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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 processes. There is a vast lower thinking skills percentage since most grammar activities focus on the "understand" aspect. While the second dominant aspect is "remember" which includes lower thinking skills. Therefore, Wider World 2 Students’ Book highlights Bloom’s revised taxonomy’s lower cognitive thinking process, represented by the “understand” and “remember” thinking processes.
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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 basic competencies. Analysis of the distribution of cognitive levels in the RPP documents for Core Competencies (KI)-3, KI-4, Basic Competencies (KD)-3, and KD-4 shows that the levels of understanding (C2), application (C3), and analysis (C4) included in the learning process. Therefore, in the context of Islamic Religious Education, these subjects have achieved higher order thinking skills (HOTS).
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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 goals. Particular attention is paid to the cognitive skill of application, which some classify as the lowest level of thinking, while others consider it the highest. The article suggests that this skill is transitional, echoing both levels. In addition, the article explores the relationship between critical thinking and Bloom's taxonomy in the context of teacher training. It is considered how the use of Bloom's taxonomy can contribute to the development of critical thinking in future teachers, and what advantages this may have in educational practice. The article provides a better understanding of the evolution of the taxonomy and descriptions of cognitive skills and abilities presented in Bloom's taxonomy, their role in the formation of competent teachers with the ability to think critically and effectively apply knowledge in the learning environment.
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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 VIII SMP Koperasi Pontianak. The research data was obtained based on the expert's / expert's assessment of the test instrument, the results of the test small group which will be analyzed in terms of validity, difficulty index, distinguishing power, and item reliability, as well as the results of the tests field test which will be analyzed related to potential effects. The results showed that: (1) the feasibility of the comparative material test instrument based on the Revised Bloom Taxonomy to measure HOTS students'reached the valid criteria level; (2) the quality of the comparative material test instrument based on the Revised Bloom Taxonomy to measure the HOTS of students reaching the criteria level is valid, difficult, has poor distinguishing power, and is declared to have low feasibility as a research instrument; (3) analysis of potential effects on the use of test instruments for comparison material based on Revised Bloom's Taxonomy to measure HOTS to student achieve an effectiveness level of 68.96% with the criteria for positive potential effects.
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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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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 research is to figure out the cognitive levels in the revised Blooms' Taxonomy utilized in The Ministry of Education and Culture's (MOEC) textbook "Bahasa Inggris SMA/MA/SMK,MAK grade X." The qualitative approach and content analysis were used in this study's research design. This study analyzed the proportion of the lower-order thinking (LOT) and the higher-order thinking skills (HOTS) questions based on the cognitive levels Bloom’s taxonomy. The researcher compiled a list of the reading comprehension questions and counted degree of cognition in each book chapter. According to the findings, there are 114 reading comprehension questions. Lower order thinking (LOT) is the most prominent level in this book. Lower-order thinking skills (LOTS) account for 69 percent of the total, whereas higher-order thinking skills (HOTS) account for only 8%. It was suggested that the material of the textbook be expanded upon, with a greater emphasis on Higher Order Thinking Questions.
 Keywords:Reading Comprehension, Questions, Bloom’s Taxonomy
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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 asked to use revised Bloom’s taxonomy to have moral and ethical impact on school children. Group 2 (42 participants) consisted of teachers who had to implement the moral and aesthetic component using ICT on their own. After conducting a semi-structured interview and comparing the collected data of the two groups according to Student’s t-test it was found that most of the participants in group 1 expressed a positive opinion about the introduction of revised Bloom's taxonomy in CALL. The results of the study confirmed that the structuring of electronic resources and students’ activity according to Bloom's objectives leads to easier implementation of the moral and aesthetic component in CALL.
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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 activities. The data collection method used was the non-test method and the test method. The instruments used were questionnaires and description tests. The data analysis technique used was descriptive quantitative statistical data analysis techniques in the form of prerequisite tests and t-tests. The results of this study indicate that the average score of the experimental class was 83.50, while the control class was 74.83, and the t-test results obtained a significance value of 0.969 with an at-count of 0.00 < t-table of 0.05. This research concluded that learning activities based on Revised Bloom's Taxonomy effectively improve students' problem-solving abilities. The implication of this development research was to produce products in the form of learning activities based on Revised Bloom's Taxonomy that can train curiosity, self-confidence and improve students' problem-solving abilities.
