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1

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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4

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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5

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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6

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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7

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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8

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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9

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
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11

Baharuddin, Fikri, and Mohammad Farid Naufal. "Fine-Tuning IndoBERT for Indonesian Exam Question Classification Based on Bloom's Taxonomy." Journal of Information Systems Engineering and Business Intelligence 9, no. 2 (2023): 253–63. http://dx.doi.org/10.20473/jisebi.9.2.253-263.

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Background: The learning assessment of elementary schools has recently incorporated Bloom's Taxonomy, a structure in education that categorizes different levels of cognitive learning and thinking skills, as a fundamental framework. This assessment now includes High Order Thinking Skill (HOTS) questions, with a specific focus on Indonesian topics. The implementation of this system has been observed to require teachers to manually categorize or classify questions, and this process typically requires more time and resources. To address the associated difficulty, automated categorization and classification are required to streamline the process. However, despite various research efforts in questions classification, there is still room for improvement in terms of performance, particularly in precision and accuracy. Numerous investigations have explored the use of Deep Learning Natural Language Processing models such as BERT for classification, and IndoBERT is one such pre-trained model for text analysis. Objective: This research aims to build classification system that is capable of classifying Indonesian exam questions in multiple-choice form based on Bloom's Taxonomy using IndoBERT pre-trained model. Methods: The methodology used includes hyperparameter fine-tuning, which was carried out to identify the optimal model performance. This performance was subsequently evaluated based on accuracy, F1 Score, Precision, Recall, and the time required for the training and validation of the model. Results: The proposed Fine Tuned IndoBERT Model showed that the accuracy rate was 97%, 97% F1 Score, 97% Recall, and 98% Precision with an average training time per epoch of 1.55 seconds and an average validation time per epoch of 0.38 seconds. Conclusion: Fine Tuned IndoBERT model was observed to have a relatively high classification performance, and based on this observation, the system was considered capable of classifying Indonesian exam questions at the elementary school level. Keywords: IndoBERT, Fine Tuning, Indonesian Exam Question, Model Classifier, Natural Language Processing, Bloom’s Taxonomy
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Robinson, Brandi. "Harnessing AI for Structured Learning: The Case for Objective-Driven Design in E-Learning." International Journal on E-Learning 23, no. 4 (2024): 457–70. https://doi.org/10.70725/758146udgktc.

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The integration of artificial intelligence in e-learning presents promising avenues for scalable, efficient content creation. However, the prevailing content-first approach in AI course design often compromises educational quality for speed, leading to courses that lack coherence, cognitive alignment, and structured progression. This article argues that an objective-driven approach, guided by educational frameworks like backward design, Bloom's Taxonomy, and constructivist theory, enhances AI-generated courseware to foster meaningful learning outcomes. Through a case study of an AI-assisted cybersecurity curriculum, this paper demonstrates how ongoing validation and continuous human oversight help achieve refined learning objectives, alignment with cognitive levels, effective scaffolding, and ethical standards in e-learning environments. Objective-driven AI models create structured learning journeys, transforming AI-generated content from fragmented information into a coherent, skill-building experience. Finally, this article highlights the best practices for implementing objective-led AI course design. Keywords: e-Learning, Objective-Driven Design, Backward Design, Bloom's Taxonomy, Constructivist Theory, Human Oversight, Scaffolded Learning
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Huda, Nurul, and Fadhel Izanul Akbar. "Analysis of Learning Calligraphy in the Perspective of the Domain of Bloom-Revised Taxonomy." al Mahāra: Jurnal Pendidikan Bahasa Arab 8, no. 2 (2022): 293–318. http://dx.doi.org/10.14421/almahara.2022.082-06.

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Learning calligraphy is not just the art of beautiful Arabic writing; it includes other aspects of cognitive, affective, and psychomotor. This study aims to determine calligraphy learning from the revised Bloom's Taxonomy perspective and whether calligraphy learning improves learning abilities according to the revised Bloom's Taxonomy realm. This research uses a qualitative approach with the type of library research (library research). The data source comes from the book Silsilatu Ta‘lῑm al-Khat al-‘ Arabiy Dalῑl al-Mu‘allim by Fauzi Salim Afifi, translated by Sirojuddin AR into How to Teach Calligraphy Teacher Guidelines, 40 supporting journal articles and eight theses that are still relevant to the research. Data collection techniques in this study use documentation techniques, data analysis using data reduction, data presentation in the form of descriptions, and concluding. The results of this study indicate that: First, there are three aspects contained in calligraphy learning, namely cognitive, which relates to intelligence and thinking skills, affective which relates to emotional control, attitudes, behaviour, and character of students; and psychomotor, which describes handing skills in writing calligraphy, flexibility. Hand movements and abilities related to limbs, especially the hands. Second, calligraphy learning can improve students' learning abilities according to the revised Bloom's Taxonomy, namely students' cognitive, affective, and psychomotor.
 Keywords: Learning calligraphy, Bloom-Revised Taxonomy.
 
 Abstrak
 Pembelajaran kaligrafi tidak hanya sekedar seni keindahan tulisan Arab saja, akan tetapi terdapat aspek lain berupa kognitif, afektif, dan psikomotorik di dalamnya. Sehubungan dengan itu, penelitian ini bertujuan untuk mengetahui pembelajaran kaligrafi dari perspektif Taksonomi Bloom revisi dan mengetahui pembelajaran kaligrafi dalam meningkatkan kemampuan belajar sesuai ranah pada Taksonomi Bloom revisi. Penelitiaan ini menggunakan pendekatan kualitatif dengan jenis penelitian studi pustaka. Sumber data berasal dari buku Silsilatu Ta‘lῑm al-Khat al-‘ Arabiy Dalῑl al-Mu‘allim karya Fauzi Salim Afifi yang diterjemahkan oleh Sirojuddin AR menjadi Cara Mengajar Kaligrafi Pedoman Guru, 40 artikel jurnal pendukung, dan 8 skripsi yang masih relevan dengan penelitian. Teknik pengumpulan data pada penelitian ini menggunakan teknik dokumentasi. Adapun analisis datanya menggunakan reduksi data, penyajian data dalam bentuk deskripsi, dan penarikan kesimpulan. Hasil penelitian ini menunjukkan bahwa: Pertama, terdapat tiga aspek terkandung dalam pembelajaran kaligrafi, yaitu kognitif yang berhubungan dengan kecerdasan dan kemampuan berpikir, afektif yang kaitannya dengan kontrol emosi, sikap, perilaku dan karakter siswa, serta psikomotorik yang berhubungan keterampilan tangan dalam menulis kaligrafi, keluwesan gerakan tangan, dan keterampilan yang berkaitan dengan anggota gerak, terutama tangan. Kedua, pembelajaran kaligrafi dapat meningkatkan kemampuan belajar siswa sesuai dengan ranah Taksonomi Bloom revisi yaitu kognitif, afektif, dan psikomotorik siswa.
 Kata Kunci: Pembelajaran Kaligrafi, Taksnonomi Bloom Revisi.
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Cahyarani, Moktika, and Endah Tri Priyatni. "Proses Kognitif Bermuatan HOTS pada Pertanyaan, Tugas, dan Latihan dalam Buku Teks Siswa Bahasa Indonesia Kelas XI SMA Kemendikbud Edisi Revisi 2017." JoLLA: Journal of Language, Literature, and Arts 3, no. 3 (2023): 420–43. http://dx.doi.org/10.17977/um064v3i32023p420-443.

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Penelitian ini bertujuan untuk memaparkan proses kognitif bermuatan HOTS pada pertanyaan, tu-gas, dan latihan dalam buku teks siswa Bahasa Indonesia Kelas XI SMA Kemendikbud Edisi Revisi 2017. Penelitian ini merupakan penelitian deskriptif kualitatif dengan kajian teks terhadap konten HOTS. Hasil penelitian ini menunjukkan bahwa terdapat pertanyaan HOTS berdasarkan taksonomi Barrett dan taksonomi Bloom revisi. Tugas dan latihan HOTS berdasarkan taksonomi Barrett me-nuntut peserta didik untuk dapat menggunakan informasi yang tertuang dalam teks untuk diseleksi dan dijadikan sebagai dasar anggapan mengenai aspek tertentu dalam teks serta memberikan pen-dapat menggunakan kriteria tertentu. Tugas HOTS berdasarkan taksonomi Bloom revisi menuntut peserta didik untuk mampu membuat atau menyusun teks setelah menelaah aspek dalam teks dan mengevaluasinya berdasarkan kriteria tertentu. Latihan HOTS berdasarkan taksonomi Bloom revisi menuntut peserta didik untuk dapat menguraikan teks cerpen dan drama yang diklasifikasikan da-lam kategori tertentu, memperbaiki penulisan teks, serta mengomentari pementasan naskah drama berdasarkan kriteria tertentu. Peserta didik juga dituntut untuk dapat membangun karakter tokoh berdasarkan hasil analisis dan evaluasi yang telah dilakukan terhadap naskah dalam pembelajaran ekspresi lisan sastra. Kata kunci: HOTS; bahasa Indonesia; sastra Cognitive Process Containing HOTS in Questions, Tasks, and Exercises in Kemendikbud Revised 2017 Edition of The Bahasa Indonesia Student Textbook for 11th Grade High School The purpose of this research is to describe cognitive processes containing analyzing, evaluating, and creating of HOTS levels in questions, assignments, and exercises in the Kemendikbud Revised 2017 edition of the Bahasa Indonesia student textbook for eleventh-grade high school. The results show that there are HOTS questions based on Barrett's taxonomy and Bloom's revised taxonomy. The HOTS assignments and exercises based on Barrett's taxonomy require students to be able to use the information contained in the text to be selected and used as a basis for assumptions about certain aspects of the text. Students are also required to be able to give opinions using certain criteria. The HOTS assignments based on the revised Bloom's taxonomy require students to be able to compose or compile texts after examining aspects in the text and evaluating them based on certain criteria. The HOTS exercise based on the revised Bloom's taxonomy requires students to be able to elaborate short stories and drama texts that are classified into certain categories, improve text writing, and comment on the staging of drama scripts based on certain criteria. Students are also required to be able to build character traits based on the results of the analysis and evaluation that has been carried out on texts in learning oral language in literacy. Keywords: HOTS; Indonesian; literature
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Mita, Dira Oktia, Ringki Agustinsa, and Edi Susanto. "Cognitive Level Analysis of Problems in Mathematics Textbook Class XII Revision 2018 Materials of Congress and Construction Based on the Revised Bloom Taxonomy." Journal of Education and Learning Mathematics Research (JELMaR) 2, no. 2 (2021): 14–25. http://dx.doi.org/10.37303/jelmar.v2i2.56.

