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Journal articles on the topic 'Revised Bloom's Taxonomy'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Juniar, Rima. "The Content Analysis of Grammar Activities in 'Wider World 2' Student’s Book by Pearson for Grade Seven Students." Proceedings International Conference on Teaching and Education (ICoTE) 4, no. 1 (2024): 25. http://dx.doi.org/10.26418/icote.v4i1.55965.

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The objective of this study is to use Bloom's revised taxonomy to analyze the context of the grammar activities in Wider World 2 Student’s Book. To achieve the research goal, a content analysis was performed. The researcher analyzed the textbook based on Bloom's revised taxonomy. According to the data, the textbook has dominant grammar activities, particularly on the cognitive process of "understand" and "remember" with 47% and 32% out of 189 grammar activities. Moreover, the data shows that the grammar activities in the textbook have an uneven distribution of higher and lower cognitive proces

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Wildani Firdaus and Khozin. "Cognitive Revised Bloom's Taxonomy Analysis in RPP PAI Documents in Senior High Schools (SMA)." Beginner: Journal of Teaching and Education Management 2, no. 1 (2024): 51–60. http://dx.doi.org/10.61166/bgn.v2i1.44.

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. In 1956 Benjamin S. Bloom formulated the concept of Bloom's Taxonomy, which became known as Bloom's Taxonomy along with the evolution of educational theory. Anderson and Krathwohl then revised Bloom's Taxonomy, describing two main dimensions, namely cognitive processes and levels of knowledge. In the learning context, especially in Islamic Religious Education subjects in Senior High Schools (SMA), an essential first step is the preparation of effective learning tools, including quality learning implementation planning (RPP) based on the 2013 curriculum, with a focus on core competencies. and

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Kabysheva, M. O. "Bloom's taxonomy and critical thinking in teacher education." Bulletin of Kazakh National Women's Teacher Training University, no. 3 (October 2, 2023): 37–48. http://dx.doi.org/10.52512/2306-5079-2023-95-3-37-48.

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The article analyzes and compares Bloom's traditional and revised taxonomy, focusing on the cognitive domain and, in particular, on knowledge. A two–dimensional model of Bloom's revised taxonomy is proposed for consideration, since an interesting situation has developed in Kazakhstan education now - the hierarchy of cognitive skills is used from the classical taxonomy, while the concept of active verbs is already used from the revised one. We believe that it is necessary in this case to fully use the revised concept, and the article provides an example of a matrix for formulating educational g

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Oktaviana, Dwi, and Utin Desy Susiaty. "Development of Test Instruments Based on Revision of Bloom's Taxonomy to Measure the Students' Higher Order Thinking Skills." JIPM (Jurnal Ilmiah Pendidikan Matematika) 9, no. 1 (2020): 21. http://dx.doi.org/10.25273/jipm.v9i1.5638.

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The objectives of this study were to determine: (1) the appropriateness of the comparative material test instrument based on the Revised Bloom Taxonomy to measure HOTS student; (2) the quality of the comparative material test instrument based on the Revised Bloom Taxonomy to measure HOTS student; and (3) analysis of potential effects on the use of test instruments for comparison material based on Revised Bloom's Taxonomy to measure HOTS students'developed. This research is development research with the Tessmer model development design. The subjects of this research were all students of class V

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Mila, Nor, Jumrodah, and Az Zahro Fadillah. "Analisis Hasil Belajar Biologi Siswa Kelas XII MIPA Pada Materi Pertumbuhan dan Perkembangan Berdasarkan Ranah Kognitif Taksonomi Bloom Revisi." PSEJ (Pancasakti Science Education Journal) 8, no. 1 (2023): 30–37. http://dx.doi.org/10.24905/psej.v8i1.170.

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This study aims to determine the analysis of biology learning outcomes for class XII MIPA students on growth and development material based on the cognitive domain of the revised bloom taxonomy using a descriptive method with a quantitative approach. Descriptive research aims to explain and describe the facts obtained in accordance with a certain point of view. The technique of determining the research subject was carried out by purposive sampling in which the research subjects were students of class XII MIPA MAS Muslimat NU. The results of the analysis of biology students found that the class

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Ekalia, Yulian Juita, Ely Heldydiana Selamat, Fransiskus Jemadi, Maria Olga Jelimun, and Anjelus A. Setiawan. "Implementing Bloom’s Revised Taxonomy in Analyzing the Reading Comprehension Questions." English Education:Journal of English Teaching and Research 7, no. 1 (2022): 59–66. http://dx.doi.org/10.29407/jetar.v7i1.17823.

