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Netriwati, Netriwati. "Penerapan Taksonomi Bloom Revisi untuk Meningkatkan Kemampuan Pemahaman Konsep Matematis." Desimal: Jurnal Matematika 1, no. 3 (September 30, 2018): 347–52. http://dx.doi.org/10.24042/djm.v1i3.3238.
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The ability to understand students' concepts is important. But the ability to understand the concept of students does not grow without just passing on an action from a serious educator in dealing with this problem. Developing learning objectives in general is one of the right steps taken by educators in learning. Bloom Revision Taxonomy that researchers will use in developing learning objectives in this study. so this study aims to describe students' abilities in understanding concepts through Bloom Revision's taxonomy. This type of research uses a qualitative descriptive method to see students' understanding of concepts in the implementation of microteaching in accordance with taxonomic steps of the revised bloom on the Education of Mathematics students at UIN Raden Intan in the sixth semester. Data collection techniques are tests on the implementation of microteaching and interviews. Based on the results of the assessment seen in the results of the observation sheet on the implementation of the learning that the steps of Bloom's Taxonomy can be applied in accordance with the selected indicators and in general students have been able to understand mathematical concepts well. So it can be concluded that the application of Bloom Revised Taxonomy in learning can improve students' ability to understand concepts
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Oh, Jae-Eun, and Francesco Zurlo. "The Role of Technology in Reforming Design Education." Cubic Journal, no. 4 (November 1, 2021): 4–15. http://dx.doi.org/10.31182/cubic.2021.4.033.
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Design education has significantly changed since the 1950s. The era depended widely on normative models such as those proposed by Benjamin Bloom (Bloom et al. 1956) and his collaborators, which resulted in the formulation of Bloom's Taxonomy. Comprising six interchangeable layers (knowledge, comprehension, application, analysis, synthesis, and evaluation) of higher and lower thinking, Bloom's taxonomy sets in place an archetypal model for education that thrives on object-driven goals. Here, pedagogical interchange and the object-driven and organised structure of education can adapt to each layer within the taxonomic structure.
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Tulasi, Dominikus. "Merunut Pemahaman Taksonomi Bloom: Suatu Kontemplasi Filosofis." Humaniora 1, no. 2 (October 31, 2010): 359. http://dx.doi.org/10.21512/humaniora.v1i2.2878.
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This article would like to share the use of Bloom's taxonomy as a cognitive framework for teaching-learning process to undertake the way student-centered learning. Related to the curriculum based competence in excellent education, the abstract cognitive in applying Bloom’s taxonomy is so called scaffolding. We know the taxonomy Bloom is a six-level classification system that uses observed student behavior to infer and absorb the level of cognitive achievement domain. This article surveys thinking within general education and management education, which uses and draws on Bloom's taxonomy, and then describes suggested uses of the taxonomy. The empirical evaluation of its effect on student achievement follows, as do thoughts about ways colleagues might use this tool to empower and motivate students as self-responsible learners in the classroom. The objective is to promote higher order thinking in college students, we understood an effort to learn how to assess critical-thinking skills in an introductory course. It means, we develop a process by which questions are prepared with both content and critical-thinking skills in mind.
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Masrom, Nursyahirah Wahidah, Mahyuddin Hashim, Noorhayati Hashim, and Fariza Puteh Behak. "Kedudukan Taksonomi Bloom Menurut Perspektif Islam." Journal of Quran Sunnah Education & Special Needs 2, no. 1 (June 1, 2018): 18–26. http://dx.doi.org/10.33102/jqss.vol2no1.8.
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Bloom’s Taxonomy known as a hierarchical framework of learning objective that is used by teachers to measure students’ higher order thinking skills based on questions in learning. There are three domain on Bloom taxonomy which is cognitive (intellectual skill), affective (generic skill) and psychomotor (practical skill). The cognitive domain of Bloom consists of six level organized in a hierarchy from lower until higher level which includes remembering, understanding, application, analysis, evaluation and creating. Since it is introduce by Benjamin Bloom in year 1956, studies have shown there are numerous Western studies have been discusess the strengths and weaknesses of Bloom Taxonomy. However, what is the position of Bloom's Taxonomy according to the Islamic perspectives? Therefore, this paper will concentrate on the criticisms by Western and Islamic perspective against Bloom’s Taxonomy. This study will be conducted using qualitative method by analysing data with descriptive method. The findings show there are criticisms and improvements in the past studies that focus on Bloom's taxonomy into four themes: (1) hierarchical structure, (2) classification structure, (3) uses and (4) new taxonomy requirements to fit the new skills required by the 21st century learning. Indeed, this article can provides a catalyst for further exploration of Islamic influence in education. Abstrak Taksonomi Bloom merupakan objektif pendidikan yang digunakan oleh pendidik untuk mengukur dan meningkatkan kemahiran berfikir aras tinggi pelajar dalam pembelajaran. Terdapat tiga domain utama yang perlu dicapai iaitu kognitif (kemahiran intelektual), afektif (kemahiran generik) dan psikomotor (kemahiran praktikal teknikal). Malahan, domain ini diklasifikasikan mengikut enam aras berbentuk piramid yang disusun dari aras rendah hingga ke aras tinggi. Ia merangkumi aras pengetahuan, pemahaman, aplikasi, analisis, sintesis dan penilaian. Sejak ia diperkenalkan oleh Benjamin Bloom pada tahun 1956, terdapat pelbagai kajian Barat yang membincangkan tentang kekuatan dan kelemahan Taksonomi Bloom. Namun, bagaimana pula kedudukan Taksonomi Bloom menurut perspektif Islam? Oleh itu, artikel ini membincangkan kritikan Barat dan pandangan Islam terhadap taksonomi Bloom. Kajian ini menggunakan kaedah kualitatif di mana data akan dianalisis melalui kaedah deskriptif. Hasil kajian mendapati terdapat kritikan dan penambaikan dari kajian lepas yang menfokuskan taksonomi Bloom kepada empat tema: (1) susunan hierarki, (2) pengelasan struktur, (3) kegunaan dan (4) keperluan kepada taksonomi yang baru sesuai dengan arus pembelajaran abad ke 21. Kajian ini juga dilihat sebagai pemangkin awal bagi meluaskan bidang pengukuran Islam dalam sistem pendidikan di Malaysia.
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Marina Vargas-Rodríguez, Yolanda, Adolfo Eduardo Obaya Valdivia, and Guadalupe Ivteh Vargas Rodríguez. "Problem Based Learning: Barrow and Bloom Taxonomy." International Journal of Education (IJE) 9, no. 4 (December 31, 2021): 19–29. http://dx.doi.org/10.5121/ije.2021.9402.
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This paper explains what the PBL consists of, exposes the role of the teacher and the student in this methodology, and discusses the convenience of using pictograms to determine the convenience of raising in the PBL, problems, or cases. Based on our teaching experience, a taxonomy is proposed to facilitate an awareness of these differences and help teachers choose a problem-based learning method more appropriate for their students. Also, a PBL planning process is presented for an experimental activity and its process evaluation.
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Jumrawarsi, Jumrawarsi. "ANALISIS KEMAMPUAN BERPIKIR TINGKAT TINGGI SISWA PADA MATERI BILANGAN BULAT." Jurnal Kepemimpinan dan Pengurusan Sekolah 6, no. 2 (September 30, 2021): 162–66. http://dx.doi.org/10.34125/kp.v6i2.622.
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The purpose of this study was to determine the high order thinking skills of class VII.1 SMPN 4 Pariaman students on integer material. This research is a qualitative descriptive study. The research subjects consisted of 6 grade VII.1 students consisting of 2 high-ability, 2 moderate and 2 low-level students based on the value of assignments and daily tests of integer material and considerations of the mathematics teacher. Data analysis was in the form of analysis of students' test abilities, analysis ability in aspects of knowledge according to Bloom Taxonomy and interview analysis. The data validity test was done by using triangulation technique. The results of the test research show that the Bloom Taxonomic percentage of the increase with the average Bloom Taxonomy level of C4, C5, and C6 is 87.21%, 70.27%, 57.91%, respectively. This is the ability students have in solving problems that require higher-order thinking skills.
