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Academic literature on the topic 'Keywords: Bloom's Taxonomy'
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Journal articles on the topic "Keywords: Bloom's Taxonomy"
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Maghfiroh, Rodiatul, Abdul Malik Karim Amrullah, Wahidmurni Wahidmurni, and Mohammad Shohibul Anwar. "Analisis Latihan Soal Bahasa Arab pada Buku Ajar Mahir fi Lughoh Arabiyah Perspektif Taksonomi Bloom." Al-Lahjah: Jurnal Pendidikan, Bahasa Arab, dan Kajian Linguistik Arab 7, no. 1 (2024): 29–36. http://dx.doi.org/10.32764/allahjah.v7i1.3767.
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This study aims to analyze the practice questions contained in the textbook "Mahir fi Lughoh Arabiyah" using Bloom's taxonomic approach. This approach is used to evaluate the level of thinking and understanding of students tested through practice questions. The analysis method is carried out by categorizing the problems in the textbook into six levels of Bloom's taxonomy, namely knowledge, understanding, application, analysis, synthesis, and evaluation. The results of the analysis show that the textbook "Mahir fi Lughoh Arabiyah" has successfully implemented Bloom's taxonomic approach well. The practice questions in the textbook cover different levels of taxonomy, from basic knowledge of Arabic vocabulary and grammar to students' ability to apply and analyze authentic Arabic texts. The study concluded that the textbook "Mahir fi Lughoh Arabiyah" had adopted Bloom's taxonomic approach well in designing practice problems. By covering various levels of taxonomy, this textbook is able to encourage students' thinking and understanding in learning Arabic. The recommendation of this study is the importance of using Bloom's taxonomy in designing practice problems to improve the effectiveness of Arabic learning in higher education
 Keywords: Analyze the practice questions; Arabic Text book; Bloom’s taxonomic
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Sucipto, Didik Dwi Prasetya та Triyanna Widiyaningtyas. "Α Supervised Hybrid Weighting Scheme for Bloom's Taxonomy Questions using Category Space Density-based Weighting". Engineering, Technology & Applied Science Research 15, № 2 (2025): 22102–8. https://doi.org/10.48084/etasr.10226.
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Question documents organized based on Bloom's taxonomy have different characteristics than typical text documents. Bloom's taxonomy is a framework that classifies learning objectives into six cognitive domains, each having distinct characteristics. In the cognitive domain, different keywords and levels are used to classify questions. Using existing category-based term weighting methods is less relevant because it is only based on word types and not on the main characteristics of Bloom's taxonomy. This study aimed to develop a more relevant term weighting method for Bloom's taxonomy by considering the term density in each category and the specific keywords in each domain. The proposed method, called Hybrid Inverse Bloom Space Density Frequency, is designed to capture the unique characteristics of Bloom's taxonomy. Experimental results show that the proposed method can be applied to all question datasets, considering term density in each category and keywords in each cognitive domain. Furthermore, the accuracy of the proposed method was superior on all datasets using machine learning model evaluation.
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Yatini, Kasmi. "IMPLEMENTASI TEORI TAKSONOMI BLOOM PADA MATEMATIKA KELAS 2 SD MUHAMMADIYAH 4." PERMAI: Jurnal Pendidikan dan Literasi Madrasah Ibtida'iyah 2, no. 1 (2023): 21–27. https://doi.org/10.63889/permai.v2i1.169.
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This study discusses about implementation of Bloom's Taxonomy in mathematics. This is intended to answer the problem how to implement this concept to student with three way, they are planning, implementing and evaluating. This research at SD Muhammadiyah 4 Surakarta Central Java Indonesia in the second grade with 2 teachers. This research uses a qualitative research approach. Technique data collection by interviews. The results showed that the teacher had determine 3 aspects of Bloom's Taxonomy, there is cognitive, affective, and psychomotor aspects. The implementation stage, the teacher applied the cognitive aspects at the level knowledge, understanding, application and evaluation. Affective aspects are seen at the level of acceptance, participants, the formation of life patterns, psychomotor aspects are seen at the level of complex movements, and ordinary movements. In the process of evaluating mathematic learning the teacher also applies Bloom's Taxonomy to the cognitive aspects of the knowledge level. Affective aspects at the level of acceptance, participation, and the formation of patterns of life, aspects of students psychomotor at the level of complex movements. Keywords: Mathematic Learning Approach, Bloom Taxonomy, Primary School
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Mila, Nor, Jumrodah, and Az Zahro Fadillah. "Analisis Hasil Belajar Biologi Siswa Kelas XII MIPA Pada Materi Pertumbuhan dan Perkembangan Berdasarkan Ranah Kognitif Taksonomi Bloom Revisi." PSEJ (Pancasakti Science Education Journal) 8, no. 1 (2023): 30–37. http://dx.doi.org/10.24905/psej.v8i1.170.