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Abstract:This study aims to describe the distribution of cognitive levels of questions in the 2018 Revised Class XII Mathematics Textbook for Congruence and Similarity Based on Bloom's Taxonomy. Bloom's Taxonomy used is a revised Bloom's Taxonomy with cognitive process dimensions consisting of: remembering(C1), understanding(C2), applying(C3), analyzing(C4), evaluating(C5), and creating(C6). This type of research was descriptive research with a qualitative approach. Sources of data in this study were questions about the material congruence, similarity and competency test questions contained in the mathematics textbooks of class XII students. The research was carried out with the method of collecting documentation data and using research instruments in the form of analysis sheets and analysis conformity sheets. The results showed that the distribution of the cognitive level of questions on the congruence and similarity material contained the cognitive level of understanding(C2) as much as 18.2%, applying(C3) as much as 50% and analyzing(C4) as much as 31.8%, with the dominant cognitive level being cognitive level of applying(C3) and does not include cognitive levels of remembering(C1), evaluating(C2) and creating(C6). So it was found that the distribution of the cognitive level of the questions on the material of congruence and similarity topic did not vary or was not proportional. with the dominant cognitive level being cognitive level of applying(C3) and does not include cognitive levels of remembering(C1), evaluating(C2) and creating(C6). So it was found that the distribution of the cognitive level of the questions on the material of congruence and similarity topic did not vary or was not proportional. with the dominant cognitive level being cognitive level of applying(C3) and does not include cognitive levels of remembering(C1), evaluating(C2) and creating(C6). So it was found that the distribution of the cognitive level of the questions on the material of congruence and similarity topic did not vary or was not proportional.
 Keywords: Mathematics Textbook, Congruence, Similarity, Question, Revised Bloom's Taxonomy, Cognitive Level.
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Thabassum, M. S. Affia, M. Mohammed Thaha, N. Rajendran, and A. Abudhahir. "Enhancing Attainment of Learning Outcomes Through Active Learning." Journal of Engineering Education Transformations 36, S1 (2022): 94–103. http://dx.doi.org/10.16920/jeet/2022/v36is1/22181.

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This paper presents an experimental study conducted on employing Active Learning strategies towards enhancing the attainment of learning outcomes of a course "Linear Control Systems" in the undergraduate (UG) Electrical and Electronics Engineering (EEE) programme. The existing UG programme curriculum is retrofitted into outcome-based curriculum. The Programme Outcomes (POs) for this programme are derived from the Graduate Attributes of Washington Accord (WA). In order to meet the POs, Course Learning Outcomes (CLOs) are written predominantly in the Cognitive (Revised Bloom's taxonomy) and Psychomotor (Dave's taxonomy) domains for lecture-based courses and laboratory courses, respectively and very few are written in Affective (Bloom's taxonomy) domain. In this paper, four CLOs (i) Discuss the various classification of control systems (K2), (ii) Define the time and frequency response of the system (K2), (iii) Derive the overall transfer function of the given Block diagram of a system (K3) and (iv) Derive the overall transfer function of a Signal Flow Graph (SFG) of a system (K3) are considered to measure the effectiveness of active learning methods in attaining the outcome. Active learning methods such as Jigsaw, Think-pair-share and Peer instruction, and traditional lecture-based methods were employed. In addition, ClassComm software with student interactive devices was used to measure the students' learning in the classroom and subsequently the attainment of CLOs. This study compares the effectiveness of active learning methods with the traditional lecture-based instruction method in relation to the attainment of CLOs. The overall analysis results reveal that both instructors and students received the active learning methods very well, and they are very effective in enhancing the attainment of learning outcomes. However, instructors are of the view that the duration of the contact period should be at least two hours. Keywords— active learning, Bloom's taxonomy, concept map, control systems, learning outcomes
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Solanki, Parmal Singh, Piyush Dua, and Syed Aqeel Ashraf. "Influence of Pedagogy on the Epistemological Estimation of Electrical Engineering Subject." Journal of Engineering Education Transformations 36, no. 2 (2022): 38–45. http://dx.doi.org/10.16920/jeet/2022/v36i2/22152.

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Abstract : COVID-19 pandemic has brought sudden changes in teaching and learning process compared to conventional face to face mode of education all around the globe. During social distancing in pandemic environment, the most common change that has been introduced was to opt online and hybrid mode of learning using e-resources by students and faculty at several organizations. In our organization, the BlackboardTM platform has been used to teach the course either in e-learning or blended mode. The present work is an epistemic case study of an electrical engineering subject taught in blended mode to undergraduate students. The performances of the students have been analysed in continuous assessment as well as in final assignment. The analysis criteria was based on expected “course learning outcomes” taken from ABET guidelines which was planned before the commencement of academic semester. In this case study, a specific part of the final assignment in which a questionnaire was framed to assess the “Understanding”, “Apply”, “Analyzed”, “Evaluate” and “Create” levels of Bloom's Taxonomy by determining the correlation factor among various parameters. It was observed that students had felt the difficulty in achieving the satisfactory response in “Evaluate” and “Create” while performed well in first three levels of Bloom's Taxonomy. Based on analysis and results, it is concluded that to achieve satisfactory response of the students, continuous hands-onexperience of laboratory experiments and instruments are essential. In the coming months when it is difficult to start the face to face mode of teaching and learning, an alternate method for laboratory could be catered by introducing virtual laboratory and simulations. In addition a remedial plan has to be prepared to enhance the critical thinking of the students to improve the “Evaluate” and “Create” levels of students. Keywords ABET; Blended learning; Bloom's Taxonomy; Correlation Coefficients; Epistemology.
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Babu, B. V. Satish, Dr Kare Suresh Babu, and Doradla Bharadwaja. "Effectual Use and Implementation of Micro-Lesson Plan Activities Through Mapping of Bloom's Taxonomy and ICT Technologies." Journal of Engineering Education Transformations 38, no. 1 (2024): 100–108. http://dx.doi.org/10.16920/jeet/2024/v38i1/24178.

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Abstract : This article depicts the effective way of using various ICT (Information and Communications Technology) tools by innovatively mapping threestaged micro-lesson plan activities to the different cognitive levels of the Bloom taxonomy. In recent times, educational institutions have shifted their focus towards making use of different ICT tools in their teaching and learning processes. Under these circumstances, academicians are moving from the implementation of traditional lesson plans to microlesson plans. The effectiveness of micro lessons mainly relies on developing pre-class, in-class, and post-class activities in conjunction with relevant ICT tools. Even after selecting appropriate ICT tools for micro-lesson plan activities, it still becomes a challenging task to match existing ICT tools with students' cognitive levels. The novelty of this article lies in explaining the different ways of mapping class activities with Bloom taxonomy levels and ICT tools. The proposed mapping is applicable to present and future academic teaching and learning needs. This article also acts as a guide for academicians' effective teaching and learning in any discipline. In addition, our article mentions the prerequisites for mapping and implementing the aforesaid traits. Finally, the effectiveness of our approach has been proven by examining the end exam results as well as by conducting feedback analysis received from stakeholders involved. Keywords : Blooms taxonomy; Class Activities; ICT tools; Micro lesson; Pedagogy; Teaching and learning
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Fitriani, Melia Sari, Agus Susanta, Ringki Agustinsa, and Tria Utari. "Analisis Tingkat Kognitif Pada Soal LKS SMP Kelas 8 Berdasarkan Taksonomi Bloom Revisi." Jurnal Penelitian Pembelajaran Matematika Sekolah (JP2MS) 5, no. 1 (2021): 22–29. http://dx.doi.org/10.33369/jp2ms.5.1.22-29.