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Engene, Niclas, Sarath P. Gunasekera, William H. Gerwick, and Valerie J. Paul. "Phylogenetic Inferences Reveal a Large Extent of Novel Biodiversity in Chemically Rich Tropical Marine Cyanobacteria." Applied and Environmental Microbiology 79, no. 6 (January 11, 2013): 1882–88. http://dx.doi.org/10.1128/aem.03793-12.
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ABSTRACTBenthic marine cyanobacteria are known for their prolific biosynthetic capacities to produce structurally diverse secondary metabolites with biomedical application and their ability to form cyanobacterial harmful algal blooms. In an effort to provide taxonomic clarity to better guide future natural product drug discovery investigations and harmful algal bloom monitoring, this study investigated the taxonomy of tropical and subtropical natural product-producing marine cyanobacteria on the basis of their evolutionary relatedness. Our phylogenetic inferences of marine cyanobacterial strains responsible for over 100 bioactive secondary metabolites revealed an uneven taxonomic distribution, with a few groups being responsible for the vast majority of these molecules. Our data also suggest a high degree of novel biodiversity among natural product-producing strains that was previously overlooked by traditional morphology-based taxonomic approaches. This unrecognized biodiversity is primarily due to a lack of proper classification systems since the taxonomy of tropical and subtropical, benthic marine cyanobacteria has only recently been analyzed by phylogenetic methods. This evolutionary study provides a framework for a more robust classification system to better understand the taxonomy of tropical and subtropical marine cyanobacteria and the distribution of natural products in marine cyanobacteria.
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Effendi Ewan Mohd Matore, Mohd. "Rasch Model Assessment for Bloom Digital Taxonomy Applications." Computers, Materials & Continua 68, no. 1 (2021): 1235–53. http://dx.doi.org/10.32604/cmc.2021.016143.
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Kondo, Ryuji, Go Kagiya, Yasutaka Yuki, Shingo Hiroishi, and Masayuki Watanabe. "Taxonomy of a Bloom-forming Cyanobacterial Genus Microcystis." NIPPON SUISAN GAKKAISHI 64, no. 2 (1998): 291–92. http://dx.doi.org/10.2331/suisan.64.291.
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Rahmat, Masura, and Madihah Mohd Saudi. "E-Learning Assessment Application Based on Bloom Taxonomy." International Journal of Learning: Annual Review 14, no. 9 (2007): 1–12. http://dx.doi.org/10.18848/1447-9494/cgp/v14i09/45476.
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Suardipa, I. Putu, and I. Made Sedana. "KORELASI PEMBELAJARAN FLIPPED CLASSROOM DENGAN TAKSONOMI BLOOM." Maha Widya Bhuwana: Jurnal Pendidikan, Agama dan Budaya 5, no. 1 (July 21, 2022): 38. http://dx.doi.org/10.55115/bhuwana.v5i1.2057.
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Flipped classroom is recommended learning when the teacher is preparing to carry out synchronous and asynchronous learning activities because of its effectiveness. This effectiveness is obtained because the flipped classroom is supported by four pillars of innovative learning: flexible environment, learning culture, intentional content, and professional educator, based on a constructivist learning approach and the design involved can activate and develop thinking skills in the realm of Bloom's taxonomy. The correlation that appears in the study above gives place to the Flipped classroom by assigning students to know and understand the content of lessons outside the classroom by using higher order thinking skills (HOTs) in Bloom's Taxonomy as a guardian of activities. Bloom's Taxonomy content in the Flipped Classroom model has a reverse direction, in the Flipped Classroom model step by emphasizing on students to create a product first, then students reconstruct understanding by trying to criticize to be evaluated (evaluating) in the application, then look at the details the strengths and weaknesses of the resulting product (analyzing) so that students apply the best working strategy (applying) by gaining new understanding (understanding) and being able to remember all previous learning. After students have "capital" understanding of the content, learning moves to face-to-face classes with activities aimed at clarifying, strengthening and deepening understanding as well as developing the skills acquired.Keywords: Flipped Classroom, Bloom Taxonomy
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Haring, Priscilla, Harald Warmelink, Marilla Valente, and Christian Roth. "Using the Revised Bloom Taxonomy to Analyze Psychotherapeutic Games." International Journal of Computer Games Technology 2018 (October 2, 2018): 1–9. http://dx.doi.org/10.1155/2018/8784750.
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Most of the scientific literature on computer games aimed at offering or aiding in psychotherapy provides little information on the relationship between the game’s design and the player’s cognitive processes. This article investigates the use of Bloom’s taxonomy in describing a psychotherapeutic game in terms of knowledge level and cognitive processing. It introduces the Revised Bloom Taxonomy and applies this to five psychotherapeutic games (Personal Investigator, Treasure Hunt, Ricky and the Spider, Moodbot, and SuperBetter) in a two-round procedure. In the first round consensus was reached on the Player Actions with Learning Objectives (PALOs) in each game. The second round sought to determine what level of knowledge and cognitive processing can be attributed to the PALOs by placing them in the taxonomy. Our low intercoder reliability in the second round indicates that Bloom’s Revised Taxonomy is not suitable to compare and contrast content between games.
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Neilan, BA, PR Hawkins, PT Cox, and AE Goodman. "Towards a molecular taxonomy for the bloom-forming cyanobacteria." Marine and Freshwater Research 45, no. 5 (1994): 869. http://dx.doi.org/10.1071/mf9940869.
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Regions of the 16s subunit of the ribosomal RNA gene of the bloom-associated cyanobacterial genera Microcystis and Anabaena have been sequenced and found to provide strain-specific sequence information. Comparisons of the DNA sequence of these cyanobacteria indicated that the strains examined are related and that probes diagnostic for bloom-forming and toxigenic strains in water samples can be designed.
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Magdalena, Ina, Yulia Septina, Lusy Nur Rahmayani, Alim Aqil Nasrullah, Aditya Dwi Nokhriyana, and Sri Wulandari Pamungkas. "Penerapan Taksonomi Bloom sebagai Alat Evaluasi di SDN Kapuk 15." ARZUSIN 2, no. 6 (December 8, 2022): 532–39. http://dx.doi.org/10.58578/arzusin.v2i6.683.
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By conducting this research, it is hoped that we can apply Bloom's taxonomy as an evaluation tool and analyze it. Finding out more in-depth information about bloom's taxonomy and learning evaluation. In this research, the type used is a type of qualitative research. in research, for data collection the authors collect through observations to schools, teacher interviews, and documentation. Data analysis techniques were carried out according to the analytical method of Milles and Huberman. In this method there are 3 stages, namely data reduction, data presentation, data verification. in the results of the interviews the teacher actually understood and understood these three domains and the teacher used evaluation very well, but it's just that the teacher was still unfamiliar with "Bloom's Taxonomy". Studying Bloom's taxonomy is a provision or reference evaluation tool for a teacher or prospective teacher. If the basis of the evaluation tool is not studied, it will be difficult for the teacher to carry out an assessment. The use of bloom taxonomy is also highly recommended as an evaluation tool. Because of these three domains can cover all aspects in the world of education or learning.
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Oktaviana, Dwi, and Utin Desy Susiaty. "Development of Test Instruments Based on Revision of Bloom's Taxonomy to Measure the Students' Higher Order Thinking Skills." JIPM (Jurnal Ilmiah Pendidikan Matematika) 9, no. 1 (September 14, 2020): 21. http://dx.doi.org/10.25273/jipm.v9i1.5638.
