Intellectual learning outcomes unwrap that mental activity oftentimes begins from the lowest level(knowledge) to the highest level, that is evaluation. There are vi levels of cognitive domains or areas. They are knowledge, comprehension (understanding, explaining, summarizing, example), application, analysis (outline, define the relationship), synthesis (organizing, planning, forming the novel building), too evaluation (judging). They volition locomote explained to a greater extent than clearly most the marking of cognitive aspects which is based on Sutikno (2013):
a. Level of noesis (C1)
At this marking the learner is required to think prior data they have got received, such every bit facts, formulas, too problem-solving strategies. Learning outcomes of this marking is the students are able to mention, apply, analyze, too synthesize.
b. Level of Comprehension (C2)
This marking deals with the mightiness to explicate the noesis too data that has been known to utilization their ain language. Learning outcomes of this marking is the students are able to explain, elaborate, formulate, summarize, modify, too predict.
c. Level of Application (C3)
This marking is the marking of mightiness to utilization or apply the data learned to a novel situation, too solve the diverse problems that arise inwards their daily life. Learning outcomes of this marking are the students are able to compute, connect, equip, produce, supply, too adjust.
d. Levels of analysis (C4)
This is the marking of students’ mightiness to identify, separate, too distinguish the concepts, opinions, assumptions, hypotheses too others. In this marking students are expected to demonstrate the human relationship betwixt the ideas yesteryear comparison the thought with the measure principles that have got been learned. Learning outcomes inwards this marking is the students are able to separate, choose, compare, connect, share, and create.
e. Level of synthesis (C5)
The synthesis marking is the mightiness of students to associate too unite the diverse elements too elements of existing noesis to cast a novel pattern that is to a greater extent than thorough. Learning outcomes inwards this marking is the students are able to categorize, organize, compose, design, conclude, too brand a pattern.
f. Level of evaluation (C6)
This marking is the highest marking of the cognitive domains. At this level, students are expected to brand judgments too decisions most assessing an idea, method, production or object. Learning outcomes inwards this marking are the capability of the learners to criticize, evaluate, interpret, differentiate, discuss, too elaborate.
2. Affective Domain
With regard to the attitude, the receiving (acceptance), responding (response or feedback), valuing (value), scheme (organization). Description affective objectives that are portion of the taxonomy Blomm. Four stages / levels of the affective domain tin hand the axe locomote to mensurate the attitudes of learners / students during learning activities convey place. They are:
a. Acceptance or Receiving
The procedure of the formation of attitudes too behaviors inwards a way to enhance awareness most the presence of a item stimulus. In learning activities, the shape of the attention, maintain, direct, ask, choose, replied, continued, stating, putting (Hamdani, 2010)
An active participation of students, who are portion of the behavior. Change / participation / answer / feedback are influenced yesteryear the presence of stimuli or stimulus, inwards other words, the answer or feedback is due to the stimulus or stimulus. Learning outcomes at this marking is helpful, reporting, persuasion donated, volunteered, practicing, eager to respond, answer too satisfaction inwards giving approve. Highest marking of this category is interest, ie the things that highlight the specific activity of pleasure.
It tin hand the axe locomote interpreted every bit an admission assessment objectively (honestly) that the pupil is objective, scheme or object that has the do goodness levels. It tin hand the axe too locomote interpreted every bit a willingness to convey an object or afterwards a individual is aware of the fact that the object has a value or power, yesteryear stating inwards the cast of mental attitude or positive or negative behavior. Learning outcomes inwards this marking are the students able to demonstrate, select, reject, encourage, defend, too justify.
Organization is defined every bit the combining of dissimilar values, resolving conflicts with them, too found a consistent value system. Learning outcomes at this marking is that students are able to formulate, to associate, organize, change, complete, perfect.
Then, according to Jihad (2009) affective domain consists of 5 aspects. They are receiving, responding, valuing, scheme too characterization. They volition locomote explained clearly below.
a. Receiving or attending
Receiving or attending hither is receptivity the stimulation that comes to him. Words that tin hand the axe locomote used: hear, see, touch, smell, taste, view, select, control, alert, avoid, love, attention.
Responding hither is willingness to respond. Words used inwards this marking are: approvals, interests, reactions, help, participation, involve yourself, please, love, satisfaction, enjoy.
Responding hither is willingness to brand a pick of a value of the stimulus. The words used inwards this marking is acknowledged with sincere, position themselves, trust, unite themselves, want, want, faith, aspires ambition, discipline, self dedication, willing sacrifice, responsibility, confident, too resigned.
Organisation hither is willingness to organize the values chosen to locomote established guidelines inwards behavior. The words used inwards this marking are to weigh, found too prepare the system.
Characterization here is brand the values that are organized non solely for a code of comport but too transcend away a portion of the personal conduct inwards everyday. The words used inwards this marking is to locomote objective, thoughtful, fair, theatre inwards the establishment, personality.
3. Psychomotor Domain
Psychomotor domain related to science too human activity mightiness of students’ achievement. Psychomotor part oriented motoric skills that associated with members of the body, or activity that requires coordination betwixt nerves too muscles. The instance of psychomotor domain inwards English linguistic communication lesson is students are able to do genre or brusque functional text. Another instance is students tin hand the axe perform role play inwards English linguistic communication drama.
Sutikno (2013) states at that topographic point are 4 hierarchies of psychomotor, they are: (a) Imitation, it is the mightiness of the leearners to practise what they heve noticed before. (b) Manipulation, it agency the science that is related to the modification science of something. (c) Precision, agency the capability of the learners that shows the proficiency inwards doing something difficult. (d) Articulation , agency the capability of the learners to do an activity that is coordinated too efficient.
Anonym (2008) says that the results psikomotor tin hand the axe locomote divided into 5 stages, namely: (a) Imitation-Imitation is the mightiness to perform unproblematic activities too matches just with that seen / noticed before. Learning outcomes at this stage, learners are able to activate, combine, collect, ready clean up, construct. (b) Manipulation-Manipulation is the mightiness to perform unproblematic activities that have got non been seen, but based on the guidelines / guidance only. Learning outcomes at this stage, learners are able to demonstrate, making, repairing, mixing, designing. (c) Precision-Precision is the mightiness to perform activities then every bit to gain accurate piece of occupation correct product. (d) Articulation-Articulation is the mightiness to perform activities of complex too precise then that their piece of occupation is something that is intact. Learning outcomes at this phase that students are able to practice, play, create, try, install, dismantle. (e) Naturalization-Naturalization is the mightiness to perform a reflex activity, ie, activity that involves physical project then high effectiveness. Learning outcomes at this stage, learners are able to operate, construct, install, repair, construct.
While, according to Purwanto (2009) psychomotor learning achievement tin hand the axe locomote classified into vi kinds, they are: (a) Perception-Perception agency the mightiness to distinguish a symptom with other symptoms. (b) Set-Set is the mightiness to position oneself to source a movement. For instance readiness to position himself earlier the run, typing, demonstrating prayers. (c) Guiled answer – Guiled answer is the mightiness to mimic the model displace that exemplified. (d) Mechanism-Mechanism agency the mightiness to perform the motion without whatever role model. Because the mightiness tin hand the axe locomote achieved yesteryear repetitive exercises, then it tin hand the axe locomote a habit. (e) Adaptation-Adaptation agency the mightiness to perform a serial of movements inwards a proficient way, sequence too rhythm. (f) Creativity-Creativity is the mightiness to do novel movements that did non be earlier too combining existing movements into a novel combinationso of the master copy motion.
Ubaidillah (2011) classifies students’ achievement inward iii domains. They are cognitive domain, affective domain in …