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Bloom's revised taxonomy is the most frequently utilized as an instrument for objective-as a basis for assessment and as a representation for producing objects that evaluate processes ranging from memorization to more complex cognitive levels such as knowledge assessment. It is predicted that the mix of cognitive levels in the 2013 curriculum will drive students to think critically, to think creatively, to be problem solvers, and have a decision maker competencies. Using teaching resources such as textbooks as one of the learning media to train students' critical thinking. The goal of this res

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Bobunova, A., M. Sergeeva, and E. Notina. "Integrating Computer-Assisted Language Learning into ESL Classroom: Formation of Moral and Aesthetic Values." International Journal of Information and Education Technology 11, no. 1 (2021): 24–29. http://dx.doi.org/10.18178/ijiet.2021.11.1.1484.

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Information and communication technologies (ICT) have given a modern teacher a powerful incentive for his own professional and creative development, as well as improved the quality of educational services provided. The purpose of this paper is to consider revised Bloom’s taxonomy as the way to implement the moral and aesthetic education of students by means of computer-assisted language learning (CALL). The study involved 84 ESL teachers from 10 secondary Moscow schools. The participants were selected from those who engaged students into e-learning effectively. Group 1 (42 participants) was as

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Wiranata, Dwi, I. Wayan Widiana, and Gede Wira Bayu. "The Effectiveness of Learning Activities Based on Revised Bloom Taxonomy on Problem-Solving Ability." Indonesian Journal Of Educational Research and Review 4, no. 2 (2021): 289. http://dx.doi.org/10.23887/ijerr.v4i2.37370.

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The low problem-solving ability of students was due to the lack of student learning activities, so that learning activities were needed that can motivate students to learn and develop problem-solving skills. This study aimed to analyze the effectiveness of learning activities based on Revised Bloom's Taxonomy on problem-solving abilities. The type of research used was development research with a 4D model. The subjects of this study were four experts and 55 fourth-grade elementary school students. The object of this research was the effectiveness of Revised Bloom's Taxonomy-oriented learning ac

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Tamelab, Febriana, Imanuel Kamlasi, and Ulu Emanuel. "The Analysis of English Test Items Based on Revised Bloom's Taxonomy." Jurnal Edulanguage: Jurnal Pendidikan Bahasa 7, no. 2 (2021): 1–5. https://doi.org/10.32938/edulanguage.v1i2.1653.

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The objectives of this study were to reveal the types of English test items categorized in revised Bloom’s taxonomy and to know the presentation of applying revised Bloom’s taxonomy in the English test. This study applied a qualitative descriptive method to meet the objectives of the study. The English test was documented after getting permission from the English teacher of SMPN 1 Kefamenanu. Then, the English test items were analyzed based on revised Bloom’s cognitive taxonomy. There were six levels of revised Bloom’s cognitive taxonomy namely remembering level, understanding level, applying

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Setyowati, Yulis, Susanto Susanto, and Ahmad Munir. "A revised bloom's taxonomy evaluation of formal written language test items." World Journal on Educational Technology: Current Issues 14, no. 5 (2022): 1317–31. http://dx.doi.org/10.18844/wjet.v14i5.7296.

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This paper aims to portray the appropriateness of test items in language tests according to Bloom's Taxonomy. Thirty written language tests created by EFL lecturers were analyzed. Document analysis was applied, the data were categorized and examined. In the test for remembering, ‘crucial questions was applied, finding specific examples or data, general concepts or ideas, and abstracting themes in comprehension test. Completing particular projects or solve issues in the applying test, whereas SWOT analysis conducted in analyzing test, and strategic plan should be demonstrated in evaluation test

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Thant, Khin Shin, Myat Mon Khaing, and Hlaing Htake Khaung Tin. "Mapping the Course Objectives and Program Learning Outcomes of Software Engineering Course by Bloom’s Revised Taxonomy." Middle East Research Journal of Engineering and Technology 3, no. 03 (2023): 33–38. http://dx.doi.org/10.36348/merjet.2023.v03i03.001.

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The outcomes of software engineering can have a significant impact on the success of a software project and the satisfaction of its stakeholders. The results of the study provide a clear understanding of how success can be achieved in a program. Bloom’s Revised Taxonomy is a framework used to classify learning outcomes in terms of different levels of complexity and cognitive ability. It can be used to assess the active learning outcomes of a software engineering course. Bloom's Revised Taxonomy can be applied to assess the active learning outcomes of a software engineering course. Assessing th

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Lee, Yoon Suk, Tonya L. Smith-Jackson, and Maury A. Nussbaum. "Multidimensional Training System Evaluation using the Revised Bloom's Taxonomy." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 53, no. 25 (2009): 1878–82. http://dx.doi.org/10.1177/154193120905302505.