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The objectives of this study were to determine: (1) the appropriateness of the comparative material test instrument based on the Revised Bloom Taxonomy to measure HOTS student; (2) the quality of the comparative material test instrument based on the Revised Bloom Taxonomy to measure HOTS student; and (3) analysis of potential effects on the use of test instruments for comparison material based on Revised Bloom's Taxonomy to measure HOTS students'developed. This research is development research with the Tessmer model development design. The subjects of this research were all students of class VIII SMP Koperasi Pontianak. The research data was obtained based on the expert's / expert's assessment of the test instrument, the results of the test small group which will be analyzed in terms of validity, difficulty index, distinguishing power, and item reliability, as well as the results of the tests field test which will be analyzed related to potential effects. The results showed that: (1) the feasibility of the comparative material test instrument based on the Revised Bloom Taxonomy to measure HOTS students'reached the valid criteria level; (2) the quality of the comparative material test instrument based on the Revised Bloom Taxonomy to measure the HOTS of students reaching the criteria level is valid, difficult, has poor distinguishing power, and is declared to have low feasibility as a research instrument; (3) analysis of potential effects on the use of test instruments for comparison material based on Revised Bloom's Taxonomy to measure HOTS to student achieve an effectiveness level of 68.96% with the criteria for positive potential effects.
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Lissa, Lissa. "PROFIL JENIS PERTANYAAN SISWA SMA BERDASARKAN TAKSONOMI BLOOM REVISI." Edu Sains: Jurnal Pendidikan Sains & Matematika 5, no. 2 (March 14, 2018): 1. http://dx.doi.org/10.23971/eds.v5i2.731.
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<p>The purpose of the research is to represent the classification of the students' questions based on revision of Bloom taxonomy about ecosystem material in SMAN 1 Sindang Indramayu. Subject of the research are the students of X MIA 4 SMA Negeri 1 Sindang Indramayu. Based on the result of analysis through Revision of Bloom Taxonomy, these questions classified into cognitive aspect of C1 (remembering) 25%, C2 (Understanding) 43,75%, C3 (Doing) 12,5%, C4 (Analyzing) 6,25%, C5 (Evaluating) 12,5% and C6 (Creating) 0%. While from knowledge aspect, factual was 12,5%, conceptual 37,5%, procedural 12,5%, and cognitive 37,5%. The result of questionnaire and interview shows that the students are motivated to ask questions because the material is exciting . Besides, the students find that it is difficult to understand the concept of material. By using revision of Bloom taxonomy, it will be easier for the teacher to classify or evaluate the students' questions or difficulties about the material.</p>
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Rajman, Najwa Huda, Zahir Hariz Zahanis, Siti Munirah Mohd, Fadzidah Mohd Idris, Kamaruddin Shafinah, Nor Raihan Zulkefly, Nurhidaya Mohamad Jan, Hatika Kaco, and Muhammad Faiz Zainuddin. "A CASE STUDY IN IDENTIFYING THE LEVEL OF THINKING ABILITY IN PHYSICS SUBJECT AMONG SECONDARY SCHOOL STUDENTS." Science Proceedings Series 1, no. 2 (April 24, 2019): 122–25. http://dx.doi.org/10.31580/sps.v1i2.739.
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Physics is one of the science subjects that need a proper understanding through the process of learning. Since physics is difficult among secondary school students, this study is conducted to investigate the level of thinking ability in physics subject. This study has been done by given question paper based on taxonomy bloom which consists of 10 questions divided into three stages of taxonomy bloom which are C1 (remembering), C2 (undertanding) and C3 (applying). Based on the test that have been held, the result showed that most students not reach the minimum mark for the three stages especially in C3 (applying). This shows that physics is hard to learn. In this case of study, Taxonomy Bloom system has enabled the teachers to set examination papers that are well balanced, testing the different cognitive skills without a tilt towards a tough or easy paper perception.
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Listiowarni, Indah, and Nindian Puspa Dewi. "Pemanfaatan Klasifikasi Soal Biologi Cognitive Domain Bloom’s Taxonomy Menggunakan KNN Chi-Square Sebagai Penyusunan Naskah Soal." Digital Zone: Jurnal Teknologi Informasi dan Komunikasi 11, no. 2 (November 1, 2020): 186–97. http://dx.doi.org/10.31849/digitalzone.v11i2.4798.
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The question manuscript is a document that contains a collection of exam questions that are commonly used by an educator to test the absorption of their students on the material that has been presented in class. Question manuscripts made by educators are made based on a pre-made question grid, and contain a certain percentage of each cognitive domain category in the bloom taxonomy. The level in the bloom taxonomic cognitive domain describes the level of difficulty of each item made, so that an educator must first make a formula in a planning script called a question grid. The items that have been classified based on the cognitive domain taxonomic level of bloom using the KNN classifier method and the Chi-square feature selection are proven to be the right combination, the classification results of these items will be used for the preparation of a text for exam questions with an adjusted percentage formula. With the question grid that has been made beforehand, it is hoped that this research can be used to facilitate educators in drafting appropriate exam questions for their students
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Aripin, Muhamad Afzamiman, R. Hamzah, P. Setya, M. H. M. Hisham, and M. I. Mohd Ishar. "Unveiling a new taxonomy in education field." International Journal of Evaluation and Research in Education (IJERE) 9, no. 3 (September 1, 2020): 524. http://dx.doi.org/10.11591/ijere.v9i3.20458.
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Taxonomy is a set of hierarchical models that is applied to classify educational learning goals or objectives into a certain level of complexity. Many models have been developed and implemented to suit the educational settings of schools or educational institutions around the world. Realising the importance of educational taxonomy, the purpose of this paper is to explore the function and role of the taxonomy framework used in education, especially through the lens of Bloom, Anderson and SOLO’s (Structure of the Observed Learning Outcome) framework. In addition, this concept paper also aims to formulate a more holistic alternative taxonomy based on the concept of Syed Muhammad Naquib Al-Attas. Research on Bloom, Anderson and SOLO’s taxonomies is not intended to deny the role and contribution of existing taxonomies, but to provide an alternative and space in creating a balanced system of cognitive classification of students through teaching and learning as well as in the evaluation system.
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Ruslaini, Ruslaini, M. Chaidir, and Ngadi Permana. "IMPLEMENTASI TAKSONOMI BLOOM PADA MATA KULIAH KEWIRAUSAHAAN, KOMPETENSI DOSEN TERHADAP NIAT BERWIRAUSAHA MAHASISWA." Refleksi Edukatika : Jurnal Ilmiah Kependidikan 12, no. 2 (June 20, 2022): 207–14. http://dx.doi.org/10.24176/re.v12i2.6819.
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This research aims to 1) determine the effect of Bloom’s Taxonomy in entrepreneurial course on students’ entrepreneurial intention; 2) determine the effect of Lecturer Competence on students entrepreneurial intention; 3) determine the effect of Bloom’s Taxonomy and Lecturer Competence simultaneously on students’ entrepreneurial intention.The research method used is quantitative method with 120 research respondents obtained based on purposive sampling technique. Data were collected using a questionnaire instrument. The analysis technique used is multiple linear regression analysis.The results of this study suggest that there is an effect of implementing Bloom's Taxonomy in entrepreneurship courses on students' entrepreneurial intention with a t-score of 2,630, an effect of lecturers' competence on students' entrepreneurial intention with a t-score of 2,908. Furthermore, there is an effect of implementing Bloom's Taxonomy and Lecturer Competence simultaneously on students' entrepreneurial intention.
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Alshammari, Jawza, Ruth Reynolds, and Kate Ferguson-Patrck. "iPads for Cognitive Skills in EFL Primary Classrooms: A Case Study in Saudi Arabia." English Language Teaching 14, no. 1 (December 8, 2020): 13. http://dx.doi.org/10.5539/elt.v14n1p13.
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This research study was designed to clarify the effectiveness of innovative technology use in order to develop cognitive skills in Saudi Arabia with particular focus on the use of iPads in English as a Foreign Language (EFL) classes. New technology approaches are continually being implemented in educational environments but there is often lagging analysis as to the effectiveness of these approaches. In the context under review the implementation of iPads represented a significant shift from using paper and pen to using a portable touchpad and digital pen. This qualitative study comprising observations, interviews and focus groups with teachers and students in four primary EFL primary classrooms in Saudi Arabia. It aimed to investigate any links between EFL teaching approaches, revised Bloom’s Taxonomy of thinking skills and the use of iPads. The findings indicated an unevenness in the application of revised Bloom’s Taxonomy in English instruction generally and most iPad teaching practices were represented at lower order thinking levels (Remember, Understand and Apply). Also, flexible use of iPads when teaching-learning EFL represented levels of revised Bloom’s Taxonomy which aligns with specific roles of; teacher (T), teacher-student shared role (TS) and student (S) and plays a part in representing cognitive skills. These findings contribute to tablet devices use in language learning literature by highlighting the ‘how’ of EFL instruction based on revised Bloom’s Taxonomy.
