Implementation of Psychomotor Assessment on Life Skills Learning Program Package

Abstract

Purpose of the study: The purpose of this article is to provide information about the description of the assessment process to assess students' psychomotor abilities in craft life skills in the Package A Program with locations in PKBM Al Ishlah, Central Jakarta.
 Methodology: The research method used descriptive qualitative. Data is collected through qaqan questionnaires, interviews, and documentation. The results of the data collection show that educators more often apply the assessment process in the practice of making handicrafts in the package a program. Documentation is used to analyze the psychomotor assessment instruments used by educators.
 Main Findings: The results of this study are assessment processes that help teachers to see the work of students, students will produce handicrafts.
 Applications of this study: A Program with locations in PKBM Al Ishlah, Central Jakarta.
 Novelty/Originality of this study: The researcher also provides recommendations to educators to use the assessment process with a rubric assessment so that the results are more credible and valid.

An Analysis of Psychomotor Assessment Levels Based on Anderson and Krathwohl's Taxonomy in Integrated Thematic Books

“…After students learn the theory and have a good attitude, students can apply and demonstrate their skills (Fauzi et al, 2021). It aligns with Yatimah's (2020) statement that psychomotor learning outcomes are a continuation of cognitive and affective learning outcomes. These learning outcomes will become psychomotor learning outcomes if students have shown certain behaviors or actions in accordance with the meanings contained in the cognitive and affective aspects (Juanda, 2019).…”

“…One example of the psychomotor assessment analysis results at the articulation level in Table 3 was a psychomotor assessment of the Cultural Arts and Craft Education content. The psychomotor aspect of students was reflected in the ability of students to work when producing quality work, not only the product being assessed but also the process (Yatimah, 2020). Students were also asked to make two works at once: making packaging and its embalase.…”

“…Thus, the teacher should know it to be used as a consideration in choosing and/or developing an appropriate assessment for the school and its students. Teachers as assessment implementers must also be careful in choosing assessment techniques (Yatimah, 2020). Aside from improving the achievement of instructional goals by students, the purpose of measuring the psychomotor domain is to improve especially at the imitation, precision, manipulation, articulation, and naturalization levels; thus, it can also improve reflexes, basic movements, perceptual skills, physical skills, skilled motion, and communication in non-discursive students (Nurbudiyani, 2013).…”

Preference for Mode of Learning for Knowledge and Skills by Professional Management Students During the COVID-19 Pandemic Period

“…The study by Bhatt and Chauhan (2020) on traditional classroom mode of learning during the COVID-19 lockdown period finds that students' active involvement or participation in e-learning has impaired their psychomotor domain development. Higher education builds cognitive qualities along with psychomotor abilities (El-Sayed & El-Sayed, 2012;Yatimah, 2020). Skill is the ability to do an activity whereas knowledge is memory retention (Zaghloul, 2001).…”

Pengembangan Instrumen Penilaian Produk Proposal Penelitian Mahasiswa

“…kepada Tuhan Yang Maha Esa, berakhlak mulia, sehat, berilmu, cakap, kreatif, mandiri dan menjadi warga negara yang demokratis serta bertanggung jawab (RI, 2003). Siswa yang diinginkan pada pendidikan Indonesia adalah siswa yang berakhlak dan terampil yang mampu mempraktekkan pengetahuan yang telah didapatkan dan memperlihatkan perilaku, karakter dan nilai yang baik (Yatimah, 2020).…”