Menulis Tujuan Pembelajaran dengan ABCD

The A.B.C.D. method

The ABCD method of writing objectives is an excellent starting point for writing objectives (Heinich, et al., 1996). In this system, "A" is for audience, "B" is for behavior, "C" for conditions and "D" for degree of mastery needed.

1. Audience (A) – Who? Who are your learners?
2. Behavior (B) – What? What do you expect them to be able to do? This should be an overt, observable behavior, even if the actual behavior is covert or mental in nature. If you can't see it, hear it, touch it, taste it, or smell it, you can't be sure your audience really learned it.
3. Condition (C) – How? Under what circumstances or context will the learning occur? What will the student be given or already be expected to know to accomplish the learning?
4. Degree (D) – How much? How much will be accomplished, how well will the behavior need to be performed, and to what level? Do you want total mastery (100%), do you want them to respond correctly 80% of the time, etc. A common (and totally non-scientific) setting is 80% of the time.

Examples of Well-Written Objectives

Below are some example objectives which include Audience (A), Behavior(B), Condition (C), and Degree of Mastery (D). Note that many objectives actually put the condition first.

Cognitive (comprehension level) -"C: Given examples and non-examples of constructivist activities in a college classroom, A: the student B: will be able to accurately identify the constructivist examples and explain why each example is or isn't a constructivist activity D: in 20 words or less."

Cognitive (application level) -"C: Given a sentence written in the past or present tense, A: the student B: will be able to re-write the sentence in future tense D: with no errors in tense or tense contradiction (i.e., I will see her yesterday.)."

Cognitive (problem solving/synthesis level) -"C: Given two cartoon characters of the student's choice, A: the student B: will be able to list five major personality traits of each of the two characters, combine these traits (either by melding traits together, multiplying together complimentary traits, or negating opposing traits) into a composite character, and develop a short (no more than 20 frames) storyboard for a cartoon D: that illustrates three to five of the major personality traits of the composite character."

Psychomotor - "C: Given a standard balance beam raised to a standard height, A: the student C: (attired in standard balance beam usage attire) B:will be able to walk the entire length of the balance beam (from one end to the other) D: steadily, without falling off, and within a six second time span."

taken from: http://ets.tlt.psu.edu/learningdesign/objectives/writingobjectives