1. Chapter 2 : Skill Development
Chapter 2
Skill Development
A. Instructional Activities
Gagne in Winkel stated that phases in instructional activities are as
follows:
1. Motivation
Students are aware of instructional objectives and are willing to get
involved in teaching and learning processes. This is a very important role
because students maximize their thinking ability. If they have weak levels
of motivation, students will tend to let posed problems. In this case, the
role of teacher is increasing students’ motivation and awareness of the
instructional objectives.
2. Attention
Students observe relevant elements, so particular perceptual patterns are
formed. Students have particular attention on learning materials, so it is
guarantee that they have a good concentration.
3. Processing
Students understand information in the short term memory and process it.
In this case, students should explore memory that they have used
whichever is appropriate for the problem. If strategies in the memory of
the students are not available, they have to create a new strategy and this
requires a creative mind, at least a focused mind.
4. Feedback
Students get a confirmation about how far their performances are right and
how their actions are appropriate. Communication can increase or
decrease students' motivation in thinking.
The phases in instructional activities can be applied in activities on
cognitive, affective, and psychomotor. Gagne in his book Essential of Learning
for Instruction suggests improvements in phases, namely:
1. Attention
Students have special attention on teaching materials.
2. Motivation
Students are aware of instructional objectives and are willing to get
involved.
3. Retrieval to working memory
Students recall from long term memory what they already have
known/understood/mastered about learning materials.
4. Selective perception
Students observe stimulus elements that are relevant to the instructional
materials. Students obtained perceptual patterns.
5. Processing of information
Students give meanings to the perceptual patterns to make the information
really means by connecting it to old information that has been extracted
from long term memory.
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2. Chapter 2 : Skill Development
6. Responding to question or task
Students prove through an achievement to teachers and themselves that
the instructional materials have been mastered. It gives an indication that
specific instructional objectives have been achieved.
7. Getting feedback or reinforcement
Students receive reinforcement from teachers if their achievement is
appropriate, or receive corrections if their achievement is inappropriate.
8. Confirming the learning outcomes
Students do various tasks in order have deep understading in learning.
Students conduct learning transfer and repeat their learning.
B. Skill Development
1. Cognitive Development
Cognitive skills are skills including mental activity (brain).
Cognitive development is the development of intelligence and knowledge.
Indicators of cognitive skills are namely :
a. Knowledge
Including the ability to remember about things learned and stored in
memory.
b. Comprehension
Including the ability to get meanings and significances of the study.
c. Application
Including the ability to apply methods and rules for dealing with real and
new problems.
d. Analysis
Including the ability to specify an entity into parts so that the entire
structure can be well understood.
e. Synthesis
Including the ability to form a new pattern.
f. Evaluation
Including the ability to form an opinion on a few things based on certain
criteria.
2. Affective development
Affective Skills are skills related to attitudes and values.
Affective development is acquire a tendency to accept or reject an object,
based on an assessment of the object as a useful/valuable (positive attitude) or
not useful/valuable (negative attitude).
Indicators of affective skills are namely :
1. Receiving
Including sensitivity about certain things and willingness to pay attention to
it.
2. Responding
Including a willingness to pay attention and participate in an activity.
3. Valuing
Including receiving a value, appreciating, acknowledging, and taking a
stand.
4. Organization
Including the ability to establish a system of values as a way of life.
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3. Chapter 2 : Skill Development
5. Characterization
Including the ability to appreciate values and formalize it become value
patterns in personal life.
3. Psychomotor Development
Psychomotor Skills are skills to act after someone receives a specific learning
experience.
Psychomotor development is development of ability to compile a number of
physical movements until it becomes an entirety.
Indicators of psychomotor skills include:
1. Observing
Including the ability to sort unique things and to aware of its differences.
2. Imitation
Including the ability to make movements based on examples or movement
imitation.
3. Practicing
Including the ability to perform movements without examples.
4. Adapting
Including the ability to make changes and adjustments in patterns of
movements with specific requirements.
Dewi Rahimah, S.Pd., M.Ed. 3

4. Chapter 2 : Skill Development
References
Dimyati & Mudjiono. (1999). Belajar dan Pembelajaran. Rineka Cipta. Jakarta.
Majid, A. (2008). Perencanaan Pembelajaran : Mengembangkan Standar
Kompetensi Guru. PT Remaja Rosdakarya. Bandung.
Sudijono, A. (2009). Pengantar Evaluasi Pendidikan. PT RajaGrafindo Persada.
Jakarta.
Dewi Rahimah, S.Pd., M.Ed. 4