thinking again, how to do and the order.
Examples of adjectives which indicate naturalization
- Automatically - with lancer
- Perfectly - without any hesitation.
Example of operational verb:
- Shift - push
- Replace - send
- Rotate - predicts
- Operate - packing
- Move - mix
Examples of learning objectives in the subjects of physics
- Students can operate the program data base smoothly.
- Students may transfer to the wave equation in the form on the oscilloscope diagram sinusoidal automatically.
DEVELOPMENT OF AFFECTIVE AND PSYCHOMOTOR INSTRUMENTS
Attitudes or behavior as an aspect of appearance or performance can be measured by non-test techniques through observation sheet especially when it appeared or dug appearance to appear. It is the duty of teachers to generate interest and then increase the students' interest towards physics subjects. Thus there will be a high effort to improve the quality of the learning process.
A. Measures Affective Instrument Making
1. Choose the affective domain is to be assessed, ex: attitudes or interests.
2. Determine indicators of interest, such as class attendance, many ask, timely collect duties, and others. This was suggested to the students.
3. Select the type of scale used.
4. Peer review of the instrument by teachers
5. Fix the instrument
6. Prepare questionnaire
7. score questionnaire
8. Analysis of the results of the questionnaire scale interest or attitude scale
B. Measuring Affective scoring techniques.
There are several models of the measurement of the attitudes or interests, such as the Likert scale, scale semantic differences, and the Thurstone scale. Example of an instrument to measure student interest that has been created there are 10 items. If the used range is 1 to 5, the lowest score of a student is 10, which is of 10 x 1 and the highest score of 50, which is 10 x 5. Thus the median is 10 + 50/2 = 30. If divided into 4 categories, then the scale of 10-20, including no interest, 21-30 less interested, 31-4 - interest, and the scale of 41-50 very interested.
C. Examples of Affective Instruments
Examples of the measurement instrument students' attitudes toward the subject matter of electricity (with a Likert scale).
Name of student : ................
Class / Semester : ................
Topic : ................
No. Statement SA A U DG SD
1 I feel happy when working the
electrical questions
2 I often use my spare time to
investigate the relationship
between some of the concepts that
I learned in the electrical
3 I am always optimistic to
face lesson about electricity material
4 I am always excited to
complete tasks of electric material
5 I have to relearn the material of
power I've gained in the classroom
Description: SS: strongly agree
S: agree
R: undecided
TS: do not agree
STS: strongly disagree
The ways of assigning the percentage to the positive and negative statements are:
Statement
Percentage
SA
A
U
DG
SD
Positive
5
4
3
2
1
Negative
1
2
3
4
5
How? Do you already understand with the preparation of affective instrument? Good! if you already know. But please do not doubt to learn the material if you do not understand. After you understand let's continue with the psychomotor test preparation materials in physics learning.
D. Psychomotor Test form
Tests to measure psychomotor domain is the appearance or performance tests of students who have mastered. Psychomotor tests included in non-formal test, the test according to Lunetta et al (1981) can be:
1) Paper and pencil tests
Although the form of activities such as writing, but to be targeted is students' ability to showcase the work, for example tool design of physics experiments.
2) Identification test
This test is intended to measure students' skills in identifying a case, for example, found broken parts or malfunctioning of an instrument.
3) Simulation test
This test is done if there is no real tool that can be used to demonstrate the student’s perform, so that the simulation can still be assessed do a person already master the skills with the aid of artificial appliances or demonstrate as though using a tool.
4) Test performance (work sample)
This test is done with a real and objective tool to determine do the students have mastered / skilled to use these tools.
E. Test Preparation steps Psychomotor
The forms of psychomotor tests above, the data can be obtained by using a check list and a large-scale assessment or the students working with high risk of instruments such as the activities of laboratory practices to use expensive equipment. Instead the rating scale is suitable for few students. Rating scale ranged from very imperfect, very perfect. If you made a scale of 5, the "scale of 1" most "not perfect", and "scale 5" most perfect.
Check list contains a set of items that reflect the range of actions / deeds that must be displayed by students who are indicators of the skills to be measured. The steps in preparing a check list are: 1). Look for indicators of mastery of the skills tested, 2). Arrange these indicators in order of appearance, 3). Make observations of the students being assessed to see the appearance of the indicator in question, 4). If this indicator appears, then made the sign of √ or write words in the space provided.
F. Psychomotor Tests scoring techniques
Suppose there are about as many as 10 points psychomotor, if used range is 1 to 5, the lowest score of a student is 10, i.e. from 0 x 1 and the highest score of 50 which is 10 x 5. Thus the median is 10 + 50/2 = 30. If divided into 4 categories then the gain score 10-20 declared failed, the score 21-30 means less eminently successful, score 19-4 - declared successful, score 41-50 otherwise very successful.