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Nafiati, Dewi Amaliah. "Revisi taksonomi Bloom: Kognitif, afektif, dan psikomotorik." Humanika 21, no. 2 (December 31, 2021): 151–72. http://dx.doi.org/10.21831/hum.v21i2.29252.
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Revisi taksonomi Bloom menitikberatkan pada (1) perubahan aplikasi yang terdiri dari tiga bidang yaitu aplikasi bidang penyusunan kurikulum, aplikasi bidang instruksi pengajaran, aplikasi bidang assesment/ penilaian; dan (2) perubahan terminologi yang menekankan pada sub kategori sehingga penilaian menjadi lebih spesifik, mudah dalam menyusun penilaian pada kurikulum, serta mudah dalam menyusun instruksi pengajaran. Revisi taksonomi Bloom juga mengubah kata kunci operasional dari kata benda menjadi kata kerja dari level terendah sampai dengan level tertinggi.Terdapat perubahan yang sangat signifikan pada revisi taksonomi Bloom di domain kognitif yang terdiri dari dua dimensi yaitu dimensi pengetahuan dan dimensi proses kognitif. Dimensi pengetahuan berubah menjadi faktual, konseptual, prosedural, metakognisi. dimensi proses kognitif baru menjadi mengingat, memahami, mengaplikasikan, menganalisis, mengevaluasi, dan mencipta. Domain afektif meliputi rasa, nilai, apresiasi, antusiasme, motivasi, dan sikap tercermin pada perilaku/ attitude sehari-hari pada proses pembelajaran baik di dalam kelas maupun di luar kelas. Domain psikomotorik dirumuskan sebagai serangkaian kemampuan yang bersifat kongkrit dan abstrak. Bloom's taxonomic revision focuses on (1) application changes that consist of three fields, namely the application of curriculum development. application of teaching instruction area, application of assessment/ assessment field; and (2) changes in the terminology emphasizing sub-categories so that assessment becomes more specific, it is easy to arrange assessments in the curriculum, and easy to arrange instructions teaching. Revised Bloom's taxonomy also changed the operational keywords from words to verbs from the lowest level to the highest level. There is a very significant change in Bloom's revised taxonomy in the cognitive domain which consists of two dimensions, namely the dimension of knowledge and the dimension of cognitive processes. The dimension of knowledge changes into factual, conceptual, procedural metacognition. the dimension of the new cognitive process becomes remembering, understanding apply. analyze, evaluate and create. Affective domain includes taste, value, appreciation, enthusiasm, motivation. and attitudes are reflected in behavior everyday in the learning process both in the classroom and outside the classroom. Domain psychomotor formulated as a series of abilities that are concrete and abstract.
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Zorluoğlu, Seraceddin Levent, and Aydın Kızılaslan. "Analysis of 10th Chemistry Curriculum According to Revised Bloom Taxonomy." Journal of Education and e-Learning Research 6, no. 2 (2019): 88–95. http://dx.doi.org/10.20448/journal.509.2019.62.88.95.
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Ridwan, Ridwan. "Pendidikan Islam dan Teknologi Digital dalam Mendukung Teory Taxonomy Bloom." FIKROTUNA 7, no. 1 (July 29, 2018): 834–54. http://dx.doi.org/10.32806/jf.v7i1.3174.
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Digital technology plays an important role for the 21st century in helping human activities with the type and kinds of works. In Islamic terminology, the technological advancement as a platform for everyone to pay "shadaqoh" and getting information and knowledge as well as need. The world has always been inverted with the internet , covering a wide range of applications needed by humans. Applications is like google, facebook, yahoo, e-mail, whatsaap, Instagram, twiter, blogs and others are very easily accessible in various places without insulation. Implementing of Taxonomy Bloom through digital technology is a necessity. The domains of cognitive and psychomotor learning can be linked to the internet application of the constrained hierarchy of the taxonomy. Examples of Word, Excell, Power Point, Chrome, Mozilla Firefox, Internet Explorer, Facebook, Twitter, Instagram, Goolgle, Yahoo, MSN can be applied to the realm of cognitive learning by remembering, understanding, analyze (analyze), evaluate (evaluate) and create (creat) as a form of the realization of learning outcomes based on digital technology. Applications that can be applied include to distribute the material, reroute, submit opinions on some articles online by using the application in accordance with the facilities or softwere relevant to produce products such as making bullet, pointing, create a social networking group or provide a brief comment on the article in webs available. The purpose of this paper is to analyze the development of world technology. Communicate the progress of digital technology in the world of Islamic education and how to apply and utilization to support the application of Taxonomy Bloom's theory.
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Marshall, Jennings B., and Charles M. Carson. "A Preliminary Blooms Taxonomy Assessment Of End-Of-Chapter Problems In Business School Textbooks." American Journal of Business Education (AJBE) 1, no. 2 (December 1, 2008): 71–78. http://dx.doi.org/10.19030/ajbe.v1i2.4625.
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This article examines textbook problems used in a sampling of some of the most common core courses found in schools of business to ascertain what level of learning, as defined by Blooms Taxonomy, is required to provide a correct answer. A set of working definitions based on Blooms Taxonomy (Bloom & Krathwohl, 1956) was developed for the six different levels of the taxonomy. Because the course credit model relies so heavily on textbooks, the end of chapter problems for a leading text book in eight traditional business disciplines were evaluated. The initial findings indicate that the vast majority of end of chapter problems examined only required students to function at Level 1 (Knowledge) or Level 2 (Comprehension). While preliminary in nature, these data suggest the need for the use of other methods to challenge the student to think on higher cognitive levels.
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ÜZÜMCÜ, Zeynep Büşra. "EXAMINATION OF MATHEMATICS QUESTIONS INCLUDED IN HIGH SCHOOL ENTRANCE EXAM (LGS) ACCORDING TO THE REVISED BLOOM TAXONOMY AND OBJECTIVES OF THE MIDDLE SCHOOL MATHEMATICS COURSE CURRICULUM." IEDSR Association 7, no. 20 (July 22, 2022): 124–33. http://dx.doi.org/10.46872/pj.575.
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The aim of this study was to determine the relationship between the mathematics questions asked in the High School Entrance Exam (LGS) and the 8th grade objectives of the Primary Education Mathematics Course Curriculum, and to reveal at which level cognitive processes are measured through these questions according to the revised Bloom taxonomy. Within the scope of the study, 20 mathematics questions in the 2021 LGS and 52 8th grade objectives based on the formation of these questions were analyzed by document analysis, one of the qualitative research methods. The questions and achievements were classified independently by the researcher teacher and a field expert, and descriptive statistics were used in the analysis of the data. The data obtained showed that the 2021 LGS mathematics questions were operational and metacognitive according to the knowledge dimension of the revised Bloom taxonomy, while the 8th grade mathematics objectives based on the formation of these questions were factual, conceptual and operational. In addition, it was concluded that most of the 2021 LGS mathematics questions measured the cognitive processes in the application and analysis steps in the cognitive dimension of the revised Bloom taxonomy, while the 8th grade mathematics objectives focused on the understanding and application steps. It is recommended that the mathematics questions in the high school entrance exams and the mathematics course objectives should be reviewed according to the revised Bloom's taxonomy metacognitive dimensions
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Mohamed, Ros Anita Kartini, Abdul Halim Ali, and Muhammad Nasir. "Aplikasi Ranah Kognitif Anderson & Krahthwohl dalam Pengajaran dan Pembelajaran Pantun di Sekolah Dasar." Journal of Humanities and Social Sciences 3, no. 3 (December 21, 2021): 110–18. http://dx.doi.org/10.36079/lamintang.jhass-0303.286.