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Many organizations employ training systems to reduce work-related low back disorders. However, the evaluation of training programs is often not satisfactory, mainly due to the complexity of training systems, the high costs involved, heavy reliance on trainee reactions, and little integration of outcomes-based validation. In this work, we used the Revised Bloom's Taxonomy to classify the learning objectives of a training program. These classified objectives were then examined to predict training performance, and were further compared with trainee reactions using multiple regression and correlat

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Putri, Annisa Khairani, Allika Haya Fahrunisa, Agnes Suci Evriliani, Erin Volosa, and Nahadi Nahadi. "Transforming Chemistry Learning through the Development of Higher Order Thinking Based on Revised Bloom's Taxonomy: A Systematic Review." Hydrogen: Jurnal Kependidikan Kimia 12, no. 3 (2024): 589. https://doi.org/10.33394/hjkk.v12i3.12452.

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Education is a structured and systematic learning process that aims to improve the knowledge, skills, attitudes and values needed to build a successful career and life. Through education we can produce human resources who are competent and resilient in facing a complex future. The way to produce competent human resources is to improve students' Higher Level Thinking Skills in the learning process. The application of the Revised Bloom's Taxonomy in learning is able to improve students' high-level thinking skills because the revised Bloom's Taxonomy has levels of cognitive abilities starting fro

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Zerényi, Károly, and Zsuzsa Mátrai. "Taxonomies from a cognitive to a digital revolution, focusing on transferable skills." Andragoske studije, no. 2 (2022): 91–104. http://dx.doi.org/10.5937/andstud2202091z.

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The taxonomies that contributed to the cognitive revolution are an important starting point for the interpretation of knowledge. The aim of this article is to analyses Bloom's and related taxonomies in terms of transferable skills from a cognitive to a digital revolution. Benjamin Bloom published his taxonomy in 1956, in which he developed the classification of cognitive objectives, among others. In Bloom's taxonomy, transferable skills appear only indirectly in relation to the application of knowledge in new situations. However, de Block has already considered transfer ability of knowledge an

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Mariyam, Talat, Saria Kazmi, and Rana Imran Ali. "Evaluation of English Textbook Exercises of Punjab Textbook Board for Grade 10 in the Light of Revised Bloom's Taxonomy of 2001." Global Language Review V, no. II (2020): 170–78. http://dx.doi.org/10.31703/glr.2020(v-ii).18.

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This research study discusses and records the analysis of the exercises of English Book 10 of the Punjab Textbook Board by the application of Revised Bloom's Taxonomy by Anderson and Krathwohl for Teaching,Learning, and Assessment. The nature of the study is analytical, and it critiques the concerned textbook to evaluate the conformity of its exercises of the book given at the end of each chapter against the various sub-domains of the Cognitive domain of the revised taxonomy. This research study also sheds light on the importance of evaluation,textbooks in the Pakistani context, and an overall

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ÜZÜMCÜ, Zeynep Büşra. "EXAMINATION OF MATHEMATICS QUESTIONS INCLUDED IN HIGH SCHOOL ENTRANCE EXAM (LGS) ACCORDING TO THE REVISED BLOOM TAXONOMY AND OBJECTIVES OF THE MIDDLE SCHOOL MATHEMATICS COURSE CURRICULUM." IEDSR Association 7, no. 20 (2022): 124–33. http://dx.doi.org/10.46872/pj.575.

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The aim of this study was to determine the relationship between the mathematics questions asked in the High School Entrance Exam (LGS) and the 8th grade objectives of the Primary Education Mathematics Course Curriculum, and to reveal at which level cognitive processes are measured through these questions according to the revised Bloom taxonomy. Within the scope of the study, 20 mathematics questions in the 2021 LGS and 52 8th grade objectives based on the formation of these questions were analyzed by document analysis, one of the qualitative research methods. The questions and achievements wer

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Netriwati, Netriwati. "Penerapan Taksonomi Bloom Revisi untuk Meningkatkan Kemampuan Pemahaman Konsep Matematis." Desimal: Jurnal Matematika 1, no. 3 (2018): 347–52. http://dx.doi.org/10.24042/djm.v1i3.3238.