G. Examples of Psychomotor Tests
To measure students' skills using a structured body thermometer rating scale as follows:
Instructions: Circle the number 5 if very precise, number 4 if appropriate, number 3 if a bit appropriate, number 2 if it is not right, and the number 1 if it is not appropriate for every action below:
5 4 3 2 1 how to get the thermometer out of its place
5 4 3 2 1 position by lowering the mercury as low
5 4 3 2 1 how to install a thermometer in the body of the measured temperature
5 4 3 2 1 Long time installation thermometer on the measured temperature
5 4 3 2 1 how to take the thermometer out of the body of the measured temperature
5 4 3 2 1 high reading mercury thermometer in a glass capillary
I'm sure you have understood the material on affective and psychomotor development instrument, now you can do the following exercises in the workbook and try to discipline do not see the answer key until you have finished the exercise.
EXERCISE
Make an example of students' attitudes about the instrument group discussions conducted in learning.
Answer Key
Instructions: 1. This instrument sheet used during the discussion
2. Fill scoring sheet for students to discuss in groups (1 table for 1 group)
3. Scores ranged from 1-4 (1 = very poor, 2 = moderate, 3 = good, 4 = excellent) for each aspect
Day / Date : ...................
Topic : ...................
Group : ...................
Aspects of interesting
Score for each student
A
B
C
D
E
How to ask a question
How to answer questions
How to submit questions
How to accept other people's opinions
How to reflect the results of the discussion
AFFECTIVE AND PSYCHOMOTOR LEARNING OBJECTIVES
Krathwohl, Bloom and Marill (1964) developed a taxonomy of objectives which is oriented to feelings or affection. This taxonomy describes someone in the process of recognizing and adopting a certain values and attitudes that guide him in the act..
A. Learning Objectives of Affective Domain
Krathwohl classify affective objectives into 5 groups. This grouping also is hierarchical with the introduction of the lowest level (simple) and practice the highest level. The higher rate of objectives in the hierarchy, the greater the person's involvement and commitment to that objective.
B. Level of Learning Objectives of Affective Domain
1. Receiving
This objective expects students to know, willing, accept and pay attention to various stimulation. In this case students still are passive, merely just listen or pay attention to school activities.
Examples of operational verb:
- Listening - choose
- Attending - follow
- View - giving
- Pay attention - embracing
- Interested - hold
Examples of learning objective affective domain of in physics
- Students are willing to listen to the teacher's explanation of the concept of uniform rectilinear motion.
- Students are willing to follow the practice of the convex lens.
- Students pay attention very well delivered his presentation on the dangers of erosion.
2. Giving Response (Responding)
The objective expects students have the desire to do something in reaction to an idea, object or system of values, more than just the introduction alone, in this case students are asked to demonstrate the manner requested.
Examples of operational verb:
- Discuss - help
- Participate - ask
- Answer - select
- Helping - approved
- Practicing - report.
Examples of learning objective affective domain of in physics
- Students are willing to discuss lab results determining the specific heat of substances
- Students willing to participate actively in extracurricular activities.
- Students are willing to practice using the oscilloscope.
3. Appreciation Value
The objective expects students to understand the value of respect for a belief or a feeling assumption that an idea, object or a particular way of thinking has value. In this case the student is consistently behaves in accordance with a value even if there are no teachers who request or require.
Examples of operational verb:
- Select - believe
- Convincing - faith
- Acting - Donate
- Arguing - resolve
- Gesture support - consider
Examples of learning objective affective domain of in physics
- Students show attitude of support the use of computers in teaching physics.
- Students participate voluntarily in collecting used goods to be made simple physics experiment equipment.
4. Organizing
The objective expects students were able to organize the things that show the interconnectedness between certain values within a system of values and determine which values have higher priority than the value of the other. In this case the student is consistent with a value system. Students are required to organize a variety of chosen values into a value system, and determine the relationship between these values.
Examples of operational verb:
- Decide - compare
- Formulate - create systematization
- Adopting - building
- Change - discuss
- Maintain - Integrating
Examples of learning objective affective domain of in physics
- Students are able to formulate a variety of alternative ways to raise funds and choose the alternative that the public according to its value system to overcome the coastal erosion.
- Students are able to maintain the basis of why she agrees with the study of physics is given starting from the first grade of primary school.
5. Practice (characterization)
The objective expects students were able to show that the practice associated with organizing and integrating the values into a personal value system. This is shown through the behavior of the lower level, but have been integrating these values into a philosophy of life is complete and convincing, and consistent behavior will always primarily to the philosophy of life. Philosophy of life is part of the character.