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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 level, analyzing level, evaluating level, and creating level. The findings showed that there were four out of six levels of revised Bloom’s cognitive taxonomy in that English test. The test had 26 items (52%) for remembering level, 12 items (24%) for understanding level, 5 items (10%) for applying level, and 7 items or 14% for analyzing level. However, there were no items categorized in evaluating level and creating level.
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Setyowati, Yulis, Susanto Susanto, and Ahmad Munir. "A revised bloom's taxonomy evaluation of formal written language test items." World Journal on Educational Technology: Current Issues 14, no. 5 (2022): 1317–31. http://dx.doi.org/10.18844/wjet.v14i5.7296.
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This paper aims to portray the appropriateness of test items in language tests according to Bloom's Taxonomy. Thirty written language tests created by EFL lecturers were analyzed. Document analysis was applied, the data were categorized and examined. In the test for remembering, ‘crucial questions was applied, finding specific examples or data, general concepts or ideas, and abstracting themes in comprehension test. Completing particular projects or solve issues in the applying test, whereas SWOT analysis conducted in analyzing test, and strategic plan should be demonstrated in evaluation test, and last, in creating test, new things or idea should be created, generalizing and make conclusion. The findings demonstrated test item using remembering mental level stood at 66%, understanding 16%, applying 2%. While analyzing level gets 9%, evaluating 2%, and creating group 5%. This addresses disparity between LOTs and HOTs usage. Hence, Bloom taxonomy was not distributed well in the language tests. Keywords: test items, formal written language tests, Revised Bloom taxonomy
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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 the active learning outcomes of a software engineering course using Bloom's Revised Taxonomy, educators can ensure that students are gaining a deep understanding of the material and are able to apply what they have learned in new and innovative ways. The main goal of the survey was to enable computer science students to use real-world software to help them make better decisions. Other objectives of this research include: (1) students having good communication with teachers gives them the opportunity to feel motivated and involved in the software engineering learning process and (2) Improve teaching and learning methods for Software Engineering. This research design is for undergraduate computer science students.
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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 correlation analyses accordingly. Results indicated that the classified learning objectives were better predictors of training performance than trainee reactions. Practical implications of the results are discussed.
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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 from low level (LOTS) to high level (HOTS). To find out feedback and student learning outcomes, look at the results of the assessment process after learning. These results can be a reference and even input for teachers to always develop the critical thinking skills learning process. Thus, this article aims to present knowledge information regarding the development of learning high-level thinking skills in chemistry subjects based on the revised Bloom's taxonomy which refers to student assessment.
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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 aspect of learning objectives. In the SOLO taxonomy, transfer is accomplished at the relational and extended abstraction levels, when critical thinking and the generalization of the structure are in focus. Later, in Bloom's revised taxonomy, the meanings of each development level were expanded, emphasizing problem-solving skills in higher-order thinking. In today's unfolding digital revolution, collaboration is crucially important, which appears in the digital age learning matrix and also in the digital taxonomy. Consequently, transferable skills as general skills that must be also important among the higher educational objectives that can increase employees' chances to get non-matching jobs compared to their special degrees.
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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 view of the Revised Bloom's Taxonomy (RBT) with reference to the textbook exercises. On the whole, the research has presented a variety of practicable outcomes for carrying out further study/studies.