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The ability to understand students' concepts is important. But the ability to understand the concept of students does not grow without just passing on an action from a serious educator in dealing with this problem. Developing learning objectives in general is one of the right steps taken by educators in learning. Bloom Revision Taxonomy that researchers will use in developing learning objectives in this study. so this study aims to describe students' abilities in understanding concepts through Bloom Revision's taxonomy. This type of research uses a qualitative descriptive method to see student

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Ernawati, Ernawati, and Baharullah Baharullah. "ANALYSIS OF HIGHER ORDER THINKING SKILLS (HOTS) IN MATHEMATICAL PROBLEM SOLVING BASED ON REVISED BLOOMS’ TAXONOMY VIEWED FROM GENDER EQUALITY." MaPan 8, no. 2 (2020): 315–28. http://dx.doi.org/10.24252/mapan.2020v8n2a10.

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This study aims to determine the description of the results of the analysis of higher order thinking skills in mathematics problem solving based on revised Bloom's taxonomy viewed from gender equality. The subject of the research is two students of SMPN 1 Takalar selected using a purposive sampling technique. The type of research used is descriptive research with a qualitative approach. The description was obtained by analyzing the tests of higher order thinking skills in mathematical problem solving. In this study, instruments in the form of questions test higher order thinking skills based o

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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 C

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Azambuja, Marcelo Schenk de, Marta Quintanilha Gomes, and Gerson Chequi. "Entrepreneurship Education Experience for Health Professionals and Bloom's Taxonomy Revised." International Journal for Innovation Education and Research 9, no. 11 (2021): 371–82. http://dx.doi.org/10.31686/ijier.vol9.iss11.3522.

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The paper presents the experience of teaching entrepreneurship in a health-focused Higher Education Institution, based on Bloom’s Taxonomy revised by Lori Anderson (2001). The teaching methodologies that were used focused on creativity, analysis, criticism, planning and interpersonal skills to develop the expertise needed to undertake and manage different types of businesses. Students were encouraged to propose business and healthcare solutions by employing creativity, ideation, planning, and management tools. Other practices like Brainstorm, the Edward de Bono's 6 Hats technique, the PIN - Po

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Radmehr, Farzad, and Michael Drake. "Revised Bloom's taxonomy and integral calculus: unpacking the knowledge dimension." International Journal of Mathematical Education in Science and Technology 48, no. 8 (2017): 1206–24. http://dx.doi.org/10.1080/0020739x.2017.1321796.

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Waite, Laura H., Jason F. Zupec, Diane H. Quinn, and Cathy Y. Poon. "Revised Bloom's taxonomy as a mentoring framework for successful promotion." Currents in Pharmacy Teaching and Learning 12, no. 11 (2020): 1379–82. http://dx.doi.org/10.1016/j.cptl.2020.06.009.

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Sweet, Charlie, Hal Blythe, and Rusty Carpenter. "Why the Revised Bloom's Taxonomy Is Essential to Creative Teaching." National Teaching & Learning Forum 26, no. 1 (2016): 7–9. http://dx.doi.org/10.1002/ntlf.30095.

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KOÇ, E. Seda, and Turgay Öntaş. "A comparative analysis of the 4th and 5th grade social studies curriculum according to revised bloom taxonomy." Cypriot Journal of Educational Sciences 15, no. 3 (2020): 540–53. http://dx.doi.org/10.18844/cjes.v15i3.4931.

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Abstract: This study, in which the distribution of the attainments of Turkey, Singapore, Hong Kong and Canada (Ontario) Social Studies Curricula was aimed to be analyzed according to the revised Bloom's taxonomy, was designed with qualitative research. Document analysis technique, that is one of the qualitative research data collection techniques, was used in the research. The data source of the research consisted of the social studies curricula of the mentioned countries and the frequency and percentage calculation was used to show the taxonomic distributions of attainments. According to the

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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 anggap

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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

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Nawawi, Yosephine Fransiska, Sudarsono Sudarsono, and Dwi Riyanti. "COGNITIVE FEATURE STAGES OF TASKS IN INTERNATIONAL COMMUNICATION 3 STUDENT’S BOOK BY AMERICAN CORNER UNTAN: A REVISED BLOOM’S TAXONOMY ANALYSIS." Journal of English Educational Study (JEES) 6, no. 2 (2023): 113–22. http://dx.doi.org/10.31932/jees.v6i2.2374.

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This descriptive and qualitative study aims to assess the relevance of the students' materials to the revised Bloom's taxonomy cognitive domain and the prominent cognition aspect in the lesson book. This study focuses on the English student's book "International Communication 3," brought out by American Corner UNTAN. The proof was reviewed using a proof inventory diagram based on the cognitive dimension to categorize the action as either a query or an instructional activity. The outcome revealed that the textbook has 102 activities. The tasks were divided into 80 (78.4%) remembering, 4 (3.9%)

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Ravichandran, Kathiravan, and Anita Virgin B. "Bloom's Taxonomy Categories in the Economy of Literature Teaching-Learning Process." International Research Journal of Multidisciplinary Scope 05, no. 03 (2024): 721–27. http://dx.doi.org/10.47857/irjms.2024.v05i03.0827.

