Theory of Goal and

Objective
Group Name :
Safitri nasution ( 20018148)
Yunita Sari ( 20018102)
Zakia Putri Alifah ( 20018103 )
 Table of contents
What is
01 instructional 02 What is
instructional
goals?
objectives?

03 What are 04 Indicators of

learning Basic
outcomes Competency
01
What is
instructional
goals?
 Instructional
goals
An instructional goals can be a broad statement
regarding the instruction's purpose. Statements on
what we want our kids to learn and provide in
general:
● Direction,
● Concentration, and
● Cohesion

Setting goals provides us with a clear path to our

desired destination. When we give learners goals,
it's the same. Learning objectives are at the heart of
any course design, and they must be defined early
on in the process
02
What is
instructional
objectives?
Instructional
objectives
An instructional objective is usually
considerably more detailed regarding
how and to what extent the
instruction will benefit the students.

Writing down your study objectives

helps you stay focused and organize
your time. The use of action verbs to
express learner skills at the end of a
course is a simple way to accomplish
this
Example of an instructional goal and objective
Goal Students will recognize and value the behaviors of a healthy
lifestyle.
Objective Students will describe the differences between complex and
simple carbohydrates.
Objective Students will predict the consequences of including too many
simple carbohydrates in one’s diet.
Objective Students will create an appropriate exercise plan for
themselves based on their personal requirements.
Objective Students will produce a personal daily schedule that includes
sufficient time for rest and recreation.

An instructional goal can be used as an organizing topic for subordinate instructional objectives. For example, the
instructional goal, “Students will recognize and value the behaviors of a healthy lifestyle,” might serve as the
organizing topic for a number of specific instructional objectives.
 Writing instructional objectives
Bloom's taxonomy aids in the comprehension of this natural order. Bloom described the many degrees of student learning,
which could help a designer select the correct objectives :
4. Analyzing
1. Knowing material by
previously breaking it down
learned into its component
parts to understand
material
its organizational
2. structure
Comprehending
new material 5. Synthesizing
something new
from given
3. Applying material.
learned material
in new and
concrete 6. Evaluating the
contexts value of material
for a given
purpose.
03
What are
learning
outcomes
Learning
outcomes
● The general aims or purposes
of the course and its
curriculum
● Provide a framework for
determining the more specific
educational objectives of a
course
● Statements of learning
consistent with University,
College, and Disciplinary
missions.
 Characteristics of
good learning
outcomes
● Clarify what you want students to
accomplish
● Effectively communicate expectations to
students
● Help you select methods, materials, and
assignments that are appropriate
● Help guide development of assessments
that show what students have learned.
 04
Indicators of
Basic
Competency
Indicators of a basic competentency
Basic Competence
Basic competence refers to a set of
skills that should be controlled by
students in various subjects as a
basis for developing competency
indicators in a lesson.
Competency Indicators
Competency indicators identify specific
components of a proficiency that can be
transmitted across topic areas or contexts.
• Describe cognitive, emotional, or
psychomotor behaviors to help identify
contexts in which a skill might be used or
developed
Educators can identify settings that promote
the development of a specific ability by using
one or more indicators.
 Example Indicators of a basic
competency
Basic Competence Competency Achievement
Indicators
1. KD on KI knowledge 1. KD indicator on KI Knowledge
3.17 Distinguishing social functions, 3.17.1 Analyzing social functions,
text structure, and linguistic text structures and linguistic
elements of several special texts in elements of simple personal letter
the form of personal letters by texts;
giving and receiving information 3.17.2 Interpreting social functions,
related to the activities of oneself text structure and linguistic
and those around them, according elements of simple personal letter
to the context in which they are text.
used
 Resources
● Brown, A. H. (2015). The Essentials of Instructional Design. In The Essentials of Instructional Design.
https://doi.org/10.4324/9781315757438

● Competence, S., Matter, S., Allocation, T., Competencies, A. C., Competence, B. B., & Indicators, C. A.
(2021). Basic Competence Competency Achievement Indicators.

● Medriati, R., Irawati, S., & Ekaputri, R. Z. (2018). Mapping the standard competencies, basic competencies,
and the indicators (SKKDI) of natural science course of middle school students in curriculum 2013. Journal
of Physics: Conference Series, 1116(3). https://doi.org/10.1088/1742-6596/1116/3/032019

● Nayef, E. G., Yaacob, N. R. N., & Ismail, H. N. (2013). Taxonomies of Educational Objective Domain.
International Journal of Academic Research in Business and Social Sciences, 3(9), 165–175.
https://doi.org/10.6007/ijarbss/v3-i9/199