PENGUKURAN PADA DOMAIN KOGNITIF, AFEKTIF, DAN PSIKOMOTORIK DALAM PEMBELAJARAN
Abstract
Assessment is a fundamental component of the learning process that determines the achievement of educational objectives. Learning outcomes encompass three major domains: cognitive, affective, and psychomotor, each requiring distinct measurement techniques and instruments. This study aims to analyze measurement strategies across the cognitive, affective, and psychomotor domains, focusing on appropriate techniques, measurement tools, and the alignment of assessment instruments with instructional objectives. This research employs a qualitative library research method by reviewing relevant books, scientific journals, and educational policy documents. The findings indicate that effective assessment must be systematic, objective, and aligned with learning objectives to accurately reflect students’ competencies in each domain. Proper alignment between learning objectives and assessment instruments enhances the validity and reliability of evaluation results, thereby supporting meaningful learning outcomes.
References
Anastasi, A., & Urbina, S. (2011). Psychological Testing (7th ed.). Upper Saddle River, NJ: Pearson Education.
Anderson, L. W., & Krathwohl, D. R. (2001). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. New York: Longman.
Arikunto, S. (2018). Dasar-Dasar Evaluasi Pendidikan (Edisi Revisi). Jakarta: Bumi Aksara.
Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7–74. https://doi.org/10.1080/0969595980050102
Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). Taxonomy of Educational Objectives: The Classification of Educational Goals. Handbook I: Cognitive Domain. New York: David McKay Company.
Brookhart, S. M. (2011). Educational assessment knowledge and skills for teachers. Educational Measurement: Issues and Practice, 30(1), 3–12. https://doi.org/10.1111/j.1745-3992.2010.00195.x
Creswell, J. W. (2014). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (4th ed.). Thousand Oaks, CA: Sage Publications.
Harrow, A. J. (1972). A Taxonomy of the Psychomotor Domain: A Guide for Developing Behavioral Objectives. New York: David McKay Company.
Krathwohl, D. R., Bloom, B. S., & Masia, B. B. (1964). Taxonomy of Educational Objectives: Handbook II: Affective Domain. New York: David McKay Company.
Mardapi, D. (2017). Pengukuran, Penilaian, dan Evaluasi Pendidikan. Yogyakarta: Parama Publishing.
Miles, M. B., & Huberman, A. M. (2014). Qualitative Data Analysis: A Methods Sourcebook (3rd ed.). Thousand Oaks, CA: Sage Publications.
Nitko, A. J., & Brookhart, S. M. (2014). Educational Assessment of Students (6th ed.). Boston: Pearson Education.
Popham, W. J. (2017). Classroom Assessment: What Teachers Need to Know (8th ed.). Boston: Pearson Education.
Shepard, L. A. (2000). The role of assessment in a learning culture. Educational Researcher, 29(7), 4–14. https://doi.org/10.3102/0013189X029007004
Sudijono, A. (2019). Pengantar Evaluasi Pendidikan. Jakarta: RajaGrafindo Persada.
Sudjana, N. (2016). Penilaian Hasil Proses Belajar Mengajar. Bandung: Remaja Rosdakarya.
Tyler, R. W. (1950). Basic Principles of Curriculum and Instruction. Chicago: University of Chicago Press.
Uno, H. B. (2016). Assessment Pembelajaran. Jakarta: Bumi Aksara.
Wiggins, G. (1998). Educative Assessment: Designing Assessments to Inform and Improve Student Performance. San Francisco: Jossey-Bass.
Zed, M. (2014). Metode Penelitian Kepustakaan. Jakarta: Yayasan Obor Indonesi