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This article critically examines the scope and implementation of Bloom's Taxonomy in the assessment and teachinglearning process. Bloom's revised taxonomy consists of six categories: remember, understand, apply, analyze, evaluate, and create. The objective of this article is to explore the extent to which the application of Bloom's Taxonomy categories in English literature students helps develop their cognitive and knowledge skills. This outcome-based literature teaching-learning process aims to enhance their analyzing skills, allowing them to evaluate literature and generate their ideas, whic

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Luluk Faridah. "Penerapan Taksonomi Bloom Revisi : Studi Tentang Kemampuan Mencipta (C6) dalam Pembelajaran Fikih." Jurnal Miftahul Ilmi: Jurnal Pendidikan Agama Islam 1, no. 3 (2024): 95–105. https://doi.org/10.59841/miftahulilmi.v1i3.97.

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The revised Bloom's Taxonomy is a framework of thinking that is widely used in education to design learning objectives, assessments, and curricula. The revised taxonomy by Anderson and Krathwohl changes the classification from nouns to operational verbs, starting from low to high cognitive levels: remember, understand, apply, analyze, evaluate, and create. This study aims to analyze the application of creative ability (C6) in Islamic Jurisprudence learning at MI Nurul Qodim, especially in the context of implementing the Revised Bloom's Taxonomy. This study uses a descriptive qualitative approa

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Green, Kris H. "Matching Functions and Graphs at Multiple Levels of Bloom's Revised Taxonomy." PRIMUS 20, no. 3 (2010): 204–16. http://dx.doi.org/10.1080/10511970802207212.

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Sapkota, Ashok. "Relevancy of Revised Bloom's Taxonomy in School-Level English Language Curriculum." NELTA Bagmati Journal 3, no. 1 (2022): 19–40. http://dx.doi.org/10.3126/nbj.v3i1.53413.

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The study is based on the analysis of curriculum objectives of Compulsory English textbooks for grades 6, 9 and 11 based on the educational taxonomy of Bloom and its relevance. It is based on the document analysis of all two-level curriculum analysis: basic and secondary level and the selection of the objectives in relation to the six levels of educational objectives and higher order thinking and lower order thinking skills. Based on the international and national review of secondary sources, the study focuses on the curriculum analysis of the Compulsory English curriculum. It was found that t

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Farandika Nanda Pratama. "Analysis of the Relevance of Class XI SKI Teaching Materials Based on Bloom's Taxonomy Approach." Journal of Insan Mulia Education 2, no. 2 (2024): 60–68. http://dx.doi.org/10.59923/joinme.v2i2.111.

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This research aims to analyze the SKI teaching materials for grade XI, even in the semester published by KEMENAG, especially in terms of the clarity of the material content and its relevance using Bloom's taxonomy analysis, covering students' cognitive, affective, psychomotor, and psychological domains. The researcher used library research through reading, reviewing, and analyzing several available literature, including books, notes, and reports of previous research results. The research technique uses descriptive analysis based on the collection of available sources. The study began by select

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Nafiati, Dewi Amaliah. "Revisi taksonomi Bloom: Kognitif, afektif, dan psikomotorik." Humanika 21, no. 2 (2021): 151–72. http://dx.doi.org/10.21831/hum.v21i2.29252.

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Revisi taksonomi Bloom menitikberatkan pada (1) perubahan aplikasi yang terdiri dari tiga bidang yaitu aplikasi bidang penyusunan kurikulum, aplikasi bidang instruksi pengajaran, aplikasi bidang assesment/ penilaian; dan (2) perubahan terminologi yang menekankan pada sub kategori sehingga penilaian menjadi lebih spesifik, mudah dalam menyusun penilaian pada kurikulum, serta mudah dalam menyusun instruksi pengajaran. Revisi taksonomi Bloom juga mengubah kata kunci operasional dari kata benda menjadi kata kerja dari level terendah sampai dengan level tertinggi.Terdapat perubahan yang sangat sign

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Nurhaliza, Annisa Siti, and Mochamad Fiqri Mustopa. "ANALISIS TINGKAT KOGNITIF SOAL UJIAN SEKOLAH PADA MATA PELAJARAN PENDIDIKAN AGAMA ISLAM BERDASARKAN TAKSONOMI BLOOM REVISI 2001." Journal of Research and Thought on Islamic Education (JRTIE) 6, no. 1 (2023): 71–84. http://dx.doi.org/10.24260/jrtie.v6i1.2696.