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Taksonomi adalah klasifikasi benda mengikut ciri-ciri tertentu. Taksonomi dalam bidang pendidikan digunakan untuk mengklasifikasikan tujuan pendidikan, penyusunan penilaian dan kurikulum. Bloom telah mengkategorikan tiga ranah dalam pembelajaran, yaitu; ranah kognitif, ranah afektif dan ranah psikomotor. Taksonomi Bloom fokus pada terminologi (1) pengetahuan; (2) pemahaman; (3) penerapan; (4) analisis; (5) sintesis; dan (6) evaluasi. Sedangkan terminolginya berubah dengan adanya Taksonomi Revisi pada tahun 2001 oleh Anderson & Krathwohl dengan terminologi (1) mengingat; (2) memahami; (3) mengaplikasikan; (4) menganalisis; (5) menilai; dan (6) mencipta. Terminologi ini berubah dengan mempertimbangkan keperluan holistik agar lebih mudah dalam penerapannya oleh guru di sekolah. Fokus utama makalah ini adalah membahas ranah kognitif Revisi Anderson & Krathwohl 2001 dan penerapannya dalam pengajaran dan pembelajaran pantun di sekolah dasar.
Anderson & Krahthwohl Cognitive Applications in Teaching and Learning Pantun in Elementary Schools
Abstract: Taxonomy is the classification of things according to certain characteristics. Taxonomy in education is used to classify educational objectives, assessment and curriculum preparation. Bloom has categorized three domains in learning, namely; cognitive domain, affective domain and psychomotor domain. Bloom’s taxonomy focuses on the terminology of (1) knowledge; (2) understanding; (3) application; (4) analysis; (5) synthesis; and (6) evaluation. While the terminology changed with the introduction of the Revised Taxonomy in 2001 by Anderson & Krathwohl with the terminology (1) recalling; (2) understand; (3) apply; (4) analyze; (5) evaluate; and (6) create. This terminology changes by considering the holistic need to make it more relevant in its application by teachers at the school level. The main focus of this paper is a discussion on the cognitive domain of the 2001 Anderson & Krathwohl Revision and its application in the teaching and learning of verse in primary schools.
Keywords: Bloom's Taxonomy, Cognitive Area, Poetry, Revised Taxonomy.
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KOÇ, E. Seda, and Turgay Öntaş. "A comparative analysis of the 4th and 5th grade social studies curriculum according to revised bloom taxonomy." Cypriot Journal of Educational Sciences 15, no. 3 (June 29, 2020): 540–53. http://dx.doi.org/10.18844/cjes.v15i3.4931.
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Abstract: This study, in which the distribution of the attainments of Turkey, Singapore, Hong Kong and Canada (Ontario) Social Studies Curricula was aimed to be analyzed according to the revised Bloom's taxonomy, was designed with qualitative research. Document analysis technique, that is one of the qualitative research data collection techniques, was used in the research. The data source of the research consisted of the social studies curricula of the mentioned countries and the frequency and percentage calculation was used to show the taxonomic distributions of attainments. According to the findings obtained in the study, it was determined that the majority of the attainments in all of the social studies curricula examined in the study were commonly at the conceptual knowledge dimension and understand cognitive process. It was also found out that the social studies curriculum of Canada and Singapore were the curricula with the highest level of objectives for the higher levels.
Keywords: Social Studies, Curriculum, Attainment, Revised Bloom Taxonomy;
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Afirda, Yohana Regnisia, Sofia Sa’o, and Yasinta Yenita Dhiki. "PENERAPAN TAKSONOMI BLOOM DALAM KEMAMPUAN BERPIKIR MENYELESAIKAN SOAL GEOMETRI PADA SISWA KELAS VIII." JUPIKA: JURNAL PENDIDIKAN MATEMATIKA 3, no. 2 (September 30, 2020): 121–30. http://dx.doi.org/10.37478/jupika.v3i2.678.
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This research was conducted at SMP Negeri 2 Ende in the 2018/2019 school year. The purpose of this study was to describe: the ability to think in solving geometry problems in class VIII students using Bloom's taxonomy in the cognitive domain, the ability to think in solving geometric problems in class VIII students using Bloom's taxonomy in the affective domain, the ability to think in solving geometric problems in class VIII students using Bloom's taxonomy. psychomotor realm. This type of research is a descriptive study using qualitative methods. Data collection techniques using written tests, interviews, observation, and documentation. The subjects in this study were six students who were selected based on 3 groups of ability, namely high, medium, and low. The selection of research subjects was based on written test results. The results showed that based on Bloom's taxonomy, the thinking abilities of class VIII A students of SMP Negeri 2 Ende in solving geometry problems were as follows: in the higher thinking group the ability to think was at the level of analysis. Students in the medium ability group are at the application level and students in the low ability group are at the knowledge level.
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Sari, Suci Indah, Nurul Astuty Yensy B, and Teddy Alfra Siagian. "ANALISIS SOAL MATERI HIMPUNAN BUKU MATEMATIKA SMP/MTs KELAS VII KURIKULUM 2013 BERDASARKAN TAKSONOMI BLOOM." Jurnal Penelitian Pembelajaran Matematika Sekolah (JP2MS) 5, no. 2 (August 30, 2021): 233–43. http://dx.doi.org/10.33369/jp2ms.5.2.233-243.
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This research aims to analyse the questions on the middle School Mathematics/MTs class VII Semester I Curriculum 2013 revision 2017 which is reviewed from the aspect of cognitive level accord to Bloom taxonomy revision. This type of research is descriptive research. The Instrument used in this research is a cognitive-level classification sheet of exercises. The data source in this research is the mathematics textbook of Class VII curriculum 2013 revised 2017 compiled by Abdur Rahman As'ari, et al. Curriculum and Conversation Center, Balitbang, Kemendikbud. The results of this research show that based on the cognitive level of the Bloom taxonomy is derived that there are only three categories of cognitive levels on the association's material train question namely remember, understanding, applying. The percentage of cognitive-level categories on the practice of the set material is C1 (remember) 1,25%, C2 (understanding) 41,25%, C3 (applying) 57,5%, C4 (analyze) 0%, C5 (evaluate) 0%, C6 (create) 0%.Keywords: Analysis of Question, Bloom’s Taxonomy, Cognitive Level
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Wulandari, Rakhmania, and Febi Ariani Saragih. "ANALISIS BUKU AJAR MARUGOTO: BAHASA DAN KEBUDAYAAN JEPANG A1 DITINJAU DARI RANAH KOGNITIF TAKSONOMI BLOOM." JAPANEDU: Jurnal Pendidikan dan Pengajaran Bahasa Jepang 3, no. 1 (June 1, 2018): 24. http://dx.doi.org/10.17509/japanedu.v3i1.10192.
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Penelitian ini bertujuan untuk mengetahui kualitas isi buku ajar Marugoto: Bahasa dan Kebudayaan Jepang A1 ditinjau dari ranah kognitif taksonomi Bloom. Kualitas buku ajar menjadi pertimbangan pengajar dalam menentukan buku ajar yang baik untuk digunakan. Menelaah kualitas buku ajar dapat dilakukan dengan menggunakan teori belajar taksonomi Bloom. Taksonomi Bloom adalah pengelompokan belajar berdasarkan tingkatan belajar. Yaitu belajar tingkat rendah yang terdiri dari kualifikasi C1 (mengingat), C2 (memahami), dan C3 (mengaplikasikan), serta belajar tingkat tinggi yang terdiri dari kualifikasi C4 (menganalisis), C5 (mengevaluasi), dan C6 (mencipta).Penelitian ini merupakan penelitian deskriptif kualitatif. Sumber data utama adalah buku ajar Marugoto rikai dan katsudou. Analisis dilakukan dengan menganalisis bahan ajar menggunakan kualifikasi kognitif pada taksonomi Bloom. Hasil Analisis menunjukkan bahwa buku Marugoto A1 mencapai hasil yang sangat baik pada kualifikasi C1, C2, C3, C4; hasil analisis baik pada C5, dan hasil analisis sangat kurang pada C6. Materi yang disajikan mewakili kata kerja operasioanal dalam memenuhi kebutuhan belajar tingkat rendah dengan sangat baik, namun hanya cukup mewakili kata kerja operasional dalam memenuhi kebutuhan belajar tingkat tinggi. This research is aimed to find out the quality of Marugoto's textbook content: Japanese Language and Culture A1 from the cognitive aspects of Bloom's taxonomy. The quality of textbooks becomes the teacher's consideration in determining which textbooks are best used. Reviewing the quality of textbooks can be done using Bloom's theory of taxonomic learning. Bloom's Taxonomy is a learning grouping based on the level of learning. That is a low level study consisting of qualifications C1 (remembering), C2 (understanding), and C3 (applying), as well as a high-level learning consisting of C4 qualifying (analyzing), C5 (evaluating), and C6 (creating). is a qualitative descriptive research. The main data sources are Marugoto rikai and katsudou textbooks. The analysis was done by analyzing the teaching materials using cognitive qualifications on Bloom's taxonomy. The analysis shows that Marugoto: Language and Culture of Japan A1 achieved excellent results on qualification C1, C2, C3, C4, good analytical results on C5, and the result of analysis is very less on C6. The material presented represents operational verbs in meeting low-level learning needs very well, but only enough to represent operational verbs in meeting high-level learning needs.
