Articoli di riviste sul tema "Krathwohl’s taxonomy"

Developing cognitive learning objectives becomes prior needs to be prepared by teachers. The aspect of early childhood education includes language development, physical-motor, cognitive, socio-emotional, religious-morality, and art. The development of cognitive aspects becomes very important in efforts to develop lesson planning, learning materials, and assessment. This study aims to produce instructional media on cognitive aspects that are appropriate to the characteristics of early childhood education. The instructional media was developed using the research and development design with Rowntree model. The Rowntree development model consists of 3 phases, those are planning phase, development phase, and the evaluation phase. The study was conducted involving 10 early childhood education institutions in Ngada Regency, East Nusa Tenggara, Indonesia. Data was collected by documenting the learning process and utilizing rubrics for assessing the development of cognitive domain. The data were analyzed using descriptive analysis to describe the quality of the products on cognitive domain in early childhood education. The results showed that the development of cognitive aspects in early childhood learning consisted of three aspects, namely aspects of learning and problem solving, aspects of logical thinking, and aspects of symbolic thinking. The development of cognitive aspects in early childhood education for children aged 5-6 years based on Anderson and Krathwohl's Taxonomy produced 18 learning objectives. On the other hand, the development of cognitive aspects in early childhood education aged 4-5 years based on the taxonomy of Anderson and Krathwohl produced 15 learning objectives. The learning objectives of the results of the development had been examined by instructional content experts, instructional design experts, and product user. The test results in the cognitive aspects of learning objectives are in the "very good" category.

The aim of the study was to use Bloom’s Revised Taxonomy 2001 or Anderson & Krathwohl’s Taxonomy 2001 to analyze and compare the levels of reading comprehension questions found in reading parts of Team Up in English 1-3 and Grade 9 English O-NET Tests academic years 2013-2016. This study examined 416 reading comprehension questions from Team Up in English 1-3 and 65 reading comprehension questions from O-NET Tests academic years 2013-2016. Bloom’s Revised Taxonomy 2001 was used as a framework for analyzing levels of reading comprehension questions. The findings showed that the levels of reading comprehension questions found in Team Up in English 1-3 and Grade 9 English O-NET tests academic years 2013-2016 were similar and were in low levels of reading comprehension questions.

The study explored the presences that were evident when six students and a teacher’s online interactions were categorized based on CoI model and how these interactions were able to add quality to the students’ narrative essays in an asynchronous online discussion. This study involved six Malaysian ESL students and a teacher interacting in the asynchronous discussion to complete their narrative writing tasks. The interactions were categorized based on social, teaching and cognitive presences suggested by the CoI model. Data were gathered from online archives and narrative essays scores. The findings reaffirm the presences of social and teaching presences although there was a dissimilar pattern for cognitive presence. Additional research outcome were that of emerging themes related to exam-centeredness, teacher-centeredness and online fatique syndrome. The findings suggest that there is a need for intervention and different instructions from the teacher based on the Krathwohl’s adapted version of Bloom’s Taxonomy.

The aim of this study was to analyze the relevance of the materials with the cognitive and psychomotor domains in the 2013 English curriculum competence in English Rings a Bell textbook for grade eight of junior high school. This study used qualitative methodology. The researcher conducted the analysis of textbook based on theory of Anderson and Krathwohl’s (2001) taxonomy of cognitive domain and Simpson’s (1972) taxonomy of psychomotor domain in order to more focus on it relevancy with materials in the textbook. The instrument used to collect the data were observation in the form of checklists and document analysis. The result showed that in term of cognitive domain, there were 23 materials in the book which were relevant or 74.19%, 7 materials which were partly relevant or 22.58%, and only 1 material which irrelevant or 3.2%. Meanwhile, the in term of psychomotor domain, there were 10 materials in the book which were relevant or 32.25%, 10 materials also which were partly relevant, and 11 materials which were irrelevant or 35.48 %. Thus, it can be concluded that the materials in this textbook materials are relevant with 2013 curriculum, in term of cognitive domain. Even though, it lacks of relevant materials of psychomotor domain. Keywords: textbook analysis; When English Rings a Bell; 2013 Curriculum; cognitive domain; psychomotor domain

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.

This article examines textbook problems used in a sampling of some of the most common core courses found in schools of business to ascertain what level of learning, as defined by Blooms Taxonomy, is required to provide a correct answer. A set of working definitions based on Blooms Taxonomy (Bloom & Krathwohl, 1956) was developed for the six different levels of the taxonomy. Because the course credit model relies so heavily on textbooks, the end of chapter problems for a leading text book in eight traditional business disciplines were evaluated. The initial findings indicate that the vast majority of end of chapter problems examined only required students to function at Level 1 (Knowledge) or Level 2 (Comprehension). While preliminary in nature, these data suggest the need for the use of other methods to challenge the student to think on higher cognitive levels.

Es indispensable que el docente conozca y aplique en la gestión de la enseñanza mecanismos de ordenamiento de la información que aseguren la activación y aplicación de procesos secuenciales del pensar para garantizar la adquisición y operacionalización de conocimientos y habilidades, reflejo de competencias interiorizadas, como consecuencia de acciones estratégicas que el profesor diseña y propone en la planificación de sus sesiones de clase. Este artículo aborda la propuesta taxonómica de Lorin Anderson y David Krathwohl, en sus seis categorías del conocimiento, con las habilidades que cada una implica, las actividades que realiza el estudiante a partir de la aplicación de estrategias didácticas, propios de la educación superior, que optimizan el proceso de enseñanza-aprendizaje.