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This study aims to determine the analysis of biology learning outcomes for class XII MIPA students on growth and development material based on the cognitive domain of the revised bloom taxonomy using a descriptive method with a quantitative approach. Descriptive research aims to explain and describe the facts obtained in accordance with a certain point of view. The technique of determining the research subject was carried out by purposive sampling in which the research subjects were students of class XII MIPA MAS Muslimat NU. The results of the analysis of biology students found that the classification of evaluation questions for Biology class XII MIPA on growth and development material based on the cognitive domain of the Revised Bloom's Taxonomy already contains questions with an understanding indicator (C2) of 48% and an indicator of applying (C3) of 52%. The learning outcomes of class XII MIPA students based on the cognitive domain of the Revised Bloom's Taxonomy are that students are more able to solve questions with an understanding indicator (C2) of 80% compared to questions with an apply indicator (C3) of 63%.Keywords: revised bloom taxonomy, cognitive, analysis
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LIA AMALIA. "ANALYSIS OF MATHEMATIC HIGH ORDER THINKING SKILLS (HOTS) PROBLEMS BASED ON COGNITIVE LEVEL INDICATORS ON BLOOM TAXONOMY." Jurnal Riset Pendidikan Matematika Jakarta 3, no. 2 (2022): 64–75. http://dx.doi.org/10.21009/jrpmj.v3i2.22268.
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Abstract. This study aims to analyse the questions of high order thinking skills in the Statistics chapter in 2013 curriculum Mathematics textbook which are measured based on indicators of cognitive levels in Bloom's taxonomy. The object of this study is the questions in the Statistics chapter in the Mathematics textbook which is 3 questions. The question analysis technique is based on problem solving with details of competency standards, question indicators, HOTS indicators, Questions and Answer Keys.
 
 Keywords: High Order Thinking Skills, Statistics, Bloom's Taxonomy
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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 (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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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 (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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Nafiati, Dewi Amaliah. "Revisi taksonomi Bloom: Kognitif, afektif, dan psikomotorik." Humanika 21, no. 2 (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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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 (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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KURT, Özlem. "ANALYSIS OF NORTH MACEDONIAN TURKISH COURSE CURRICULUM OBJECTIVES ACCORDING TO THE REVISED BLOOM TAXONOMY." ZEITSCHRIFT FÜR DIE WELT DER TÜRKEN / JOURNAL OF WORLD OF TURKS / TÜRKLERİN DÜNYASI DERGİSİ 16, no. 2 (2024): 1–14. http://dx.doi.org/10.46291/zfwt/160201.
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This study aims to examine the achievements of the Turkish Language Curriculum for the second stage of primary education in North Macedonia according to the Revised Bloom's Taxonomy. A qualitative research method was used in the study to determine the taxonomic distribution of the achievements of Turkish students living in North Macedonia in learning Turkish as their mother tongue. Data were collected from the Turkish Language Curricula for 4th, 5th, and 6th grades published by the North Macedonian Bureau for Development of Education. The research revealed that the Turkish Language Curriculum relies on factual and conceptual knowledge. However, it was found that metacognitive knowledge is not sufficiently included. In the cognitive process dimension, remembering and understanding were predominant, while applying, analyzing, evaluating, and creating were less represented. The findings indicate that the Turkish Language Curriculum in North Macedonia needs to be updated and enriched. In conclusion, to provide students with a more comprehensive and in-depth learning experience, metacognitive knowledge and higher-level cognitive processes should be integrated into the curriculum. Keywords: North Macedonia, Turkish, Turkish curriculum, Revised Bloom Taxonomy, objectives
Dissertations / Theses on the topic "Keywords: Bloom's Taxonomy"
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Chung, Ming-Hsun, and 鍾明勳. "Applying Bloom’s Taxonomy to Analyze Cognition Keywords for Text-based Items." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/81689133453540381015.
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