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This study aims to determine the cognitive level of the questions on the LKS SMP grade 8 based on the revised bloom taxonomy. This type of research is descriptive with a qualitative approach. The type of research used is descriptive with a qualitative approach. Sources of data in this study are the total number of questions on the flat-sided shape of the math worksheets for class 8 semester 2 on the material of flat-sided shapes. The results of this study show that of 42 questions C1 (Remember) of 9,524% with a cognitive process of "Naming and Demonstrating", category C2 (Understanding) of 9,524% with cognitive processes of "Counting", category C3 (applying) of 64.3% with process cognitive "Applying, Executing and Implementing", category C4 (Analyze) by 16.67% with a cognitive process of "Analyzing and Organizing", category C5 (Evaluating) by 0%, category C6 (Creating) by 0%. From the results of the study it can be concluded that the questions on this worksheets have not met the ideal percentage of the cognitive level based on the 2013 curriculum. Keywords : Cognitive Level, LKS, Revised Bloom's Taxonomy
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Winarni, Niken Ratna, Nurul Astuty Yensy B, Ringki Agustinsa, and Teddy Alfra Siagian. "ANALISIS UJI KOMPETENSI MATERI BILANGAN PADA BUKU KURIKULUM 2013 TERBITAN KEMENDIKBUD BERDASARKAN TAKSONOMI BLOOM REVISI." Jurnal Penelitian Pembelajaran Matematika Sekolah (JP2MS) 6, no. 2 (2022): 212–25. http://dx.doi.org/10.33369/jp2ms.6.2.212-225.

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ABSTRAKPenelitian ini bertujuan untuk mengetahui tingkat kognitif soal uji kompetensi pada materi bilangan berdasarkan teori Taksonomi Bloom Revisi. Jenis penelitian ini adalah penelitian deskriptif dengan menggunakan instrumen penelitian berupa lembar klasifikasi soal. Hasil penelitian diperoleh enam tingkat kognitif soal dengan persentase C1-Mengingat 0% (tidak ada sama sekali), C2-Memahami sebesar 6,90% (2 butir soal), C3-Mengaplikasikan sebesar 68,96% (20 butir soal), C4-Menganalisis sebesar 20,69% (6 butir soal), C5-Mengevaluasi sebesar 3,45% (1 butir soal), dan C6-Mencipta 0% (tidak ada sama sekali). Hal ini menunjukkan bahwa persentase tingkat kognitif mengaplikasikan (C3) lebih besar dari tingkat kognitif lainnya, sehingga soal uji kompetensi materi bilangan pada buku Matematika kelas VII kurikulum 2013 edisi revisi 2017 Kemendikbud cenderung melatih kemampuan peserta didik dalam menerapkan hasil belajar. Kata kunci : Kurikulum 2013, Taksonomi Bloom, Tingkat KognitifABSTRACTThis research aimed to determine the cognitive level of competency test questions on number topic based on Revised Bloom's Taxonomy theory. This research was descriptive research with using research instruments in the form of question classification sheets. The results of this research obtained six cognitive levels of question with the percentage C1-Remembering 0% (none at all), C2-Understanding 6,90% (2 items), C3-Applying 68,96% (20 items), C4-Analyzing 20,69% (6 items), C5-Evaluating 3,45% (1 items), and C6-Creating 0% (none at all).This showed that the percentage of the applying cognitive level was greater than other cognitive levels, so that the number topic competency test question in the Mathematics Book Class VII Curriculum 2013 revised edition 2017 Kemendikbud tend to trained students’ abilities in applying learning outcomes. Keywords : 2013 Curriculum, Bloom’s Taxonomy, Cognitive Level
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Vichare, Sumedh, Aruna Gawade, and Ramchandra Mangrulkar. "Qgen: A Unique Question Generation and Answer Evaluation Technique Using Natural Language Processing." Journal of Engineering Education Transformations 38, no. 1 (2024): 122–35. http://dx.doi.org/10.16920/jeet/2024/v38i1/24180.

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Abstract: Educational infrastructure is moving towards rapid digitization to conduct and evaluate examinations for remote students. Many universities now offer globally recognized distance learning courses to cater to a wider audience. However, this transition comes with its set of challenges, particularly for professors and staff members who find themselves burdened with a substantial amount of manual work during the examination season. The tasks include setting up unique question papers for every exam, including different types of questions with varying difficulty, and eventually evaluating the answers given by the students, which is not only timeconsuming but also a labour-intensive process. To address this issue, the paper proposes a solution that aims to reduce the workload of teaching staff by enhancing the efficiency of the examination process. It does so by leveraging several natural language processing techniques for generating two types of questions- objective and subjective, and grading the solutions of the examinee. Additionally, subjective questions are further classified based on Bloom's taxonomy levels, providing a diverse range of questions that align with varying cognitive abilities. The automation of this process not only eases the burden on educators but also ensures a more streamlined and effective examination process, thus contributing to the broader goal of digitizing education. Keywords: Automated Question Generation, Bloom's Taxonomy, Workload Reduction.
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Chairani, Padillah, Sardianto Markos Siahaan, and Apit Fathurohman. "Encourage Student's Critical Thinking Skills Through Questioning on Simple Machine Materials." Jurnal Pembelajaran Fisika 10, no. 2 (2019): 153–64. http://dx.doi.org/10.23960/jpf.v10.n2.202201.

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This study aims to encourage students' critical thinking skills with teacher questions in the learning design defined by Bloom's Taxonomy. The research took data from the teacher's list of questions and students’ answers during the learning process which was carried out for three meetings. Learning activities are carried out for class VIII which consists of 33 junior high school students on simple machine material. Data collection used non-participatory observation and document content analysis to analyze the teacher's questions with Bloom's Taxonomy which became the criteria set for the level of questions. The results of the analysis showed that the distribution of high-level questions reached 54.05% with a total of 20 questions and 45.95% of low-level questions appeared with a total of 17 questions. Student activity in the learning process is observed and a checklist is carried out with the instrument showing the emergence of sub-critical thinking skills in student answers. Students experienced an increase in practicing critical thinking in their learning process. Overall, students critical thinking skills were observed at 73% in three meetings. Based on the results of this research, questioning in the class has been encouraged by ongoing learning that trains students' critical thinking skills. Keywords: Questioning, Critical thinking, Simple Machines
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23

Rochimul Umam. "Analisis Tingkat Kognitif dalam Kitab Nahwu Wadhih Berdasarkan Revisi Taksonomi Bloom." AL-MURABBI: Jurnal Studi Kependidikan dan Keislaman 10, no. 2 (2024): 50–64. http://dx.doi.org/10.53627/jam.v10i2.5607.

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Abstract:. Kitab an-Nahwu al-Wadhih telah menjadi sumber pembelajaran yang sangat bermanfaat dalam memahami qawaid (kaidah-kaidah) bahasa Arab di berbagai lembaga pendidikan. Penelitian ini memiliki tujuan untuk menganalisis tingkat kognitif yang tercermin dalam kitab tersebut dengan memanfaatkan kerangka kerja revisi taksonomi Bloom. Analisis ini bertujuan untuk meningkatkan optimalitas penggunaan kitab ini, baik oleh para guru maupun murid. Pendekatan kualitatif deskriptif dengan metode studi kepustakaan digunakan peneliti untuk mengeksplorasi aspek kognitif yang terdapat dalam buku ajar tersebut. Hasil penelitian mengidentifikasi bahwa tingkat kognitif yang dominan tercermin dalam penyajian materi kitab an-Nahwu al-Wadhih serta panduan mengajar bahasa arab yang ditunjukkan oleh penulis melibatkan kemampuan mengingat, memahami, menerapkan, dan berkreasi (sintesis). Meskipun tingkat evaluasi tidak secara eksplisit ditemukan dalam penyajian materi, namun diakses melalui panduan mengajar yang menunjukkan peran guru dalam melakukan evaluasi terhadap tugas murid. Oleh karena itu, penelitian ini memberikan kontribusi dalam memahami lebih dalam penggunaan kitab ini dalam konteks pembelajaran bahasa Arab.
 Keywords: Kognitif, Kitab an-Nahwu al-Wadhih, Revisi Taksonomi Bloom.
 Abstract: The book "an-Nahwu al-Wadhih" has become a highly valuable learning resource for comprehending the basics of the Arabic language in a variety of educational institutions. The purpose of this study is to examine the cognitive levels represented in the book using the updated Bloom's taxonomy framework. The analysis aims to improve the best usage of this book by both teachers and students. The researcher used a qualitative descriptive technique with a library research method to investigate the cognitive features of the instructional material. The research findings suggest that the primary cognitive levels represented in the presentation of "an-Nahwu al-Wadhih" and the author's Arabic language teaching recommendations involve the capacities of remembering, understanding, applying, and generating (synthesizing). Although the evaluation level is not expressly mentioned in the instructional material, it may be accessible via teaching guidelines that outline the teacher's responsibility in evaluating student work. As a result, this study adds to a better understanding of the book's use in the context of Arabic language acquisition.
 Keywords: an-Nahwu al-Wadhih, Cognitive, Revised Bloom's Taxonomy.
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Fitri, Fitri, and Alfitri Alfitri. "Content Analysis of Sociology Textbooks Using Bloom's Taxonomy in SMAN 1 Featured Indralaya Utara." Jurnal ENTITAS SOSIOLOGI 8, no. 1 (2019): 51. http://dx.doi.org/10.19184/jes.v8i1.16646.