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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 were classified independently by the researcher teacher and a field expert, and descriptive statistics were used in the analysis of the data. The data obtained showed that the 2021 LGS mathematics questions were operational and metacognitive according to the knowledge dimension of the revised Bloom taxonomy, while the 8th grade mathematics objectives based on the formation of these questions were factual, conceptual and operational. In addition, it was concluded that most of the 2021 LGS mathematics questions measured the cognitive processes in the application and analysis steps in the cognitive dimension of the revised Bloom taxonomy, while the 8th grade mathematics objectives focused on the understanding and application steps. It is recommended that the mathematics questions in the high school entrance exams and the mathematics course objectives should be reviewed according to the revised Bloom's taxonomy metacognitive dimensions
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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 students' understanding of concepts in the implementation of microteaching in accordance with taxonomic steps of the revised bloom on the Education of Mathematics students at UIN Raden Intan in the sixth semester. Data collection techniques are tests on the implementation of microteaching and interviews. Based on the results of the assessment seen in the results of the observation sheet on the implementation of the learning that the steps of Bloom's Taxonomy can be applied in accordance with the selected indicators and in general students have been able to understand mathematical concepts well. So it can be concluded that the application of Bloom Revised Taxonomy in learning can improve students' ability to understand concepts
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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 on revised Bloom's taxonomy and the interview guideline. Data collection techniques in the form of test, interview, observation, and documentation. The data analysis technique was data reduction, data presentation, and conclusion drawing/verification. The results of the research show that subjects can use their skills even though still not achieved optimally. Both subjects use almost all aspects of thinking skills based on the revised Bloom's taxonomy, either directly or to bridge the subject in constructing the higher order thinking skills. It shows the difference in students' higher order thinking skills from each category, namely the male and female categories.
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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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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 - Positive, Interesting and Negative Points technique, and the Business Model Canvas proposed by Alexander Osterwalder for business modeling, among others, were used. The next step was the elaboration of Businesses Plans, using popular models or the project model proposed by the Project Management Body of Knowledge. At the time of the final evaluation, there was a business round with the presentation of the students' plans and questions, and comments with emphasis on the proposed ideas and solutions, as well as a self-evaluation. It was noticed that this exercise allowed the learning process to take place in a contextualized way, involving gradual degrees of complexity while being characterized as a process articulated to the daily work, in line with the curricular guidelines for the training of health professionals.
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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 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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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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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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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%) understanding, 10 (9.8%) applying, 4 (3.9%) analyzing, 4 (3.9%) evaluating, and 1 (0.98%) creating. The main bulk task was remembering the lowest section of the revised Bloom taxonomy's cognitive pitch. The quantity of low- and high-order thinking skill tasks in every unit is also variable. As a result, it is essential to do more than employ an English lesson book as a teaching tool to upgrade students' critical thinking skills.
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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, which can be implemented in various ways. Additionally, this article seeks to promote outcome-based higher education in language and literature. While it is relatively easy to achieve this in language education through exercises and grammar topics, it becomes more challenging when it comes to literature. However, by applying Bloom's Taxonomy categories in the literature teaching-learning process, outcome-based education can be effectively implemented. The process of teaching literature is a crucial aspect of education. It involves analyzing and interpreting various literary works to help students develop critical thinking skills and a deeper understanding of the human experience. The taxonomy consists of six levels: remembering, understanding, applying, analyzing, evaluating, and creating. Each level builds upon the previous one, with the goal of promoting higher-order thinking skills in students. By using Bloom's Taxonomy, educators can design more effective lesson plans and assessments that encourage critical thinking and problem-solving abilities in their students.
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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 approach with observation, interviews, and documentation techniques. The results of the study indicate that students' creative abilities in Islamic Jurisprudence learning have not yet developed optimally. This is due to the learning method that still focuses on basic concepts in textbooks and the limited experience of students in solving contextual problems. Lower-grade students are still dominant in playing, while upper-grade students begin to show their ability to argue and solve simple problems. Therefore, a more innovative and contextual learning approach is needed to hone high-level thinking skills, especially in the realm of creating (C6).
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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 the curriculum objectives were more focused on reading and writing skills compared to listening and speaking skills. With regard to thinking skills, it was found that the majority of the curriculum objectives and its learning outcomes included lower order thinking skills (LOTS) more than higher order thinking skills (HOTS) in grades 6 and 9 more than of grade 11.