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Setyowati, Yulis, Susanto Susanto, and Ahmad Munir. "A revised bloom's taxonomy evaluation of formal written language test items." World Journal on Educational Technology: Current Issues 14, no. 5 (September 30, 2022): 1317–31. http://dx.doi.org/10.18844/wjet.v14i5.7296.
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This paper aims to portray the appropriateness of test items in language tests according to Bloom's Taxonomy. Thirty written language tests created by EFL lecturers were analyzed. Document analysis was applied, the data were categorized and examined. In the test for remembering, ‘crucial questions was applied, finding specific examples or data, general concepts or ideas, and abstracting themes in comprehension test. Completing particular projects or solve issues in the applying test, whereas SWOT analysis conducted in analyzing test, and strategic plan should be demonstrated in evaluation test, and last, in creating test, new things or idea should be created, generalizing and make conclusion. The findings demonstrated test item using remembering mental level stood at 66%, understanding 16%, applying 2%. While analyzing level gets 9%, evaluating 2%, and creating group 5%. This addresses disparity between LOTs and HOTs usage. Hence, Bloom taxonomy was not distributed well in the language tests. Keywords: test items, formal written language tests, Revised Bloom taxonomy
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Didenko, A. V., Natalia Aksenova, and A. V. Loginova. "The Choice of Effective Methods and Approaches to the Design of an Online Course." International Journal of Emerging Technologies in Learning (iJET) 11, no. 04 (April 5, 2016): 150. http://dx.doi.org/10.3991/ijet.v11i04.5270.
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The main purpose of this work is to show the importance of using process cards and Bloom’ Taxonomy that allow to raise efficiency of on-line courses. It analyses existing on-line courses and demand of such courses in its dynamics. Application of process cards and Bloom’s Taxonomy will encourage good design practice in projecting and implementing on-line courses thus improving educational results retention rate.
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Crowe, Alison, Clarissa Dirks, and Mary Pat Wenderoth. "Biology in Bloom: Implementing Bloom's Taxonomy to Enhance Student Learning in Biology." CBE—Life Sciences Education 7, no. 4 (December 2008): 368–81. http://dx.doi.org/10.1187/cbe.08-05-0024.
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We developed the Blooming Biology Tool (BBT), an assessment tool based on Bloom's Taxonomy, to assist science faculty in better aligning their assessments with their teaching activities and to help students enhance their study skills and metacognition. The work presented here shows how assessment tools, such as the BBT, can be used to guide and enhance teaching and student learning in a discipline-specific manner in postsecondary education. The BBT was first designed and extensively tested for a study in which we ranked almost 600 science questions from college life science exams and standardized tests. The BBT was then implemented in three different collegiate settings. Implementation of the BBT helped us to adjust our teaching to better enhance our students' current mastery of the material, design questions at higher cognitive skills levels, and assist students in studying for college-level exams and in writing study questions at higher levels of Bloom's Taxonomy. From this work we also created a suite of complementary tools that can assist biology faculty in creating classroom materials and exams at the appropriate level of Bloom's Taxonomy and students to successfully develop and answer questions that require higher-order cognitive skills.
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Medeshova, Aigul. "THE TAXONOMY OF BLOOM AND THE ORGANIZATION OF STUDENT LEARNING ACTIVITIES." Slavonic Pedagogical Studies Journal 6, no. 2 (2017): 218–25. http://dx.doi.org/10.18355/pg.2017.6.2.3.
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Wiranata, Dwi, I. Wayan Widiana, and Gede Wira Bayu. "The Effectiveness of Learning Activities Based on Revised Bloom Taxonomy on Problem-Solving Ability." Indonesian Journal Of Educational Research and Review 4, no. 2 (October 31, 2021): 289. http://dx.doi.org/10.23887/ijerr.v4i2.37370.
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The low problem-solving ability of students was due to the lack of student learning activities, so that learning activities were needed that can motivate students to learn and develop problem-solving skills. This study aimed to analyze the effectiveness of learning activities based on Revised Bloom's Taxonomy on problem-solving abilities. The type of research used was development research with a 4D model. The subjects of this study were four experts and 55 fourth-grade elementary school students. The object of this research was the effectiveness of Revised Bloom's Taxonomy-oriented learning activities. The data collection method used was the non-test method and the test method. The instruments used were questionnaires and description tests. The data analysis technique used was descriptive quantitative statistical data analysis techniques in the form of prerequisite tests and t-tests. The results of this study indicate that the average score of the experimental class was 83.50, while the control class was 74.83, and the t-test results obtained a significance value of 0.969 with an at-count of 0.00 < t-table of 0.05. This research concluded that learning activities based on Revised Bloom's Taxonomy effectively improve students' problem-solving abilities. The implication of this development research was to produce products in the form of learning activities based on Revised Bloom's Taxonomy that can train curiosity, self-confidence and improve students' problem-solving abilities.
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Oktaviana, Dwi, and Iwit Prihatin. "ANALISIS HASIL BELAJAR SISWA PADA MATERI PERBANDINGAN BERDASARKAN RANAH KOGNITIF REVISI TAKSONOMI BLOOM." Buana Matematika : Jurnal Ilmiah Matematika dan Pendidikan Matematika 8, no. 2: (December 31, 2018): 81–88. http://dx.doi.org/10.36456/buana_matematika.8.2:.1732.81-88.
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This research to classify the most comparison and described the results of the study grade VII B students SMP Koperasi Pontianak the academic year 2017/2018, based on cognitive Revised Bloom’s Taxonomy. Research method used is descriptive method with a qualitative approach. The subjects of this research were students of class VII B with high and low ability levels. The instruments in this research were daily test questions and student answer sheets on the subject of comparison and interview guidelines. Based on the results of research, obtained the percentage classifications about 20% for understand (C2) and 80% for apply (C3). Students' mathematics learning outcomes based on cognitive domains Revised Bloom’s Taxonomy is that students are better able to solve problems with an understanding indicator of 60% than the problem with the indicator applying at 19.2%. Students with high ability to achieve indicators understand and apply while students with low abilities do not reach both indicators.
Key Word: learning outcomes, ability level, revised bloom’s taxonomy, comparison
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Hakim, Putri Kamalia. "English Standar Kompetensi, Kompetensi Dasar, & Ujian Nasional of SMA in Revised Bloom`s Taxonomy." Script Journal: Journal of Linguistic and English Teaching 2, no. 2 (October 8, 2017): 156. http://dx.doi.org/10.24903/sj.v2i2.133.