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This study aims to analyze the cognitive level of school exam questions on Islamic Religious Education subjects based on Bloom's Revised Taxonomy. Bloom's Revised Taxonomy is used as an assessment framework to describe the level of cognitive complexity requested by each exam question. The research method used was content analysis of Islamic Religious Education question banks from several schools covering primary and secondary education levels. The results of the analysis show that most of the Islamic Religious Education exam questions still concentrate on lower cognitive levels such as remembe

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Pepin, Matthias, Luc K. Audebrand, Maripier Tremblay, and Ndèye Binta Keita. "Evolving students' conceptions about responsible entrepreneurship: a classroom experiment." Journal of Small Business and Enterprise Development 28, no. 4 (2021): 570–85. http://dx.doi.org/10.1108/jsbed-02-2020-0035.

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PurposeEntrepreneurship education scholarship has been recently challenged to look at what goes on inside the entrepreneurship classroom to assess what students are really learning. Relying on the construction and analysis of a 3-h long set of learning activities on responsible entrepreneurship, this paper focuses on the activities conducted and what students have learned, based on Bloom's revised taxonomy of educational objectives.Design/methodology/approachThis paper builds on a pre-/post-intervention assessment around a set of learning activities with 151 undergraduate students. Before and

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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

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Mohamed, Ros Anita Kartini, Abdul Halim Ali, and Muhammad Nasir. "Aplikasi Ranah Kognitif Anderson & Krahthwohl dalam Pengajaran dan Pembelajaran Pantun di Sekolah Dasar." Journal of Humanities and Social Sciences 3, no. 3 (2021): 110–18. http://dx.doi.org/10.36079/lamintang.jhass-0303.286.

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Taksonomi adalah klasifikasi benda mengikut ciri-ciri tertentu. Taksonomi dalam bidang pendidikan digunakan untuk mengklasifikasikan tujuan pendidikan, penyusunan penilaian dan kurikulum. Bloom telah mengkategorikan tiga ranah dalam pembelajaran, yaitu; ranah kognitif, ranah afektif dan ranah psikomotor. Taksonomi Bloom fokus pada terminologi (1) pengetahuan; (2) pemahaman; (3) penerapan; (4) analisis; (5) sintesis; dan (6) evaluasi. Sedangkan terminolginya berubah dengan adanya Taksonomi Revisi pada tahun 2001 oleh Anderson & Krathwohl dengan terminologi (1) mengingat; (2) memahami; (3) m

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Muehleck, Jeanette K., Cathleen L. Smith, and Janine M. Allen. "Understanding the Advising Learning Process Using Learning Taxonomies." NACADA Journal 34, no. 2 (2014): 63–74. http://dx.doi.org/10.12930/nacada-13-013.

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To better understand the learning that transpires in advising, we used Anderson et al.'s (2001) revision of Bloom's (1956) taxonomy and Krathwohl, Bloom, and Masia's (1964) affective taxonomy to analyze eight student-reported advising outcomes from Smith and Allen (2014). Using the cognitive processes and knowledge domains of Anderson et al.'s revised taxonomy, we discuss the learning processes that underlie cognitive-based outcomes. We also describe the way the affective taxonomy developed by Krathwohl et al. contributes to understanding learning processes that promote affective outcomes. Thr

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Fandi, Real, Faizah Qurrata Aini, and Zonalia Fitriza. "Analysis of the structure and content of the merdeka curriculum on green chemistry materials." Jurnal Pijar Mipa 18, no. 3 (2023): 349–56. http://dx.doi.org/10.29303/jpm.v18i3.4920.

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This research aims to describe the compatibility between the structure and content of Merdeka’s curriculum on green chemistry based on the revised Bloom's Taxonomy, Dave and Dyers' Taxonomy, and chemistry textbooks. This research is descriptive with a qualitative approach with a content structure analysis research design derived from the Model of Educational Reconstruction (MER). The data collection technique was carried out based on a literature study, while the data analysis technique was carried out based on the Milles and Huberman data analysis technique. The instruments used were standard

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Arsana, Anak Agung Putu, Anak Agung Putri Maharani, I. Kadek Joni Arta, Ayu Diah Adnya Nirmala, and Rahma Syahlani. "Cognitive Domain Levels In “English For Nusantara” Textbook : A Revised Bloom's Taxonomy Analysis." Prosiding Seminar Nasional Riset Bahasa dan Pengajaran Bahasa 5, no. 1 (2023): 13–22. http://dx.doi.org/10.31940/senarilip.v5i1.13-22.