Examples of operational verb:
- Demonstrate an attitude - study
- Refuse - qualify
- Demonstrated - adjust
- Having good moral - verification
- Changing behavior - actualize
Examples of learning objective affective domain of in physics
- Students will show the scientific attitude by mentioning and testing a hypothesis before accepting it.
- Students reject authoritarian attitudes in the lab working group
C. Level of Learning Objectives of Psychomotor Domain
Learning objectives of psychomotor domains developed by Harrow (1972). Harrow's taxonomy also arranges psychomotor objectives are hierarchical in five levels. Psychomotor behavior emphasize on the skills that are concerned with the movement of muscles.
The levels of psychomotor domain are:
1. Imitation
Learning objectives at this level expect students to be able to mimic the behavior seen. At this level if students can do it, this behavior is not automatic, and errors may occur when students try it.
Examples of operational verb:
- Repeating - set
- Following - weigh
- Holding - cleaning
- Drawing - collect
- Utter - position.
Examples of learning objectives in the subjects of physics
- Students can hold the thermometer correctly.
- Students can weigh objects appropriately.
- Students can position the scale to zero before measurement with an ammeter.
2. Manipulation
Learning objectives at this level expect students to perform a behavior without visual aid, as the rate of imitation. Students are given clues in the form of written or verbal instructions, and are expected to perform actions (behaviors) are required. In this case the behavior is still done stiff and emulate, students no longer see examples but only authorized in writing or verbally.
Examples of operational verb:
- Proofread - fill
- Demonstrate - put
- Designing - making
- Train - Manipulate
- Fix - refit
Examples of learning objectives in the subjects of physics
- Students using manual oscilloscope can operate correctly.
- Students can turn on a computer by reading the manual and verbal explanations.
3. Movement accuracy (precision)
Learning objectives at this level expect students to perform a behavior without the use of visual examples and instructions in writing, and do it with smooth, precise, balanced and accurate. In performing the behavior less likes to make mistakes, because students can do it correctly.
Examples of adjectives which indicate the level of precision:
- Appropriately - without error
- Smoothly - well
Examples of learning objectives in the subjects of physics
- Students with proper placing layer, convex lens, optical bench candles at a distance and to determine the nature of the convex lens shade.
- Students are able to type data into a data base without making mistakes.
4. Articulation
Learning objectives at this level expects students to demonstrate a series of movements with accurate, correct order, and the right speed.
Examples of adjectives which indicate articulation
- Tune - stable
- Coordinated - smoothly.
Examples of operational verb:
- Shift - start
- Learn - driving
- Put out - stick
- Form - sketch.
- Use - loosen
Examples of learning objectives in the subjects of physics
- Students can use a calculator to do the problems statistic smoothly.
- Students can sketch bimetal experimental model accurately.
5. Naturalization
Learning objectives at this level expects students to perform certain movements spontaneously or automatically. Students perform the movement without thinking again, how to do and the order.
Examples of adjectives which indicate naturalization
- Automatically - with lancer
- Perfectly - without any hesitation.
Example of operational verb:
- Shift - push
- Replace - send
- Rotate - predicts
- Operate - packing
- Move - mix
Examples of learning objectives in the subjects of physics
- Students can operate the program data base smoothly.
- Students may transfer to the wave equation in the form on the oscilloscope diagram sinusoidal automatically.
DEVELOPMENT OF AFFECTIVE AND PSYCHOMOTOR INSTRUMENTS
Attitudes or behavior as an aspect of appearance or performance can be measured by non-test techniques through observation sheet especially when it appeared or dug appearance to appear. It is the duty of teachers to generate interest and then increase the students' interest towards physics subjects. Thus there will be a high effort to improve the quality of the learning process.
A. Measures Affective Instrument Making
1. Choose the affective domain is to be assessed, ex: attitudes or interests.
2. Determine indicators of interest, such as class attendance, many ask, timely collect duties, and others. This was suggested to the students.
3. Select the type of scale used.
4. Peer review of the instrument by teachers
5. Fix the instrument
6. Prepare questionnaire
7. score questionnaire
8. Analysis of the results of the questionnaire scale interest or attitude scale
B. Measuring Affective scoring techniques.
There are several models of the measurement of the attitudes or interests, such as the Likert scale, scale semantic differences, and the Thurstone scale. Example of an instrument to measure student interest that has been created there are 10 items. If the used range is 1 to 5, the lowest score of a student is 10, which is of 10 x 1 and the highest score of 50, which is 10 x 5. Thus the median is 10 + 50/2 = 30. If divided into 4 categories, then the scale of 10-20, including no interest, 21-30 less interested, 31-4 - interest, and the scale of 41-50 very interested.