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This study aims to discuss the contents of textbooks on sociology subjects at the high school level. This study uses descriptive qualitative methods. Data collection techniques are carried out through observation, interviews and literature. The data analysis technique used is content analysis, namely the researcher reads and develops the sociology textbooks written by Srikandi four. The results of the study showed that the contents of the sociology textbooks written by Srikandi four were more dominant in the cognitive domain (knowledge).
 Keywords: Text Textbooks, Sociology, Bloom Taxonomy
 Referensi:
 Agustina, Eka Sofia. 2011. Materi Ajar BTBI. Lampung: Universitas Lampung.
 Arikunto, Suharsimi. 2009. Dasar-dasar Evaluasi Pendidikan. Jakarta: Bumi Aksara.
 Anjarsari, Eka. 2012. Penilaian Kualitas Buku Teks Pelajaran Geografi Sebagai SumberBelajar Bagi Siswa Sma Kelas Xi Di Kabupaten Temanggung. Skripsi. Universitas Negeri Semarang.
 Banowati, Eva. 2007. Buku Teks Dalam Pembelajaran Geografi di Kota Semarang‟. Dalam Jurnal Geografi. Vol. 4. No. 2. Hal. 147-158. http:// journal. unnes. ac.id/ index.php/JG/article/view/106/108 diunduh pada 18 April 2019.
 Jitendra, Nolet, Xin, Gomez, Renouf, Iskold, &DaCosta (2001) An Analysis Of Middle School Geography Textbooks: Implication For Students With Learning Problem.
 Lee, J., & Catling, S.2016. Some perceptions and practices of English geography textbook authors. International Research in Geographical and Environmental Education, 25,5067.
 Ngalim, Purwanto. 2000. Ilmu Pendidikan Teoretis dan Praktis. Bandung: P1 Remadja Karya.
 Shamir, A., Zion, M., Levi. 2008. Peer Tutoring, Metacognitive Processes and Multimedia Problem-based Learning: The Effect of Mediation Trainingon Critical Thinking. Journal Science Education Technology. 17:384– 398.
 Tarigan, HG dan Diago Tarigan. 1990. Telaah Buku Teks Bahasa Indonesia. Bandung. Angkasa.
 Walkington, H., Dyer, S., Solem, M., Haigh, M.,&Waddington. 2017. A capabilities approach to higher education: geo capabilities and implications for geography curricula. Journal of Geography in Higher Education, DOI:10.1080/03098265.2017.1379060.
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Soyer, Mehmet, Mehmet Yigit, Sebahattin Ziyanak, Bishal Bhakta Kasu, Travis Thurston, and Jaliyah Suggs. "Enhancing Student Learning Through #DigitalPowerups, “Pushed me to be Creative”: Student Discussions in Environmental Sociology Course." Research in Social Sciences and Technology 9, no. 1 (2024): 1–30. http://dx.doi.org/10.46303/ressat.2024.3.

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 The use of #digitalpowerups is a technique that involves associating keywords with prompts in online discussion forums, which enables students to have more choice and voice. These powerups not only help structure responses but also enrich discussions and develop academic skills necessary for online assignments. The approach leverages the social media interaction space of discussion forums by introducing hashtags that remind students of the prompt being addressed and indicate the level of Bloom's being engaged. By using the powerups, students can engage in mid-levels and higher-order levels of Bloom's, along with the lower levels that they typically engage in based on the design and facilitation of the discussion. Students typically participate in the lower levels of Bloom's taxonomy (#remember, #understand) due to the way the discussion is structured and facilitated. However, the use of #digitalpowerups encourages students to move beyond these levels and engage in mid-levels (#apply, #analyze, #evaluate) and higher-order levels (#create, #connect) during discussions.The powerups also scaffold or frame student responses with habits of mind skills. This article examines how the #digitalpowerups strategy supports learning in a virtual community for Environmental Concerns in the Environmental Sociology Course through content analysis of student discussion postings. The primary data (total of 375 postings) were collected from the Environmental Sociology Class throughout the following academic years: Fall 2020 (96 postings), Fall 2021 (67 postings), Spring 2022 (92 postings) and Spring 2023 (120 postings). 
 
 
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Amna, Arshad, and Asim. "Investigating Content and Language Integration in an EFL Textbook: A Corpus-Based Study." Linguistic Forum - A Journal of Linguistics 1, no. 1 (2019): 9–21. https://doi.org/10.5281/zenodo.3978671.

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This research evaluates an English language textbook from CLIL perspective. For this purpose, an intermediate level (grade-11) English language textbook has been selected and analyzed utilizing Coyle’s conceptual framework of 4Cs (i.e. content, cognition, communication and culture).Content, communication, and culture have been explored through a checklist, whereas cognition has been explored by developing a corpus from the questions given in the exercises of the textbook and analyzing in the light of Bloom’s taxonomy. The results reveal certain breeches between CLIL features and the textbook’s contents. Layout, learning outcomes, organization of the content, subject matter, authenticity of the text, exercises, and focus on language skills does not seem to match with CLIL perspectives. Listening and speaking skills are observed to be ignored. Moreover, the exercises do not seem to foster critical thinking and interaction between students and teachers. Most of the questions are observed covering only first two levels (i.e. knowledge and comprehension) of Bloom’s taxonomy. The study concludes that CLIL principles are not integrated in the textbook. Therefore, the textbook is not suitable to an ESL/EFL setting.   Keywords: Bloom’s taxonomy; content and language integrated learning; textbook evaluation
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Dr., Mohammad Ali Ghunaimat1* Esraa Ahmed Alawneh2. "Content analysis of the developed Jordanian mathematics curriculum for the tenth grade according to the thinking levels based on Bloom's taxonomy." ISRG Journal of Education, Humanities and Literature (ISRGJEHL) I, no. V (2024): 70–81. https://doi.org/10.5281/zenodo.13985100.

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<strong>Abstract</strong> <em>The educational system in Jordan has developed the curriculum, especially the mathematics curriculum, for all grades. Therefore, the study aimed to analyse the content of the developed mathematics curriculum for the tenth grade according to the levels of thinking based on Bloom&rsquo;s cognitive taxonomy. The study adopted content analysis as it is the appropriate method to achieve the aim of the study. The study relied on the mathematics curriculum teacher&rsquo;s guide to refer all cognitive objectives and classify them according to atonement levels based on Bloom&rsquo;s cognitive classification. The result showed as: 1) The developed mathematics curriculum for the tenth grade includes all levels of mathematical thinking to a varying extent. 2) The geometry standard in the mathematics curriculum developed for the tenth grade has the highest percentage of thinking levels according to Bloom&rsquo;s cognitive classification. 3) The developed mathematics curriculum for the tenth grade focuses on the level of applied thinking.</em> <strong>Keywords:</strong><em> Content Analysis, Developed Curriculum, Tenth Grade, Thinking Levels, Bloom&rsquo;s Taxonomy</em>
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Siswoyo, Siswoyo, and Sunaryo Sunaryo. "High Order Thinking Skills: Analisis Soal dan Implementasinya dalam Pembelajaran Fisika di Sekolah Menengah Atas." Jurnal Penelitian & Pengembangan Pendidikan Fisika 3, no. 1 (2017): 11. http://dx.doi.org/10.21009/1.03102.

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Abstract&#x0D; This study investigated the implementation of High Order Thinking Skills in high school physics teaching focused on the analysis of the questions that were developed by teachers in Jakarta. Data obtained in training physics teachers in Jakarta. Teachers followed training on how to develop the learning of physics to develop higher order thinking skills. Then the teachers were asked to develop physics problems test as an instrument measuring tool of learning physics at school. Problems that have been made and then analyzed based on the general criteria and the criteria of making about a matter that meets the requirements of high-order thinking skills. Based on the analysis it can be concluded that to devise a matter of meeting the requirements of high order thinking skills required considerable time and good skills especially can apply Bloom's taxonomy in merumsukan indicators of competence to be measured.&#x0D; Keywords: High order thingking skills, physics, Bloom Taxonomy.&#x0D; Abstrak&#x0D; Penelitian ini mengkaji penerapan High Order Thinking Skills dalam pembelajaran fisika di SMA yang difokuskan pada analisis soal-soal yang dikembangkan oleh guru-guru DKI Jakarta. Data diperoleh dalam pelatihan guru fisika di DKI Jakarta. Sebelum membuat soal guru-guru mendapatkan pelatihan bagaimana mengembangkan pembelajaran fisika yang dapat mengembangkan keterampilan berpikir tingkat tinggi (high order thinking skills). Kemudian guru-guru diminta untuk mengembangkan soal-soal fisika sebagai instrumen alat ukur pembelajaran fisika di sekolahnya. Soal-soal yang telah dibuat kemudian dianalisis berdasarkan kriteria umum pembuatan soal dan kriteria soal yang memenuhi persyaratan high order thinking skills. Berdasarkan hasil analisis dapat disimpulkan bahwa untuk dapat menyusun soal yang memenuhi persyaratan high order thinking skills dibutuhkan waktu yang cukup lama dan keterampilan yang baik terutama dapat menerapkan taksonomi Bloom dalam merumsukan indikator kompetensi yang akan diukur.&#x0D; Kata-kata kunci: High order thingking skills, fisika, taksonomi Bloom.
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Dr., Nakash Ahsan Dr. Shahzad Shahid Dr. Umair ul Hassan. "A COHORT RESEARCH ON TRADITIONAL LECTURING AND GAGNE'S NINE EVENTS OF INSTRUCTIONS TO ASSESS PRE & POST-GAGNE'S MODEL OUTCOMES." INDO AMERICAN JOURNAL OF PHARMACEUTICAL SCIENCES 05, no. 08 (2018): 8102–7. https://doi.org/10.5281/zenodo.1406270.