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Abstract: This study was conducted to investigate the coverage of Revised Bloom’s taxonomy in the English Standar Kompetensi (SK), Kompetensi Dasar (KD) and the English test items of Ujian Nasional for SMA. Content analysis method was chosen as the research design for this study. The writer analyzed the data by categorizing the verbs and the nouns of the data in relation to the categories and dimension of Revised Bloom’s Taxonomy. The results of this study revealed that 53% of SKs and KDs cover Understand category and the rest cover Analyze category. All of the SKs and KDs cover conceptual knowledge and other knowledge dimensions are not covered. Moreover, the coverage of Revised Bloom’s Taxonomy in English test items of Ujian Nasional for SMA is not aligned with the coverage of Revised Bloom’s Taxonomy in English SK and KD. The SKs and KDs only cover Remember, Understand, Apply and Analyze categories while the test items were associated with Remember, Understand, Apply, Analyze, and Evaluate categories. More than 90% of English test items of Ujian Nasional for SMA only covered low order of cognitive categories (Remember, Understand, and Apply). Most of the test items covered factual knowledge and the rest of them covered conceptual knowledge and none of them covered procedural and metacognitive knowledge.
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Rajman, Najwa Huda, Zahir Hariz Zahanis, Siti Munirah Mohd, Fadzidah Mohd Idris, Kamarudin Shafinah, Nor Raihan Zulkefly, Nurhidaya Mohamad Jan, Hatika Kaco, and Mohamad Faiz Zainuddin. "Investigation with Gifted Students in Learning Physics Concept Based on Cognitive Structure." Journal of Computational and Theoretical Nanoscience 17, no. 2 (February 1, 2020): 1143–46. http://dx.doi.org/10.1166/jctn.2020.8778.
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Physics concept is an understanding of natural occurrence. Physics is one of the natural science subjects that involves the study of matter and motion through space and time, along with related concepts. The concepts of physics explained everything involving the environment and human relation that happened in our daily life. Physics is one of the toughest subjects. Many students have difficulty to understand the subject properly. The factor of difficulty in learning physics concept come from many aspects, which is subject matter, materials for learning, the environment in class, and teaching style. Therefore, this study aims at investigating the main factor affecting the understanding of student performance in physics subject. This study has been done by given question paper that is designed based on taxonomy bloom. The question paper consists of 10 questions divided into three stages of taxonomy bloom, which are C1 (remembering), C2 (understanding), and C3 (applying). The test has been conducted among 17 years old students in Kolej PERMATA Insan. The result of the test has been analyzed. Based on the test that has been held, the results showed that most students did not reach the minimum mark of for the three stages in taxonomy bloom mainly stage C3 questions that apply the physics concept in daily life. The results from the test showed that physic is a tough subject to be learned.
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Thi Nga, Ngo. "Peculiarities of management of cognitive barriers in educational activity of students with field-independent and field-dependent styles." Problems of Modern Education (Problemy Sovremennogo Obrazovaniya), no. 2, 2020 (2020): 54–65. http://dx.doi.org/10.31862/2218-8711-2020-2-54-65.
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The survey is dedicated to the identification of cognitive barriers in educational and professional activities among students with field-dependent and field-independent styles of cognitive activity. For these purposes, we used the principle of taxonomy proposed by B. Bloom (“the taxonomy of the levels of knowledge of Benjamin Blum”), as well as the “Gottschaldt figures” technique. The results show that the cognitive style is a factor influencing the level of cognitive difficulties.
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Muehleck, Jeanette K., Cathleen L. Smith, and Janine M. Allen. "Understanding the Advising Learning Process Using Learning Taxonomies." NACADA Journal 34, no. 2 (December 1, 2014): 63–74. http://dx.doi.org/10.12930/nacada-13-013.
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To better understand the learning that transpires in advising, we used Anderson et al.'s (2001) revision of Bloom's (1956) taxonomy and Krathwohl, Bloom, and Masia's (1964) affective taxonomy to analyze eight student-reported advising outcomes from Smith and Allen (2014). Using the cognitive processes and knowledge domains of Anderson et al.'s revised taxonomy, we discuss the learning processes that underlie cognitive-based outcomes. We also describe the way the affective taxonomy developed by Krathwohl et al. contributes to understanding learning processes that promote affective outcomes. Through these analyses, we describe how learning occurs in advising and show that advising, as represented by Smith and Allen's eight defined outcomes, delivers the array of cognitive and affective changes presumed to constitute learning as articulated by these frameworks.
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Lara Freire, Martha Lucía, Mercedes Leticia Lara Freire, Wilson Gonzalo Rojas Yumisaca, and Mayra Rosana Rojas Yumisaca. "Bloom's Taxonomy and Flipped Classroom." Ciencia Digital 3, no. 3.3 (September 10, 2019): 210–19. http://dx.doi.org/10.33262/cienciadigital.v3i3.3.797.
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El objetivo de este estudio fue establecer la efectividad del aula invertida para mejorar las habilidades de pensamiento de orden superior en la Taxonomía de Bloom. Esta fue una investigación cuali-cuantitativa que involucró la recopilación y conversión de datos en forma numérica, también fue una investigación cuasiexperimental y la población estuvo conformada por estudiantes de inglés de cuarto nivel del Centro de Inglés de la Escuela Superior Politécnica de Chimborazo. Los instrumentos aplicados fueron: encuesta inicial, encuesta de satisfacción, una prueba previa y una prueba posterior. La muestra se eligió al azar y los grupos estuvieron previamente establecidos. Los métodos científicos, inductivos, deductivos y descriptivos se aplicaron durante la intervención, misma que se desarrolló durante tres meses. Para analizar los resultados se siguió este procedimiento: organización de la información, análisis de resultados de la prueba inicial, análisis de las evidencias recopiladas, análisis de la prueba posterior, diseño de tablas, cuadros y gráficos, análisis de resultados estadísticos, tendencias de la hipótesis y conclusiones extraídas. Finalmente, se concluyó que las actividades de aula invertida en el aula de inglés como Lengua Extranjera mejoraron las habilidades de pensamiento de orden superior de los estudiantes.
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Qodri, Muhammad, Imam Asrori, and Uril Bahruddin. "The Suitability of Arabic Language Question Item in the Perspective of Bloom Taxonomy Revision l Tanasub Bunudi As’ilah al-Lughah al-‘Arabiyyah fi Dhaui Tashnif Bloom al-Mu'addal." Jurnal Al Bayan: Jurnal Jurusan Pendidikan Bahasa Arab 14, no. 1 (October 15, 2021): 1–19. http://dx.doi.org/10.24042/albayan.v14i1.8188.
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The content of the items in the Arabic language questions between the language and elements of the skill was not balance. It was based on the linguistic elements or the linguistic skills and the percentage of each levels of knowledge that is not balance. This study aimed to analyze the suitability of UAMBN Arabic language test Question Item for Madrasah Aliyah level with Bloom Taxonomy Revision. Research data was obtained from documentation and interviews. The documents were the Arabic language questions for the national final exam at the stage of the Islamic secondary school in the 2016/2017 academic year. Meanwhile, the interview was conducted with an expert in the evaluation of Arabic language education and the director of curriculum center and the stakeholders of Arabic language question items design. The findings of this study were the question items of Arabic test of UAMBN were suitable with Core Competency and Basic Competency. Question items of Education Unit Level Curriculum 13 both were suitable to the Bloom Taxonomy revision. It consisted of cognitive process dimension in the LOTS, MOTS, and HOTS level. The conclusion of this research was the Arabic language test for Madrasah Aliyah was considered good if it met all levels in the revised Bloom Taxonomy perspective. The researchers suggested to the classifier of the items of the Arabic language test questions in the school level that they should keep the three language elements and the four language skills in the content of the items in sufficient distribution.
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Bouchard, Gary J. "In Full Bloom: Helping Students Grow Using the Taxonomy of Educational Objectives." Journal of Physician Assistant Education 22, no. 4 (2011): 44–46. http://dx.doi.org/10.1097/01367895-201122040-00007.
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Arneson, Jessie B., and Erika G. Offerdahl. "Visual Literacy in Bloom: Using Bloom’s Taxonomy to Support Visual Learning Skills." CBE—Life Sciences Education 17, no. 1 (March 2018): ar7. http://dx.doi.org/10.1187/cbe.17-08-0178.