C. Examples of Affective Instruments
Examples of the measurement instrument students' attitudes toward the subject matter of electricity (with a Likert scale).
Name of student : ................
Class / Semester : ................
Topic : ................
No. Statement SA A U DG SD
1 I feel happy when working the
electrical questions
2 I often use my spare time to
investigate the relationship
between some of the concepts that
I learned in the electrical
3 I am always optimistic to
face lesson about electricity material
4 I am always excited to
complete tasks of electric material
5 I have to relearn the material of
power I've gained in the classroom
Description: SS: strongly agree
S: agree
R: undecided
TS: do not agree
STS: strongly disagree
The ways of assigning the percentage to the positive and negative statements are:
Statement
Percentage
SA
A
U
DG
SD
Positive
5
4
3
2
1
Negative
1
2
3
4
5
How? Do you already understand with the preparation of affective instrument? Good! if you already know. But please do not doubt to learn the material if you do not understand. After you understand let's continue with the psychomotor test preparation materials in physics learning.
D. Psychomotor Test form
Tests to measure psychomotor domain is the appearance or performance tests of students who have mastered. Psychomotor tests included in non-formal test, the test according to Lunetta et al (1981) can be:
1) Paper and pencil tests
Although the form of activities such as writing, but to be targeted is students' ability to showcase the work, for example tool design of physics experiments.
2) Identification test
This test is intended to measure students' skills in identifying a case, for example, found broken parts or malfunctioning of an instrument.
3) Simulation test
This test is done if there is no real tool that can be used to demonstrate the student’s perform, so that the simulation can still be assessed do a person already master the skills with the aid of artificial appliances or demonstrate as though using a tool.
4) Test performance (work sample)
This test is done with a real and objective tool to determine do the students have mastered / skilled to use these tools.
E. Test Preparation steps Psychomotor
The forms of psychomotor tests above, the data can be obtained by using a check list and a large-scale assessment or the students working with high risk of instruments such as the activities of laboratory practices to use expensive equipment. Instead the rating scale is suitable for few students. Rating scale ranged from very imperfect, very perfect. If you made a scale of 5, the "scale of 1" most "not perfect", and "scale 5" most perfect.
Check list contains a set of items that reflect the range of actions / deeds that must be displayed by students who are indicators of the skills to be measured. The steps in preparing a check list are: 1). Look for indicators of mastery of the skills tested, 2). Arrange these indicators in order of appearance, 3). Make observations of the students being assessed to see the appearance of the indicator in question, 4). If this indicator appears, then made the sign of √ or write words in the space provided.
F. Psychomotor Tests scoring techniques
Suppose there are about as many as 10 points psychomotor, if used range is 1 to 5, the lowest score of a student is 10, i.e. from 0 x 1 and the highest score of 50 which is 10 x 5. Thus the median is 10 + 50/2 = 30. If divided into 4 categories then the gain score 10-20 declared failed, the score 21-30 means less eminently successful, score 19-4 - declared successful, score 41-50 otherwise very successful.
G. Examples of Psychomotor Tests
To measure students' skills using a structured body thermometer rating scale as follows:
Instructions: Circle the number 5 if very precise, number 4 if appropriate, number 3 if a bit appropriate, number 2 if it is not right, and the number 1 if it is not appropriate for every action below:
5 4 3 2 1 how to get the thermometer out of its place
5 4 3 2 1 position by lowering the mercury as low
5 4 3 2 1 how to install a thermometer in the body of the measured temperature
5 4 3 2 1 Long time installation thermometer on the measured temperature
5 4 3 2 1 how to take the thermometer out of the body of the measured temperature
5 4 3 2 1 high reading mercury thermometer in a glass capillary
I'm sure you have understood the material on affective and psychomotor development instrument, now you can do the following exercises in the workbook and try to discipline do not see the answer key until you have finished the exercise.
EXERCISE
Make an example of students' attitudes about the instrument group discussions conducted in learning.
Answer Key
Instructions: 1. This instrument sheet used during the discussion
2. Fill scoring sheet for students to discuss in groups (1 table for 1 group)
3. Scores ranged from 1-4 (1 = very poor, 2 = moderate, 3 = good, 4 = excellent) for each aspect
Day / Date : ...................
Topic : ...................
Group : ...................
Aspects of interesting
Score for each student
A
B
C
D
E
How to ask a question
How to answer questions
How to submit questions
How to accept other people's opinions
How to reflect the results of the discussion