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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 selecting Chapter 2 on Islamic Civilization During the Ottoman Empire from the teaching materials relevant to the 2019 Curriculum. This material was analyzed using Bloom's Taxonomy to evaluate the scope of the cognitive, affective, and psychomotor domains. The data that has been collected will then be analyzed descriptively to identify relevant findings. The results of this study state that the teaching materials for Islamic Cultural History for grade XI semester I have presented subject matter that is by the revised Bloom's Taxonomy based on the cognitive, affective, psychomotor domains and student development. Although there are still some weaknesses, it can be said that the material is relevant to the Revised Bloom's Taxonomy, which also meets the criteria of KI and KD. This teaching material is expected to be a student's reference book when studying. Thus, educators are expected to be able to deliver the material using various methods so that students can easily understand and not get bored so that learning objectives can be achieved to improve the quality of education.
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Nafiati, Dewi Amaliah. "Revisi taksonomi Bloom: Kognitif, afektif, dan psikomotorik." Humanika 21, no. 2 (2021): 151–72. http://dx.doi.org/10.21831/hum.v21i2.29252.
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Revisi taksonomi Bloom menitikberatkan pada (1) perubahan aplikasi yang terdiri dari tiga bidang yaitu aplikasi bidang penyusunan kurikulum, aplikasi bidang instruksi pengajaran, aplikasi bidang assesment/ penilaian; dan (2) perubahan terminologi yang menekankan pada sub kategori sehingga penilaian menjadi lebih spesifik, mudah dalam menyusun penilaian pada kurikulum, serta mudah dalam menyusun instruksi pengajaran. Revisi taksonomi Bloom juga mengubah kata kunci operasional dari kata benda menjadi kata kerja dari level terendah sampai dengan level tertinggi.Terdapat perubahan yang sangat signifikan pada revisi taksonomi Bloom di domain kognitif yang terdiri dari dua dimensi yaitu dimensi pengetahuan dan dimensi proses kognitif. Dimensi pengetahuan berubah menjadi faktual, konseptual, prosedural, metakognisi. dimensi proses kognitif baru menjadi mengingat, memahami, mengaplikasikan, menganalisis, mengevaluasi, dan mencipta. Domain afektif meliputi rasa, nilai, apresiasi, antusiasme, motivasi, dan sikap tercermin pada perilaku/ attitude sehari-hari pada proses pembelajaran baik di dalam kelas maupun di luar kelas. Domain psikomotorik dirumuskan sebagai serangkaian kemampuan yang bersifat kongkrit dan abstrak. Bloom's taxonomic revision focuses on (1) application changes that consist of three fields, namely the application of curriculum development. application of teaching instruction area, application of assessment/ assessment field; and (2) changes in the terminology emphasizing sub-categories so that assessment becomes more specific, it is easy to arrange assessments in the curriculum, and easy to arrange instructions teaching. Revised Bloom's taxonomy also changed the operational keywords from words to verbs from the lowest level to the highest level. There is a very significant change in Bloom's revised taxonomy in the cognitive domain which consists of two dimensions, namely the dimension of knowledge and the dimension of cognitive processes. The dimension of knowledge changes into factual, conceptual, procedural metacognition. the dimension of the new cognitive process becomes remembering, understanding apply. analyze, evaluate and create. Affective domain includes taste, value, appreciation, enthusiasm, motivation. and attitudes are reflected in behavior everyday in the learning process both in the classroom and outside the classroom. Domain psychomotor formulated as a series of abilities that are concrete and abstract.
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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 remembering and understanding. Higher cognitive levels such as applying, analyzing, evaluating and creating are rarely found in these questions. This indicates a tendency to use questions that tend to ask students to remember and understand religious concepts, rather than encouraging critical and analytical thinking skills
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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 after the class, students were asked to produce a definition of responsible entrepreneurship. They were also asked to reflect on what had changed from the beginning.FindingsAnalysis of students' pre/post definitions shows a standardization of their conceptions of responsible entrepreneurship. This result confirms that the learning objective of this class was met. Nevertheless, applying Bloom's revised taxonomy to students' reflections allows for more nuanced interpretation. The analysis indeed revealed that some students manifest relatively superficial learning while other shows a deeper ability to reflect on the concept.Originality/valueFirst, this paper contributes to the entrepreneurship education literature by showing the relevance of using Bloom's revised taxonomy for both teaching and research purposes. Second, it presents a set of innovative learning activities on responsible entrepreneurship that could be easily reproduced in other educational contexts. Third, it shows the importance of asking students what they learned and what has changed for them through class activities.