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Vision and Change identifies science communication as one of the core competencies in undergraduate biology. Visual representations are an integral part of science communication, allowing ideas to be shared among and between scientists and the public. As such, development of scientific visual literacy should be a desired outcome of undergraduate instruction. We developed the Visualization Blooming Tool (VBT), an adaptation of Bloom’s taxonomy specifically focused on visual representations, to aid instructors in designing instruction and assessments to target scientific visual literacy in undergraduate instruction. In this article, we identify the need for the VBT, describe its development, and provide concrete examples of its application to a curriculum redesign effort in undergraduate biochemistry.
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Su, Whei Ming, Paul J. Osisek, and Beth Starnes. "Applying the Revised Bloom??s Taxonomy to a Medical-surgical Nursing Lesson." Nurse Educator 29, no. 3 (May 2004): 116–20. http://dx.doi.org/10.1097/00006223-200405000-00010.
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Tamrin, Tamrin, and Faridatul Munawaroh. "Teknik dan Instrumen Assessmen Ranah Kognitif Peserta Didik dalam Pembelajaran PAI." AL-LIQO: Jurnal Pendidikan Islam 4, no. 1 (July 18, 2019): 121–39. http://dx.doi.org/10.46963/al.v4i1.20.
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dan Instrumen Asssessmen Ranah Kognitif. Yogyakarta: Fakultas Ilmu Tarbiyah dan keguruan Universitas Islam Negeri Sunan Kalijaga Yogyakarta. Makalah ini bertujuan untuk menjelaskan apa saja jenjang atau tingkatan yang ada dalam ranah kognitif, langkah-langkah penyusunan instrumen penilaian ranah kognitif, dan macam-macam teknik yang dapat digunakan dalam penilaian ranah kognitif. Menurut taxonomy bloom Ranah kognitif terdiri dari enam jenjang yaitu, pengetahuan, pemahaman, aplikasi, analisis, sintesis, dan evaluasi. Kemudian, oleh anderson dan krathwohl taxonomy bloom tersebut direvisi sehingga jenjang pengetahuan dibagi menjadi dua dimensi, yaitu dimensi pengetahuan dan dimensi proses kognitif. Dimensi pengetahuan terdiri dari pengetahuan faktual, pengentahuan konseptual, pengetahuan prosedural, dan pengetahuan meta-kognitif. Dimensi proses kognitif terdiri dari mengingat, memahami, menerapkan, menganalisis, mengevaluasi dan menciptakan. Langkah-langkah penyusunan instrumen penilaian kognitif terdiri dari, penilaian kognitif terdiri dari dua bentuk, yaitu tes dan nontes. Teknik penilaian kognitif dengan tes terdiri item tes pilihan ganda, isian singkat, menjodohkan, benar-salah, dan uraian.
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Tamrin, Tamrin, and Faridatul Munawaroh. "Teknik dan Instrumen Assessmen Ranah Kognitif Peserta Didik dalam Pembelajaran PAI." AL-LIQO: Jurnal Pendidikan Islam 4, no. 1 (July 18, 2019): 121–39. http://dx.doi.org/10.46963/alliqo.v4i1.20.
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dan Instrumen Asssessmen Ranah Kognitif. Yogyakarta: Fakultas Ilmu Tarbiyah dan keguruan Universitas Islam Negeri Sunan Kalijaga Yogyakarta. Makalah ini bertujuan untuk menjelaskan apa saja jenjang atau tingkatan yang ada dalam ranah kognitif, langkah-langkah penyusunan instrumen penilaian ranah kognitif, dan macam-macam teknik yang dapat digunakan dalam penilaian ranah kognitif. Menurut taxonomy bloom Ranah kognitif terdiri dari enam jenjang yaitu, pengetahuan, pemahaman, aplikasi, analisis, sintesis, dan evaluasi. Kemudian, oleh anderson dan krathwohl taxonomy bloom tersebut direvisi sehingga jenjang pengetahuan dibagi menjadi dua dimensi, yaitu dimensi pengetahuan dan dimensi proses kognitif. Dimensi pengetahuan terdiri dari pengetahuan faktual, pengentahuan konseptual, pengetahuan prosedural, dan pengetahuan meta-kognitif. Dimensi proses kognitif terdiri dari mengingat, memahami, menerapkan, menganalisis, mengevaluasi dan menciptakan. Langkah-langkah penyusunan instrumen penilaian kognitif terdiri dari, penilaian kognitif terdiri dari dua bentuk, yaitu tes dan nontes. Teknik penilaian kognitif dengan tes terdiri item tes pilihan ganda, isian singkat, menjodohkan, benar-salah, dan uraian.
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Heri, Heri, Eva Dwi Minarti, and Linda Linda. "Mathematical Difficulties of 7th Grade MTs Students Analysis in Online Learning Based on The Realm Bloom’s Taxonomy." Journal of Medives : Journal of Mathematics Education IKIP Veteran Semarang 5, no. 2 (July 19, 2021): 201. http://dx.doi.org/10.31331/medivesveteran.v5i2.1597.
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Online learning is a new alternative for the continuity of learning activities during the Covid-19 period, where learning is carried out online through various media or ICT used. This research aims to see the analyze how difficult students mathematical in working on mathematical problems, especially in quadrilateral and triangular material. The subject of this study were students of class VII at MTs Negeri Kabupaten Bandung Barat. The instrument used were written tests in the form of essays which numbered 5 questions and a student questionnaire via a google form. This research method uses descriptive analysis, to find out the student's mistakes in solving problems. Processing data is calculated in the form of average student scores obtained by analysis used on Taksonomi Bloom cognitive. The results showed that students achievement in the process of solving triangular and quadrilateral problems based on the stage of Taksonomi Bloom is based on the stage of Taksonomi Bloom, namely, at the cognitive stage the most is in stage C5 and C6 there is evaluation and creation, then in C2, C3, and C4 also still less than 60%. Thus it can be seen that the level of student understanding of rectangular and triangular material is still relatively low so that there is difficulty in solving students' problems on rectangular and triangular material based on Taksonomi Bloom stages.
Keywords: student difficulties, online learning, quadrilateral, and triangular, taxonomy bloom
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Susan, Susandari, Warsono Warsono, and Abdurrachman Faridi. "The Evaluation of Exercises Compatibility Between Revised Bloom’s Taxonomy and 2013 Curriculum Reflected in English Textbook." English Education Journal 10, no. 2 (June 20, 2020): 252–65. http://dx.doi.org/10.15294/eej.v10i1.35742.
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This study was aimed to evaluate the English textbook which focused on exercises provided, entitled Bahasa Inggris Kelas X (2017). This research used descriptive evaluative study in which all exercises were analyzed toward Revised Bloom;s Taxonomy as well as 2013 Curriculum in order to see its compatibility. Besides, it also examined the compatibility of 2013 Curriculum toward Revised Bloom’s taxonomy.The results of the study showed that (1) The exercises found in Bahasa Inggris textbook were compatible toward Revised Bloom’s Taxonomy. Besides, the knowledge dimensions (factual, conceptual, procedural and metacognitive) were manifested in the exercises. (2) With regard to the compatibility of the exercises toward 2013 Curriculum, the exercises found in Bahasa Inggris textbook were compatible. The exercises were designed according to the Core Competence and Basic Competence mentioned in 2013 Curriculum as they were divided according to the chapter/topic they belong to. (3) In regard to the compatibility of 2013 Curriculum toward Revised Bloom’s Taxonomy, the Core Competence and Basic Competence in 2013 Curriculum were well designed in line with the Revised Bloom’s Taxonomy. It was reflected in all basic competences that were hierachically put based on the taxonomy started from the lowest into the highest level. Furthermore, the learning activities found in 2013 Curriculum were done in Higher Order Thinking Skills. (4) Although the activities designed in the exercises are following Revised Bloom’s Taxonomy and Curriculum 2013, the material used were not too suitable with the need of vocational students in which they need more special need. The results of the study are expected to give a valuable contribution that the further study can extent the study to discuss about the quiz or test provided by school or institution to be examined toward the current curriculum and Bloom’s revised tanonomy as well as the students’ special needs in order to encourage the education practitioners to design good quiz or test for the students.