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<strong><em>Background and Objective: </em></strong><em>Health education primarily relies on the medical education which greatly relied on the medical curriculum. One of many perspectives of </em><em>Bloom&rsquo;s Taxonomy is curriculum development and knowledge is one of its pillars to transfer the information. Formal lecturing is one of the information transforming methods. Medical student&rsquo;s development through lectures is still a question but all over the world practice of lecture is very common.</em> <em>We aimed in this research the incorporation and effectiveness of the nine instructional events of the Gagne&rsquo;s Model which elaborates the importance of use of Multimedia, PowerPoint presentations for the improvement of undergraduate paediatrics students.</em> <strong><em>Methods: </em></strong><em>Our research was a cohort research which was carried out at Mayo Hospital, Lahore (</em><em>Pediatric Department) from October 2016 &ndash; September 2017. A total hundred students were selected through the non-probable consecutive technique of sampling. Lectures were delivered in non-Gagne method to students and they were asked to fill a questionnaire of multiple choice questions; whereas, same instructor delivered his lecture in the nine events of Gagne method and students were again asked to fill the questionnaire. Outcomes were analyzed on SPSS.</em> <strong><em>Results: </em></strong><em>The outcomes revealed that mean value of </em><em>non-Gagne&rsquo;s marks was observed as 25.7 in the range of (9 &ndash; 57). Significant variations were observed through Independent Sample T-Test with P-value as (0.523) in both female and male students while being taught through non-Gagne&rsquo;s evaluation. Whereas, post-Gagne&rsquo;s total mean score was observed as (74.39 &plusmn; 24.9) in the range of (14 &ndash; 100). Significant variation was observed through paired T-Test with a P-value of (&lt; 0.001) in both Non-Gagne and Post-Gagne marks as observed through a questionnaire. Female students were favoured in the significant variation of paired T-test with a P-value of (&lt; 0.001).</em> <strong><em>Conclusion: </em></strong><em>It was revealed that instruction through </em><em>Gagne&rsquo;s nine events is effective than the non-Gagne instructional method in order to improve the result of pediatric undergraduate medical students.</em> <strong>Keywords: </strong><em>Lecture, </em><em>Gagne&rsquo;s Method, Bloom&rsquo;s Taxonomy and Pediatrics.</em>
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Tulus Muthofa and Aisyah Amalia Putri. "Konsep Pendidikan Insan Kamil Dalam Perspektif QS. An-Nahl Ayat 78." Qolamuna : Jurnal Studi Islam 8, no. 1 (2022): 46–57. http://dx.doi.org/10.55120/qolamuna.v8i1.657.

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The purpose of this research is to explain how the concept of insan kamil education from the perspective of QS. An-Nahl verse 78. This research uses a qualitative approach. The research method used is library research. The data sources used are divided into two, namely primary and secondary. The primary data source is QS. An-Nahl verse 78. While secondary data is obtained from data from several scientific journals, papers, results of previous research, and books that talk about similar themes. The results of this study are the meaning of the concept of insan kamil education based on QS. An-Nahl verse 78, describes that human potential is in the form of hearing, sight, and heart to be used as well as possible. The purpose of the concept of insan kamil education is a perfect human being, which has the following main characteristics: first, having a healthy, strong, and skilled body; second, intelligent and clever; and third, having a high-quality spiritual. The application of the concept of human education based on QS. An-Nahl verse 78 can be adapted to the concept of Bloom's taxonomy theory.&#x0D; Keywords : Education, Kamil People.
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Sotáková, Ivana, Mária Ganajová, and Mária Babinčáková. "INQUIRY-BASED SCIENCE EDUCATION AS A REVISION STRATEGY." Journal of Baltic Science Education 19, no. 3 (2020): 499–513. http://dx.doi.org/10.33225/jbse/20.19.499.

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The research aim was to identify the effect of revising the thematic unit “Changes in Chemical Reactions” using IBSE (based on confirmation inquiry) in the 8th grade of secondary school. This thematic unit is taught in chemistry lessons in the 2nd term of the 7th grade. A set of activities verified by a piece of pilot research was used to implement IBSE based on confirmation inquiry using the 5E Educational Model. The research was performed in ten Slovak secondary schools during the 1st term of the 2017/2018 school year. This research employed the quasi-experimental methodology involving pre-test–post-test two-group design. The research sample consisted of 292 8th grade students. They were divided randomly into a control (n=149) and experimental (n=143) group, and the intervention took place during 10 lessons. Cognitive tests based on the revised Bloom's taxonomy were used to measure students’ knowledge and skills before and after revision. The results indicate that using IBSE (based on confirmation inquiry) in the revision phase is more effective than teaching without using IBSE in terms of developing conceptual understanding. It affects the lower and higher cognitive processes (understanding, application, and analysis) and stimulates learning mainly in students with lower academic performance. Keywords: chemistry education, cognitive processes, confirmation inquiry, secondary school.
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Ocktalia, Leny, R. Panji Hermoyo, and Ali Nuke Affandy. "ANALISIS KUALITAS SOAL PENILAIAN AKHIR SEMESTER GANJIL KELAS IX MATA PELAJARAN BAHASA INDONESIA DI MTs MANBAUL ULUM BONDOWOSO." SASTRANESIA: Jurnal Program Studi Pendidikan Bahasa dan Sastra Indonesia 10, no. 3 (2022): 89. http://dx.doi.org/10.32682/sastranesia.v10i3.2733.

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This research was intended to describe the quality of the Odd Semester Final Assessment (PAS) for Indonesian Subjects in Class IX MTs ManbaulUlum of Bondowoso in the terms of: 1) cognitive domain level based on KKO (Operational Verb) in the revised edition of Bloom's taxonomy or the development of HOTS questions, and 2) the compatibility of the question with the material, construction and language. The subjects of this research were 50 multiple choice items and the object was the quality of the items. The method used in this research was descriptive qualitative method, because the researcher described the state of the research object/subject. The instruments of this research were documentation and interview method.The results showed that: (1) it was found that 22% met the criteria for developing HOTS questions and 78% were included in the LOTS criteria. It means 11 HOTS questions and 39 LOTS questions.(2) The Semester Final Assessment (PAS) question has one deficiency in the question construction category.The results of the research showed that the subject matter which was formulated was not clear on that one question. Questions and answer choices were not homogeneous and logical. The material and language categories had met the quality standards of the questions. Keywords: HOTS Questions, Quality of PAS Questions, Indonesian Language
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Kumar, K. S. Ananda, Bekele Worku, Sisay Muleta Hababa, Balakrishna R, and Prasad A Y. "Outcome-Based Education: A Case Study on Course Outcomes, Program Outcomes and Attainment for Big data Analytics Course." Journal of Engineering Education Transformations 35, no. 2 (2021): 63–72. http://dx.doi.org/10.16920/jeet/2021/v35i2/22072.

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Abstract: The key aspect of Outcome-Based Education (OBE) is an assessment of learning outcomes. OBE assessment of the outcomes of the course is the most critical feature required to improve the quality of education. Learning outcomes are concrete, formal statements that state what students are expected to learn in a course. Program Outcomes (POs) are the knowledge, skills, and attitudes that students should have at the end of the course. POs can be measured through Course Outcomes (COs) which are broad statements indicating knowledge, skills acquired at the end of the course. The results of each course are based on COs and POs. An innovative method is needed for assessing the COs and POs. This paper details the CO-PO matrix analysis and CO-PO attainment analysis for Big data analytics course. This study aims to give an effective strategy for evaluating COs and POs, beginning with the formulation of COs using Bloom's Taxonomy. In this methodology by using the students' performance in internalassessment, end exam, assignments, and course exit feedback; calculate the attainment of the course. The proposed method assists in the creation of effective lesson plans, high-quality question papers, and effective rubrics for course evaluation. The outcomebased approach necessitates a paradigm shift in thecurriculum process and how the learner is empowered to achieve outcomes. Keywords: Attainment, Course Outcomes, Outcome Based Education, Program Outcomes, Program Evaluation, Student Evaluation.
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Navamani, Divya, ishab Mrinal, Lavanya A, and Geetha A. "Educational aid for dynamic study of DC converter with Leverrier's and Pole clustering technique using simulation software." Journal of Engineering Education Transformations 35, no. 4 (2022): 137–47. http://dx.doi.org/10.16920/jeet/2022/v35i4/22113.

