Basic Concepts of Learning Outcomes

BASIC CONCEPTS OF LEARNING OUTCOMES 1. Understanding Learning Outcomes According to Purwanto (2011 p. 46) learning outcomes are changes in behavior that occur after participating in learning in accordance with educational objectives in the cognitive, affective and psychomotor domains. In the cognitive domain, it is classified into memorization, understanding, application, analysis, synthesis and evaluation abilities. In the affective domain, learning outcomes include levels of acceptance, participation, assessment, organization, and characterization. Meanwhile, the psychomotor domain consists of levels of perception, readiness, guided movements, habitual movements, complex movements and creativity. According to Sudjana (2009, p. 22) learning outcomes are the abilities that students have after receiving their learning experience. Learning outcomes are divided into three domains, namely the cognitive domain, affective domain and psychomotor domain. These three domains become objects for assessing learning outcomes. Of the three domains, the cognitive domain is the one most assessed by teachers in schools because it relates to students' ability to master the content of teaching materials. From the opinions of the experts above, it can be concluded that learning outcomes are changes in student behavior that occur after participating in learning. These changes include cognitive aspects (memorization, understanding, application, analysis, synthesis and evaluation), affective (acceptance, participation, assessment, organization and characterization) and psychomotor (perception, readiness, guided movements, habitual movements, complex movements and creativity). The results are expressed in the form of numbers or values. 2. Learning Outcome Criteria In principle, the disclosure of ideal learning outcomes covers all psychological domains that change as a result of students' experiences and learning processes. To find out whether someone is successful or not in mastering knowledge in a subject can be seen through their achievements. Students will be said to be successful if their performance is good and conversely, they will not be successful if their achievement is low. Learning effectiveness is usually measured by the level of achievement of the student. There are 4 important aspects that can be used to describe learning effectiveness, namely: a) the accuracy of mastering the learned behavior or often called the "error rate", b) performance speed, c) expert learning level, and d) the level of retention of what was learned. Learning efficiency is usually measured by the ratio between effectiveness and the amount of time spent studying and the amount of learning costs used. The attractiveness of learning is usually measured by observing students' tendency to keep learning. The attractiveness of learning is closely related to the attractiveness of the field of study, where the quality of learning will usually influence both. The main indicators of student learning outcomes are as follows: • Achievement of Absorption of learning materials taught, both individually and in groups. Measuring the achievement of this absorption capacity is usually carried out by determining Minimum Learning Completion Criteria (KKM). • The behavior outlined in the learning objectives has been achieved by students, both individually and in groups. However, according to Syaiful Bahri Djamarah and Aswan Zain (2002, p. 120) the indicator that is widely used as a measure of success is absorption capacity. 3. Factors that influence learning outcomes Learning success is not only determined by increasing the ability of educators, but is determined by other factors that influence each other, as Oemar Hamalik (2004, p. 30) suggests several factors for student learning difficulties, including: • Factors that function from oneself • Factors originating from the environment • Factors originating from the family environment • Factors originating from the community environment. Thus, it can be seen that the factors that constitute learning difficulties experienced by students need help and guidance in order to improve student learning achievement and avoid learning difficulties experienced by students and ultimately optimal learning achievement can be achieved.