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This qualitative descriptive study aims to assess the alignment between the cognitive domain of Revised Bloom's Taxonomy and the worksheets in the English textbook “English for Nusantara” published by Pusat Perbukuan used for the 7th grade of SMP students. The research focuses on analyzing 177 activities within the textbook, categorizing them based on their cognitive domain using a data analysis table. The results indicate that the activities are distributed as follows: 114 (64.4%) in the remembering category, 12 (6.8%) in understanding, 6 (3.4%) in applying, 16 (9.0%) in analyzing, 5 (2.8%) i

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DOGAN, Cemile, Hayriye ULAŞ TARAF, and Eda ERCAN DEMİREL. "İNGİLİZCE ÖĞRETMEN ADAYLARININ SORU SORMA STRATEJİLERİNİN İNCELENMESİ." Nevşehir Hacı Bektaş Veli Üniversitesi SBE Dergisi 13, no. 2 (2023): 1002–14. http://dx.doi.org/10.30783/nevsosbilen.1268684.

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Promoting learners' higher-order thinking, which is also called critical thinking. requires using instructional strategies beyond merely recalling information but analyzing, evaluating, and creating information, as suggested in Bloom's Revised Taxonomy of Educational Objectives (2001). As an indispensable vehicle for instructional practice and assessment, questioning is both an end to be achieved and a valuable means to attaining higher-order thinking levels. Bearing in mind that a teacher who can incorporate the so-called skills may transfer those to future language practitioners, teacher edu

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Ayub, Sadia, and Lubna Ali Mohammed. "Student’s Perception and Measure of Bloom's Taxonomy Cognitive Levels: An Integrated Analysis Based on Hec's Career-Oriented Speaking Curriculum and Sustainable Development Goals (SDGs)." Journal of Lifestyle and SDGs Review 5, no. 2 (2025): e03303. https://doi.org/10.47172/2965-730x.sdgsreview.v5.n02.pe03303.

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Objective: The objective of this study is to assess the cognitive levels of Bloom's taxonomy that are emphasized in teaching speaking skills and evaluate how students from diverse backgrounds in Pakistani universities perceive the advanced cognitive levels of Bloom's taxonomy necessary for developing speaking skills required in the workplace. Theoretical Framework: The research's fundamental concepts and theories are based on Richards and Rodgers' language teaching model (2001). Method: This exploratory, case-based, qualitative study collected data from public and private universities in Islam

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Nur Inayah, Arif Muchyidin, and Toheri Toheri. "Analysis of Mathematics Content Knowledge of Mathematics Teachers Based on Bloom's Taxonomy Revision." Educational Insights 2, no. 1 (2024): 79–87. http://dx.doi.org/10.58557/eduinsights.v2i1.36.

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This study aims to assess mathematics teachers' understanding of Mathematics Content Knowledge based on the Revised Bloom Taxonomy. The method used is quantitative descriptive research with a survey approach. The respondents of this study were mathematics teachers who taught at SMP/MTs in Losari District, Brebes Regency. Data was collected using non-test instruments in the form of questionnaires and question tests. Data analysis involves presenting data, testing differences, and concluding. The results showed that teachers' understanding of Mathematics Content Knowledge in teaching and mastery

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Hamna Naseer, Yaar Muhammad, and Sajid Masood. "Critical Thinking Skills in a Secondary School Pakistan Studies Textbook: A Qualitative Content Analysis." sjesr 3, no. 4 (2020): 84–95. http://dx.doi.org/10.36902/sjesr-vol3-iss4-2020(84-95).

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The purpose of this study was to examine the critical thinking skills incorporated in text-based questions and tasks in the Pakistan Studies textbooks of secondary level. The Pakistan Studies textbook produced by the Punjab Textbook Board for ninth was analyzed using qualitative content analysis based on cognitive domains derived from six levels of revised Bloom's taxonomy. Moreover, the text-based questions were then analyzed by categorizing them under the nine pre-determined analytic categories of Socratic taxonomy. These categories depicted the questions that challenge the critical thinking

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Duwi Saputro, Atiqa Sabardila, Harun Joko Prayitno, and Markhamah Markhamah. "Integrasi Keterampilan Berpikir Kritis dalam Buku Teks Bahasa Indonesia Kurikulum 2013 Berperspektif HOTS." Diglosia: Jurnal Kajian Bahasa, Sastra, dan Pengajarannya 4, no. 3 (2021): 365–74. http://dx.doi.org/10.30872/diglosia.v4i3.168.