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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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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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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. Through these analyses, we describe how learning occurs in advising and show that advising, as represented by Smith and Allen's eight defined outcomes, delivers the array of cognitive and affective changes presumed to constitute learning as articulated by these frameworks.
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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 content analysis tables and structural analysis tables. The standard content analysis table was prepared according to the revised Bloom's and Dave and Dyers' taxonomy. The content structure analysis table measures the breadth of the material, guided by the senior high school textbook from the Ministry of Education and Culture, and the depth of the material is guided by the Handbook of Green Chemistry and Technology by James Clark & Duncan Macquarrie. The research results obtained (1) Elements of chemical understanding were following the revised Bloom taxonomy, (2) Elements of process skills only dominated abstract skills, (3) Elements of the Pancasila student profile contained abstract skills and the realm of attitude. Whereas in content analysis, (1) the breadth of material on the learning outcomes of green chemistry is by high school books from the Ministry of Education and Culture, (2) the depth of material contained in high school chemistry textbooks published by the Ministry of Education and Culture has not explained in more detail less in presenting the questions, and some material is was not suitable to be placed for phase E high school based on the Merdeka’s curriculum.
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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%) in evaluating, and 24 (13.6%) in creating. Among these activities, 45 (25.4%) fall under the higher-order thinking skills (HOTS) category, while 132 (74.6%) are classified as lower-order thinking skills (LOTS). The dominant activity type observed is remembering, which represents the lowest cognitive level in Revised Bloom's Taxonomy. Additionally, the distribution of LOTS and HOTS activities varies significantly across different chapters. These findings suggest that relying solely on the English textbook may not be sufficient for developing students' higher-order thinking skills (HOTS).
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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 educators are on the lookout for designing courses that foster critical thinking. In this study, one of the core courses entitled 'Literature in ELT' was chosen to explore the questioning levels of pre-service ELT learners (henceforth PTEs) at a university to uncover their knowledge of higher-order thinking levels using Bloom’s Revised Taxonomy as a framework. Randomly selected short stories which were classified according to Common European Framework of References (CEFR) levels were distributed to the learners. Afterwards, they were asked to generate questions imagining that they would assign these stories to their future learners to check their reading comprehension. The questions were gathered to determine what levels of Bloom’s Revised Taxonomy the questions correspond to and examine the frequency and distribution of the questions at each level. The findings revealed that questions created by PTEs, addressing lower-level thinking skills in the taxonomy, outweighed the higher-order thinking skills for each level of stories.
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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 Islamabad. Data sources included the HEC Functional English selected curriculum, interviews with teachers and students, and classroom observations. Results and Discussion: The study results revealed that to improve students' speaking abilities, the HEC's speaking curriculum should emphasize all levels of the cognitive domain outlined in Bloom's taxonomy. Currently, the curriculum primarily focuses on higher levels of cognitive processing. The curriculum must be revised to include effective comprehension exercises tailored to students from various backgrounds across all cognitive domains to help students enhance their speaking skills. Research Implication: Bloom's Taxonomy is a valuable roadmap for teachers to develop students' critical skills. The findings will assist universities and curriculum designers in developing curricula aligned with Bloom's cognitive domain for the professional development of graduates. Originality/Value: This study contributes to the literature by filling a gap by examining the cognitive domain levels that enhance the speaking skills required in the workplace, which need to be highlighted within the Pakistani context.
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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 of the material was categorized as strong. Based on Bloom's revised taxonomy, teachers have good mastery, especially in knowledge dimensions such as factual, conceptual, procedural, and metacognitive knowledge, which are categorized as high. There was no significant difference in the average Mathematics Content Knowledge score of teachers, either with a working period of less than 10 years, 10-15 years, or more than 15 years.
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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 skills of learners. The findings revealed that the text-based question incorporated in the selected textbook of Pakistan Studies was not conducive to developing critical thinking skills among students. Except for one question, none of the questions fell under higher-order thinking levels of revised Bloom's taxonomy. Furthermore, based on analytic categories, text-based questions showed a little inclination towards the questions of clarification, whereas none represented other categories. Therefore, textbook developers need to focus on the induction of critical thinking skills in the text-based questions and tasks of textbooks.