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Abstract : In this paper, the dynamic analysis of the dc-dc converter is proposed with an educational aid to ease the process in which the study is carried out. This study's primary importance is that it can be added to the curriculum of Master's program in Electrical Engineering. This article mainly focuses on the mathematical modelling of the dc-dc converter with which the dynamic analysis is carried out to regulate the load and line condition. The main problems in the analysis of higher-order dc-dc converter is addressed with techniques available in the literature. A quadratic boost converter with DCL cell is chosen for studying the dynamic analysis with the flow of the technique proposed. The solution to the resolvent matrix of the converter is obtained using Leverrier's algorithm. The higher-order system's transfer function is reduced using the pole clustering technique to ease the controller design. Finally, the PI controller is tuned with Ziegler-Nichols tuning and it is incorporated with the converter using the reduced-order transfer function. The input to output transfer function is analyzed with the step response in MATLAB software and compared with the full order transfer function to validate the reduced-order transfer function. The closed-loop response is also validated both with full order and reduced-order system. Keywords : Bloom's taxonomy, Leverrier's algorithm, Pole clustering, DC-DC converter, dynamic, reduced-order, controller
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M, Namratha, Selva Kumar S, and Krishnamurthy Sainath. "Enhancement of Program Outcomes for Cryptography and Network Security course using Alternate Assessment Tool: An approach towards outcome-based education." Journal of Engineering Education Transformations 36, no. 4 (2023): 113–19. http://dx.doi.org/10.16920/jeet/2023/v36i4/23121.

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Abstract: Outcome-based education is being practiced across the globe to enhance the employability of the undergraduates by instilling certain domain-specific skills. Evaluation is key in measuring the leaning outcomes of students. Tools such as regular quizzes, assignments, and alternative assessment are in place for continuous evaluation. Alternative assessment tools (AAT) can be modulated to suit the course being taught, and if used properly, it can enhance the attainment of program outcomes (PO). To enhance the coding skills of the students with respect to security algorithms and their real-time applications, for the course “Cryptography and Network Security”, in the computer science and engineering branch, AAT was introduced in the assessment process. Students were given a task to develop an algorithm using CryptTool and demonstrate the various attacks on the selected encryption/decryption algorithm. By using AAT, engagement of students was improved due to fortnightly reviews from the teacher, peer reviews, and exchange of ideas to go in the right direction in the work plan. The results show improvement in the attainment of program outcomes PO4 and PO5, which were not mapped when AAT was not yet implemented. In addition, the use of CrypTool as part of AAT helped the students in selecting suitable security projects in their higher semester courses. Keywords: Alternate Assessment Tool; Bloom's Taxonomy; CO Attainment; CryptTool; Outcomebased Education; PO Attainment
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Putri, Ananda Hafizhah, Sutrisno Sutrisno, and Didi Teguh Chandra. "Efektivitas Pendekatan Multirepresentasi dalam Pembelajaran Berbasis Masalah untuk Meningkatkan Pemahaman Konsep Siswa SMA pada Materi Gaya dan Gerak." Journal of Natural Science and Integration 3, no. 2 (2020): 205. http://dx.doi.org/10.24014/jnsi.v3i2.9400.

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This study aims to obtain a comparative picture of increasing conceptual understanding between students who experience problem-based learning with a multi-representation approach and students who experience problem-based learning without a multi-representation approach. The aspects of understanding studied refer to Bloom's taxonomy, namely translation, interpretation, and extrapolation. This study used a quasi-experimental method with pre test and post test design non equivalent group design. The sample in this study were students from two class X in one high school in the city of Bandung. The experimental class consisted of 28 students and the control class consisted of 25 students. The results showed that the students' understanding of the concept increased with an average n-gain in the experimental class and control class respectively, namely 0.406 with the medium category and 0.289 with the low category. Keywords: multi representation approach, problem based learning, conceptual understanding ABSTRAK. Penelitian ini bertujuan untuk mendapat gambaran perbandingan peningkatan pemahaman konsep antara siswa yang mengalami pembelajaran berbasis masalah dengan pendekatan multirepresentasi dan siswa yang mengalami pembelajaran berbasis masalah tanpa pendekatan multirepresentasi. Adapun aspek pemahaman yang diteliti merujuk pada taksonomi Bloom, yakni translasi, interpretasi, dan ekstrapolasi. Penelitian ini menggunakan metode kuasi eksperimen dengan desain pre test and post test non equivalent group design. Sampel pada penelitian ini adalah siswa dari dua kelas X di salah satu SMA di kota Bandung. Kelas eksperimen terdiri dari 28 siswa dan kelas kontrol terdiri dari 25 siswa. Hasil penelitian menunjukkan bahwa pemahaman konsep siswa meningkat dengan rata-rata n-gain pada kelas eksperimen dan kelas kontrol masing-masing yaitu sebesar 0,406 dengan kategori sedang dan 0,289 dengan kategori rendah.Kata kunci: pendekatan multirepresentasi, pembelajaran berbasis masalah pemahaman konsep
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Nazarov, Serdar, and Bayram Jumayev. "Project-based Laboratory Assignments to Support Digital Transformation of Education in Turkmenistan." Journal of Engineering Education Transformations 36, no. 1 (2022): 40–48. http://dx.doi.org/10.16920/jeet/2022/v36i1/22135.

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Abstract: On 30th of November, 2018, by the Decree of the Esteemed President of Turkmenistan Gurbanguly Berdimuhammedov, there was accepted a Conception of developing digital economy in Turkmenistan in between 2019-2025. Moreover, on 15th of September, 2017, the Conception of developing digital education in Turkmenistan was approved as well. That is why, new, innovative methodologies and digital solutions are continuously being introduced to the educational system of Turkmenistan. Teaching and training undergraduate students, studying in the field of automation and control engineering, is a tough issue. Because, nowadays, for automation engineer, knowing physics, mathematics, theory of automation and electronics is not enough, moreover, they should also know basics of smart systems, if necessary, programming a microcontroller and methods of using necessary sensors when designing smart systems. In this regards, this paper provides useful information about the steps and key points of integrating digital solutions a n d mi c r o c o n t r o l l e r - b a s e d e d u c a t i o n a l methodologies into the undergraduate educational system of Turkmenistan. Moreover, the effect of the proposed method of teaching and appropriateness of the laboratory assignments were also analysed at the end of the course. As a microcontroller board, “Ardunio UNO” was selected as it is easy-to-learn. Keywords: smart systems, engineering courses, “Arduino UNO” board, methodology of achieving course objectives, Bloom's taxonomy
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Yurtbaşı, Metin. "Building English vocabulary through roots, prefixes and suffixes." Global Journal of Foreign Language Teaching 5, no. 1 (2015): 44. http://dx.doi.org/10.18844/gjflt.v5i0.39.

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Semantics, the study of the meaning of words, is the sum of the basic elements of four skills, namely, reading, writing, speaking and listening effectively. The knowledge of vocabulary words in lexico-semantics, on the other hand, is essential in every grade level, subject area and assessment for every student. In order to improve students’ efficiency in the realm of learning and utilizing them in appropriate instances, we must give them means to decode unfamiliar words through such elements called “affixes” and “roots”. Based on theories of Constructivism and Bloom's Taxonomy, and in the context of teaching all components of a language and arts curriculum, teaching such common roots and affixes is an effective strategy that would secure them a rich vocabulary. This presentation will call attention to an alternative dimension to traditional vocabulary teaching based on giving definitions of words or eliciting or deducing meaning from context. According to this methodology, first an awareness is given to students that the English words are essentially borrowings from other languages mostly with Latin or Greek origins (roots) formed by additions to them by parts (affixes) attached to their front and end. So by guessing the meaning of unknown words by such elements, learners are assumed to grasp the idea of the whole word. This presentation will serve as an introduction to the issue of the nature and functions of word etymology with semantics and lexico-semantics in learning English vocabulary items both for learners and teachers alike. Keywords: semantics, lexico-semantics, affix, prefix, suffix, root.
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Zhussupbekova, Gulsara, Ainagul Ismagulova, Anar Tekesbayeva, and Alma Zhukenova. "Modelling of speech activity of a younger student as a platform for the implementation of communication technologies." Scientific Herald of Uzhhorod University Series Physics, no. 56 (February 24, 2024): 506–18. http://dx.doi.org/10.54919/physics/56.2024.50ehf6.

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Relevance. The research article holds relevance in educational contexts by emphasizing the importance of fostering creativity, critical thinking, and empathy among younger students through problem-solving approaches. Purpose. The research article aims to cultivate critical thinking, self-discipline, and creativity in younger students by leveraging communication technologies and educational strategies based on B.S. Bloom's taxonomy, with a focus on enhancing speech activities and language proficiency in primary school education. Methodology. The experiment was conducted in the conditions of a natural pedagogical process on the basis of a pilot school for the introduction of updated educational content. The experiment involved 118 third grade students. Both the control and experimental groups consisted of 59 students, with an equal number in each group. Results. The research article demonstrates the efficacy of utilizing communication technologies for developing speech activity in younger students through various learning strategies, such as self-managed, experimental, critical, and contextual strategies. The implementation of communicative learning technologies in primary school language teaching enhances students' speech skills, fosters critical thinking, and promotes autonomous decision-making, leading to significant improvements in speech activity and overall academic performance. Conclusions. Learning strategies in communication technologies play a decisive role in promoting the development of not only speech activity, but also all cognitive aspects of elementary school students. The functions of communication technologies contribute to the harmonious speech development of the linguistic personality, and the use of various techniques allows consolidating the acquired knowledge, skills, and abilities of primary school students. Keywords: learning technology; student; reflection; occupation; knowledge
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Silas, Erika Immanuela, Ismail Ismail, and Irma Suryani. "Hubungan Berpikir Kritis Terhadap Hasil Belajar Siswa Kelas XI SMAN 3 Palopo." BIOPROSPEK: Jurnal Ilmiah Biologi 16, no. 1 (2024): 20. http://dx.doi.org/10.30872/bp.v16i1.1221.