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This study aims to describe thinking skills in Indonesian Language Learning Textbook class X Curriculum 2013. The thinking skills in this study are oriented towards revising Bloom's learning taxonomy which divides thinking skills into two domains, namely Lower Order Thinking Skills (LOTS) and Higher Order Thinking Skills (HOTS). The data in this study are in the form of text learning objectives written in Indonesian textbooks. The data is sourced from two revised editions of Indonesian textbooks, namely the 2014 revision and the 2017 revision. The data analysis method used in this study is ref

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Neldis, Skolastika, Ely Heldydiana Selamat, and Stanislaus Guna. "Evaluating English Teachers' Test Items Construction Based on the Revised Bloom's Taxonomy." English Language Education Journal (ELEJ) 3, no. 1 (2024): 40–53. https://doi.org/10.36928/elej.v3i1.1601.

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This study aims to find out how senior high school English teachers constructed the final English item tests for grade XII Language Program students under the cognitive domain of the revised Bloom’s taxonomy. This study utilized a descriptive quantitative approach. The source of data for this study was 50 multiple-choice items from final English tests for grade XII that were constructed by six English teachers. The result of this research indicated that out of 50 item tests, 39 items or 78% were LOTs-based, 4 items or 8% in MOTs-based, and 7 items or 14% in HOTs-based. Besides, the tests only

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Hartono, Hartono. "Learning Achievements at Graduate Level: Bloom's Taxonomy Analyze." Munaddhomah: Jurnal Manajemen Pendidikan Islam 3, no. 3 (2023): 294–305. http://dx.doi.org/10.31538/munaddhomah.v3i3.275.

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Improving high-level thinking skills (high order thinking) has become a basic requirement in national higher education. The problem is, has higher education in Indonesia implemented learning that improves the highest level thinking skills? It is common for national tertiary education at the undergraduate level to carry out learning that is oriented towards increasing the level of higher order thinking. To answer this question, research has been carried out through document analysis in the form of semester syllabus (RPS) for undergraduate level. Normatively, the undergraduate level has the task

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Sudirtha, I. Gede, I. Wayan Widiana, and Made Aryawan Adijaya. "The Effectiveness of Using Revised Bloom's Taxonomy-Oriented Learning Activities to Improve Students’ Metacognitive Abilities." Journal of Education and e-Learning Research 9, no. 2 (2022): 55–61. http://dx.doi.org/10.20448/jeelr.v9i2.3804.

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Learning activities carried out in schools today lack innovative and varied approaches. There are few learning activities that can help develop students' meta cognitive abilities. Meta cognitive abilities are important for students to realize their weaknesses and strengths in studying and utilizing learning materials. This study analyses the effectiveness of developing revised Bloom's taxonomy-oriented learning activities to improve students' meta cognitive abilities. A quasi-experiment was used as the research design, in the form of a posttest which allowed control over the design. The subjec

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Wallis, Adele K., Marleen F. Westerveld, Allison M. Waters, and Pamela C. Snow. "Investigating Adolescent Discourse in Critical Thinking: Monologic Responses to Stories Containing a Moral Dilemma." Language, Speech, and Hearing Services in Schools 52, no. 2 (2021): 630–43. http://dx.doi.org/10.1044/2020_lshss-20-00134.

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Purpose The adolescent developmental task of establishing autonomy from parents is supported through various aspects of executive functioning, including critical thinking. Our aim was to investigate younger and older adolescent language performance in form, content, and use in response to a moral dilemma task. Method Forty-four typically developing adolescents completed a language sampling task, responding to stories that contained a moral dilemma for one of the characters. Two age groups participated: younger adolescents ( n = 24, 12;2–13;11 [years;months]) and older adolescents ( n = 20, 16;

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Kim, Bo-Ok, and Kyong-Hahn Kim. "A comparative study of the achievement standards of the 2015 and 2022 revised national English curriculum based on Bloom's revised taxonomy of educational objectives." Korean Association For Learner-Centered Curriculum And Instruction 24, no. 1 (2024): 775–88. http://dx.doi.org/10.22251/jlcci.2024.24.1.775.

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Objectives The purpose of this study is to compare the achievement standards of the 2022 revised national English curriculum with those of the 2015 curriculum based on Bloom's revised taxonomy. Methods The 2022 revised curriculum made efforts to ensure that the purpose of competency education is ac-tually implemented in the achievement standards, from the perspectives of knowledge, skills, and attitudes. To examine whether this purpose has been achieved, this study compares and analyzes the achievement standards of the revised English curriculum in 2015 and 2022 in terms of knowledge dim

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