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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 referential matching and mapping of educational objectives based on the revised Bloom's taxonomy. The integration of thinking skills in Indonesian textbooks is manifested in the cognitive and knowledge dimensions. The cognitive dimension is dominated by the level of creation (C6) accumulated from two revised books. The knowledge dimension is dominated by conceptual knowledge. Based on this dominance, it can be concluded that the primary outcome of learning Indonesian is text creation. The text created is constructed from the concepts of text knowledge obtained in the learning process.
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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 applied four of six levels of cognitive domain, such as remembering (C1), understanding (C2), applying (C3), and analysing (C4). It is proposed that future test constructions have a fairer distribution of item types across all six cognitive levels. This will allow for a more accurate evaluation of the broad range of cognitive abilities that students possess. With this approach, not only will assessments be more closely aligned with educational standards, but it will also create a more comprehensive evaluation of the learning and comprehension of students.
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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 of making students at least able to apply theories/concepts/methods/rules/laws when carrying out learning. The revised version of Bloom's Taxonomy has formulated the levels of thinking that students must experience during learning, including the lowest level is 'remembering' and the highest level is 'creating'. The results of the document analysis show that the undergraduate level learning in most lesson plans still uses the word 'explain'. The word 'explaining' is an operationalization of the word 'understanding' which has two levels. This second level shows that learning in higher education is still at a lower level (low order thinking).
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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;1–17;11). Participants produced a monologue in response to an open-ended question prompt. Responses were transcribed and analyzed for discourse production on measures of form (verbal productivity and syntactic complexity) and content (semantic diversity and word percentages in three semantic domains: affective, social, and cognitive). Language use was evaluated using a coding system based on Bloom's revised taxonomy of thinking. Results There were no significant group differences in performance on measures of syntactic complexity and semantic diversity. Significant differences were found in adolescents' language using Bloom's revised taxonomy. The younger adolescents demonstrated a significantly higher proportion of utterances at Level 1 (remembering and understanding) compared to older adolescents, while the older age group produced a higher proportion at Level 3 (evaluating and creating). Conclusions The moral dilemma task was effective in demonstrating the growth of adolescent language skills in use of language for critical thinking. The results highlight the clinical utility of the moral dilemma task in engaging adolescents in discourse involving critical thinking, whereas the associated coding scheme, based on Bloom's revised taxonomy of thinking, may differentiate levels of critical thinking and provide direction for intervention.
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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 subjects of this survey were all fourth graders, consisting of 132 students. The random sampling method was used to select 44 students. The data collection method used was via a test. The testing instrument used was a 10-item descriptive test. The methods and techniques of data analysis used were inferential statistical analyses. The data analysis used an independent sample t-test using SPSS. The independent sample t-test result showed 0.00 < 0.05. This meant that the development of learning activities based on Bloom's revised classification method was effective for improving students' meta cognitive skills.
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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 dimension and cognitive process di-mension based on Bloom's revised taxonomy of educational objectives.
 Results In terms of knowledge dimension, the achievement standards of both the 2015 and 2022 revised curricu-lum were the most distributed in “factual knowledge”. There were almost no achievement standards correspond-ing to “conceptual knowledge” and “procedural knowledge” in both the 2015 and 2022 revised curriculum. Meta-cognitive knowledge has increased in proportion in the 2022 revised curriculum. This is analyzed as a result of reflecting strategic knowledge and affective attitudes in the achievement standards. In terms of cognitive process dimension, both the 2015 and 2022 revised curriculum achievement standards showed a tendency to be focused on low-level cognitive functions of “remember” and “understand”, but unlike 2015, the 2022 curriculum showed a change of introducing high-level cognitive functions such as “evaluate” and “create”.
 Conclusions These changes show that the 2022 revised national English curriculum strives to present the ach-ievement standards in a balanced manner in terms of knowledge, skills, and attitudes in order to reflect the pur-pose of competency education.