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The development of information and communication technology demands that learners enhance their critical thinking skills to be able to filter accurate information, thereby achieving truth and a proper understanding of the knowledge around them. This is also expected to help improve students' learning outcomes. The research used in this study is quantitative descriptive research with the aim of determining the relationship between critical thinking skills and student learning outcomes in biology, specifically in the digestive system topic for Grade XI. The research subjects used were all Grade XI science students at SMA Negeri 3 Palopo. The determination of the subjects used the Slovin formula, resulting in a sample size of 147 students. The sampling technique employed was purposive sampling. Data collection in the research utilized two instruments: a critical thinking skills test consisting of 10 essay questions adjusted to the critical thinking skill indicators according to Ennis and a learning outcomes test consisting of 20 multiple-choice questions adjusted to the cognitive dimension indicators of Bloom's revised taxonomy according to Anderson &amp; Krathwohl. Data on critical thinking skills and student learning outcomes were analyzed descriptively, and prerequisite tests were conducted using the Kolmogorov-Smirnov normality test and simple linearity tests. The relationship between critical thinking skills and student learning outcomes was tested using the product-moment correlation test, and the results obtained indicate a very strong and positive relationship between critical thinking skills and learning outcomes. This research is expected to provide insight to educators in their efforts to enhance students' critical thinking skills. Keywords: Learning outcomes, Critical thingking, Digestive sytem
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Rahmani, Asma, and Nadia Ghounane. "Evaluation of Bloom’s taxonomy and digitalization of English Foreign Language course content." Global Journal of Foreign Language Teaching 13, no. 2 (2023): 127–41. http://dx.doi.org/10.18844/gjflt.v13i2.8376.

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The present research is action research that aims at unveiling the impetus behind Bloom’s taxonomy when designing the online courses’ educational objectives in the digitized courses and checking its benefits on learners’ academic achievement. To gain empirical data, a survey was addressed to a sample of 62 teachers at the Department of English, Faculty of Foreign Languages. The survey consisted of an online questionnaire that attempts to collect teachers` viewpoints, perceptions, and experiences about the use of Bloom’s taxonomy when formulating courses’ objectives during online learning and its impact on learners’ achievement. The obtained results were coded, treated, and analyzed through the Statistical Package of Social Sciences SPSS. The findings of this paper revealed that the creation of effective objectives depending on Bloom’s taxonomy facilitates and highly improves learners’ academic achievement and serves as a guide in their new online learning setting. Keywords: Academic achievement; Bloom taxonomy; courses’ content; COVID-19 pandemic; Online teaching.
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Goh, Thing Thing, Nor Azliana Akmal Jamaludin, Hassan Mohamed, Mohd Nazri Ismail, and Huang Shen Chua. "A Comparative Study on Part-of-Speech Taggers’ Performance on Examination Questions Classification According to Bloom’s Taxonomy." Journal of Physics: Conference Series 2224, no. 1 (2022): 012001. http://dx.doi.org/10.1088/1742-6596/2224/1/012001.

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Abstract Examination questions classification according to Bloom’s Taxonomy uses Natural Language Processing (NLP) approach, a series of text processing approach that generally can divided into the keywords identification stage and then the identified keywords classification to Bloom’s Taxonomy levels stage. Since this NLP approach is a pipeline processes, the keywords identification stage’s performance in term of accuracy is affecting the subsequent stage - the identified keywords classification and subsequently limits the final accuracy performance of the questions classification. The keywords identification stage’s performance is mainly depending on the effectiveness of Part-Of-Speech (POS) tagging. Thus, this paper aims to identify the best performing POS tagger in keywords identification stage and enhance the tagger’s performance with rule-based approach to achieve high accuracy performance and benefit the subsequent keyword classification and then the questions classification accuracy. The Perceptron tagger and the Stanford POS tagger are selected to be evaluated their performance in identifying the keywords of the randomly selected 200 examination questions from STEM subjects. This paper has observed the Stanford POS tagger is the best performing tagger in POS tagging with accuracy of 80.5%. Some rules are applied to the POS tagging to improve the accuracy further to 91.5%.
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Artero, Pablo Agustín. "Promoting Critical Thinking through the Modification of Questioning Verbs in Writing Assignments: A Study / El Fomento del Pensamiento Crítico a través de la Modificación de Verbos Interrogativos en Actividades de Escritura: Un Estudio." TEJUELO. Didáctica de la Lengua y la Literatura. Educación 31 (December 8, 2019): 13–46. http://dx.doi.org/10.17398/1988-8430.31.13.

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Este estudio propone un objetivo doble. Por un lado, un análisis del pensamiento crítico y su aplicación a través de la escritura en alumnos de 3º de la E.S.O. Para ello, se modificó el lenguaje de las preguntas de escritura del libro de texto. A continuación, se implementó una unidad didáctica que destaca la importancia del pensamiento reflexivo para el desarrollo de textos más ricos. Por tanto, el objetivo del estudio es la modificación de verbos de susodichas preguntas por otros en niveles altos de la taxonomía de Bloom. Esta información se recogió a través de observación, cuestionarios inicial y final, y una unidad didáctica con actividades de escritura evaluadas.&#x0D; &#x0D; Abstract&#x0D; The aim of the present study is twofold. First off, an analysis regarding 3rd E.S.O students' critical thinking application was procured from their performance from a piece of writing. To promote critical thinking, modification of the language of questions in the course book was purposely executed. This was then followed by an implementation of a whole Didactic Unit designed to enhance the role of reflective questions in the creation of more complex writings. This language modification was erected through the use of verbs contained in Bloom’s taxonomy higher orders. The changes that led students to write longer texts or express more elaborate ideas are also addressed. The data was collected via observation, pre and post questionnaires, and writing assignments.&#x0D; Keywords: Critical thinking; Writing; Bloom’s taxonomy; Student motivation; Questions.&#x0D;
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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 (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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AKHAN, Osman. "EXAMINING THE LEARNING OUTCOMES IN THE 12TH-GRADE REPUBLIC OF TURKEY REVOLUTION HISTORY AND KEMALISM CURRICULUM BASED ON THE REVISED BLOOM’S TAXONOMY." Zeitschrift für die Welt der Türken / Journal of World of Turks 13, no. 2 (2021): 109–24. http://dx.doi.org/10.46291/zfwt/130206.

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This research aimed to determine the level of the learning outcomes in the 12th-grade Republic of Turkey Revolution History and Kemalism Curriculum according to the Revised Bloom’s Taxonomy. The research used a qualitative research design and the document analysis method. The source of data of the research was the Secondary Education Republic of Turkey Revolution History and Kemalism Curriculum published by the Ministry of National Education in 2018. Existing research on Bloom’s Taxonomy and Revised Bloom’s Taxonomy was used to determine the taxonomic levels and sub-levels of the learning outcomes. A coding rubric was prepared by the researcher to determine the noun and verb forms of the learning outcomes in order to evaluate and classify 33 learning outcomes in the 2018 Secondary Education Republic of Turkey Revolution History and Kemalism Curriculum. The data were analysed using descriptive statistics. The findings were presented in tables with frequency and percentage values. According to the research results, among 33 learning outcomes, 29 fell into the conceptual knowledge category of the knowledge dimension and four fell into the factual knowledge category of the knowledge dimension. Looking at the distribution of 33 learning outcomes across the levels of the cognitive process dimension, 19 fell into the understanding level, 11 fell into the analysing level, and 3 fell into the evaluating level. No learning outcome fell into the procedural and metacognitive knowledge categories of the knowledge dimension and into the remembering, applying, and creating levels of the cognitive process dimension. Keywords: Curriculum, learning outcome, Bloom’s taxonomy
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Koc, E. Seda, and Turgay Ontas. "A comparative analysis of the 4th- and 5th-grade social studies curriculum according to revised bloom’s taxonomy." Cypriot Journal of Educational Sciences 15, no. 2 (2020): 292–304. http://dx.doi.org/10.18844/cjes.v15i2.4799.

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This study, in which the distribution of the attainments of Turkey, Singapore, Hong Kong and Canada (Ontario) social studies curricula was aimed to be analysed according to the revised Bloom’s taxonomy, was designed with qualitative research. A document analysis technique, which 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 was the curricula with the highest level of objectives for the higher levels.&#x0D; Keywords: Social studies, curriculum, attainment, revised bloom’s taxonomy.
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Md. Kamrul, Hossain, and Hossain Md. Fokhray. "Questions Analysis with Bloom’s Taxonomy:." DIU Journal of Business and Entrepreneurship 10, no. 01 (2016): 152–59. http://dx.doi.org/10.36481/diujbe.v010i1.fffjq648.

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The purpose of tertiary level education is to improve student’s thinking ability from Lower Order Cognitive (LOC) to Higher Order Cognitive (HOC) levels of Bloom’s Taxonomy. The question papers are examined based on Bloom’s Taxonomy (BT) to evaluate the confidence and skill levels of the learner. According to Bloom’s Taxonomy, recall, understand and apply are the LOC whereas analyze, evaluate and creative are the HOC. In this study, question papers of examination of the Department of Business Administration (DBA) of a private university were analyzed to find the skill levels of the learner. The data were considered from mark distribution process of question papers. The question papers were evaluated based on keywords and marks were allocated to different level of Bloom’s Taxonomy. The research question for this study in “Is teaching-learning of tertiary level education following standard”. To answer this question, the following hypotheses should set to test: (i) mark distribution is increasing from LOC to HOC levels as academic year is increased and (ii) pattern of mark distribution are not same in terms of LOC and HOC levels in courses. The results showed that almost 30% questions were from understand level, whereas 7% and 12% questions were from evaluate and create level of Bloom’s taxonomy. There is significant difference of mark distribution between LOC and HOC levels and mark from LOC domain is higher than that of HOC domain in the questions. To improve students thinking ability, more questions should be included from HOC in the questions.
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Minholi, Felipe Siqueira, Rafaela Vilela da Rocha, and Carla Lopes Rodriguez. "Desenvolvimento e Aplicação de uma Sequência de Atividades Matemáticas Contextualizadas e Estruturada a Partir da Taxonomia de Bloom." Jornal Internacional de Estudos em Educação Matemática 16, no. 2 (2023): 155–63. http://dx.doi.org/10.17921/2176-5634.2023v16n2p155-163.

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Desde o movimento da Matemática Moderna, em 1960, o ensino da matemática tem sido marcado pelo rigor e simbolismo, e não tem explicitado suas aplicações no cotidiano dos alunos, o que afasta-os da disciplina. Desse modo, a contextualização da matemática pode ser utilizada para auxiliar o processo de ensino-aprendizagem. No entanto, faltam na literatura métodos e sequências de atividades que proporcionem a utilização correta dessa ferramenta. Nesse contexto, o principal objetivo deste artigo é apresentar e discutir o desenvolvimento, aplicação e análise de uma sequência de atividades matemáticas contextualizadas. A metodologia compreendeu quatro etapas: (1) desenvolvimento do modelo de sequência e três sequências com atividades do Ensino Médio, (2) seleção dos participantes: alunos cursando ou concluintes do Ensino Médio, (3) aplicação e coleta de dados: por meio de um ambiente virtual de aprendizagem e de questionários, e (4) análise dos resultados. A Taxonomia de Bloom foi utilizada para estruturar as atividades que compõem a sequência. Como resultados, há indícios de que a sequência cumpriu seu papel de auxiliar o ensino da matemática e mostrar como a disciplina pode ser utilizada no cotidiano. Além disso, a aplicação da sequência em ambiente virtual mostrou-se adequada. Contudo, a dificuldade dos alunos em realizar algumas atividades aponta alguns pontos de melhoria. Palavras-chave: Ensino. Matemática. Contextualização. Sequência de Atividades. Taxonomia de Bloom. AbstractSince the modern mathematics movement, in 1960, the teaching of mathematics has been marked by rigidity and symbolism and has not explained its applications in the daily context of students, which keeps them away from the subject. Thus, contextualization may be used to assist the teaching-learning process. However, methods and sequences of activities that provide a correct use of it are still missing in literature. In this context, this paper aims to present and discuss the development, application and analysis of a sequence of contextualized mathematics activities. The methodology was divided into four stages: (1) development of the sequence model e three sequences with High School activities, (2) selection of participants: current or former High School students, (3) application and data collection: through a learning management system and questionnaires, and (4) analysis of result. Bloom’s Taxonomy was used to structure the sequence of activities. The results indicate the sequence can assist the teaching of mathematics and show its daily applications. Besides, the application of the sequence in a learning management system proved to be adequate. Though, students' difficulties in some activities points towards the need for some improvements. Keywords: Teaching. Mathematics. Contextualization. Sequence of Activities. Bloom’s Taxonomy.
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Rosa, Gustavo Danicki Aureliano, and Afonso Celso Tanus Galvão. "Processos de estudo e avaliação da aprendizagem no desenvolvimento da expertise." Estudos em Avaliação Educacional 29, no. 71 (2018): 386. http://dx.doi.org/10.18222/eae.v29i71.4265.

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&lt;p&gt;Desenvolve-se uma análise de protocolos verbais de processos de estudo, tendo como inspiração a taxonomia de objetivos educacionais de Bloom et al. (1977), para a geração de subsídios para a avaliação educacional. Os protocolos foram gerados a partir da entrevista com seis indivíduos que realizaram o estudo com materiais de domínio e não domínio inferido. Os resultados da pesquisa sugerem que: i) informações importantes para o realinhamento das ações em uma situação de ensino e aprendizagem podem ser obtidas, tais como termos-chave que tenham significado para os indivíduos e que estejam inseridos em materiais de não domínio; e ii) uma categorização como a proposta neste estudo para a tomada de decisão pode contribuir para o trabalho efetivo do estudante em situações adequadas ao seu nível de desenvolvimento rumo ao domínio completo de determinado material de estudo.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Palavras-chave:&lt;/strong&gt; Avaliação da Educação, Taxonomia, Resolução de Problemas, Desenvolvimento Cognitivo.&lt;/p&gt;&lt;p&gt; &lt;/p&gt;&lt;p&gt;&lt;em&gt;&lt;strong&gt;Procesos de estudio y evaluación del aprendizaje en el desarrollo de la expertise&lt;/strong&gt;&lt;/em&gt;&lt;/p&gt;&lt;p&gt;&lt;em&gt;Se desarrolla un análisis de protocolos verbales de procesos de estudio, cuya inspiración es la taxonomía de objetivos educacionales de Bloom et al. (1977), a fin de generar subsidios para la evaluación educacional. Los protocolos se originaron a partir de la entrevista con seis individuos que realizaron el estudio con materiales de dominio y no dominio inferido. Los resultados de la investigación sugieren que: i) se pueden obtener informaciones importantes para la realineación de las acciones en una situación de enseñanza y aprendizaje, tales como términos clave que tengan significado para los individuos y que estén insertos en materiales de no dominio; y ii) una categorización como la propuesta en este estudio para la toma de decisión puede contribuir para el trabajo efectivo del estudiante en situaciones adecuadas a su nivel de desarrollo rumbo al dominio completo de un determinado material de estudio.&lt;/em&gt;&lt;/p&gt;&lt;p&gt;&lt;em&gt;&lt;strong&gt;Palabras clave:&lt;/strong&gt; Evaluación de la Educación, Taxonomía, Resolución de Problemas, Desarrollo Cognitivo.&lt;/em&gt;&lt;/p&gt;&lt;p&gt;&lt;em&gt; &lt;/em&gt;&lt;/p&gt;&lt;p&gt;&lt;em&gt;&lt;strong&gt;Learning processes and learning assessment for expertise development&lt;/strong&gt;&lt;/em&gt;&lt;/p&gt;&lt;p&gt;&lt;em&gt;An analysis of verbal protocols of learning processes, and their categorization based on Bloom’s et al. (1977) taxonomy of educational objectives, is developed to generate subsidies for an educational assessment of learning processes. The participants were six academics who were observed while solving problems involving domain and non-domain material. Results suggest that: i) knowledge that is relevant for the realignment of actions in situations of teaching, such as keywords that are meaningful for individuals that can be obtained even when inserted into nondomain materials; and ii) categorizations such as the ones proposed for this study can contribute to the effectiveness of students’ learning processes in situations that are appropriate for their level of development and towards the mastery of study content.&lt;/em&gt;&lt;/p&gt;&lt;p&gt;&lt;em&gt;&lt;strong&gt;Keywords:&lt;/strong&gt; Educational Assessment, Taxonomy, Problem Solving, Cognitive Development.&lt;/em&gt;&lt;/p&gt;
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Kilicoglu, Elif, and Abdullah Kaplan. "Predicting the Mathematical Abstraction Processes Using the Revised Bloom’s Taxonomy: Secondary School 7th Graders." ATHENS JOURNAL OF EDUCATION 9, no. 2 (2022): 237–56. http://dx.doi.org/10.30958/aje.9-2-4.

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Abstract:
In this study, it was investigated whether it would be possible to observe abstraction processes of secondary school 7th graders using the Revised Bloom’s Taxonomy. For this purpose, eight students participated in the study. The study was conducted at a state secondary school in Turkey. Purposeful sampling method was used in the selection of students and different students were examined by their achievement levels. The research was modeled as a case study and the data were obtained through interviews. Therefore, the data were collected through an interview form developed by the researchers. The collected data were analyzed according to descriptive analysis method. The findings show that the abstraction process differs according to the dimensions of the taxonomy. Accordingly, it was determined that a student who abstracts information should behave at least at the application level in the cognitive level and at least at the conceptual knowledge level in the knowledge dimension. It was also considered that the Revised Bloom’s Taxonomy categorized the cognitive mechanisms required by abstraction processes thoroughly. Supporting this study with quantitative data is suggested so that the findings may become more significant. Keywords: mathematical abstraction, mathematics education, equations, Revised Bloom’s Taxonomy, APOS theory
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