Cet article propose un cadre de référence pour l'élaboration d'un objectif d'intervention à court terme en ergothérapie. Il a pour but de clarifier la définition d'un objectif, sa nature et ses caractéristiques. Trois différentes taxonomies développées dans les sciences de l'éducation sont décrites. Elles sont, pour le domaine cognitif, la taxonomie de Bloom, Engelhart, Furst, Hill, et Krathwohl, pour le domaine affectif, celle de Krathwohl, Bloom et Bertram et, pour le domaine sensorimoteur, celle de Harrow. À partir de ces taxonomies, des applications illustrant des objectifs de traitement en situation ergothérapique sont présentées. Ce cadre de référence facilitera la tâche des cliniciens et des cliniciennes lors de la planification du traitement. Il favorisera également l'apprentissage des étudiants et étudiantes par rapport à l'élaboration des objectifs d'intervention.

Learning outcomes are inevitably to be declared by any university and educational institution at every level of their programmes. It should have a general scheme for all programmes regardless of the discipline specificities, individual courses or even independent instructional units. Such outcomes are stated at different levels based on the taxonomy of learning adopted in each scheme. People follow different learning taxonomies for stating course contents, designing the assessment items and measuring the attainment. In this work, revised Bloom’s taxonomy (Anderson and Krathwohl, 2001) has been adopted as a classic model to express different cognitive levels in outcome statements and assessment items. This has been demonstrated here based on an 80 credit postgraduate programme in geology offered by state universities and autonomous institutions. This article presents outcome statements and assessment items for three courses of the programme, namely (a) Biostratigraphy and Palaeontology, (b) Metamorphic Petrology and (c) Structural Geology, which can be ideal specimen for adopting the learning taxonomy and outcome-based education in any similar disciplines of educational programmes.

dan Instrumen Asssessmen Ranah Kognitif. Yogyakarta: Fakultas Ilmu Tarbiyah dan keguruan Universitas Islam Negeri Sunan Kalijaga Yogyakarta. Makalah ini bertujuan untuk menjelaskan apa saja jenjang atau tingkatan yang ada dalam ranah kognitif, langkah-langkah penyusunan instrumen penilaian ranah kognitif, dan macam-macam teknik yang dapat digunakan dalam penilaian ranah kognitif. Menurut taxonomy bloom Ranah kognitif terdiri dari enam jenjang yaitu, pengetahuan, pemahaman, aplikasi, analisis, sintesis, dan evaluasi. Kemudian, oleh anderson dan krathwohl taxonomy bloom tersebut direvisi sehingga jenjang pengetahuan dibagi menjadi dua dimensi, yaitu dimensi pengetahuan dan dimensi proses kognitif. Dimensi pengetahuan terdiri dari pengetahuan faktual, pengentahuan konseptual, pengetahuan prosedural, dan pengetahuan meta-kognitif. Dimensi proses kognitif terdiri dari mengingat, memahami, menerapkan, menganalisis, mengevaluasi dan menciptakan. Langkah-langkah penyusunan instrumen penilaian kognitif terdiri dari, penilaian kognitif terdiri dari dua bentuk, yaitu tes dan nontes. Teknik penilaian kognitif dengan tes terdiri item tes pilihan ganda, isian singkat, menjodohkan, benar-salah, dan uraian.

dan Instrumen Asssessmen Ranah Kognitif. Yogyakarta: Fakultas Ilmu Tarbiyah dan keguruan Universitas Islam Negeri Sunan Kalijaga Yogyakarta. Makalah ini bertujuan untuk menjelaskan apa saja jenjang atau tingkatan yang ada dalam ranah kognitif, langkah-langkah penyusunan instrumen penilaian ranah kognitif, dan macam-macam teknik yang dapat digunakan dalam penilaian ranah kognitif. Menurut taxonomy bloom Ranah kognitif terdiri dari enam jenjang yaitu, pengetahuan, pemahaman, aplikasi, analisis, sintesis, dan evaluasi. Kemudian, oleh anderson dan krathwohl taxonomy bloom tersebut direvisi sehingga jenjang pengetahuan dibagi menjadi dua dimensi, yaitu dimensi pengetahuan dan dimensi proses kognitif. Dimensi pengetahuan terdiri dari pengetahuan faktual, pengentahuan konseptual, pengetahuan prosedural, dan pengetahuan meta-kognitif. Dimensi proses kognitif terdiri dari mengingat, memahami, menerapkan, menganalisis, mengevaluasi dan menciptakan. Langkah-langkah penyusunan instrumen penilaian kognitif terdiri dari, penilaian kognitif terdiri dari dua bentuk, yaitu tes dan nontes. Teknik penilaian kognitif dengan tes terdiri item tes pilihan ganda, isian singkat, menjodohkan, benar-salah, dan uraian.

In this article, we discuss how adding a final film project to a revised ‘Culture through Film’ course led to deeper student learning and higher rates of student success, as well as increased student satisfaction. Ultimately, we urge social science educators to include experiential projects in their courses that connect to all learning styles. Such projects should also challenge students to ‘create’, a task that requires generating ideas, planning and ultimately producing something, which, according to Bloom’s revised taxonomy, engages students in the highest cognitive process (Anderson and Krathwohl 2000). Although this class focused on the intersections of culture and film and was taught at an American university, we believe these lessons apply more broadly.

To create and implement meaningful tasks that go beyond the cognitive processes of understanding and that integrate all three dimensions of the Next Generation Science Standards (NGSS) is challenging for both educators and curriculum makers. This issue is compounded when considering a content-rich biology course such as anatomy and physiology that requires first familiarity and understanding before engagement in higher-order thinking. The use of crime scene investigations that encourages students to examine evidence even as they learn specific biology concepts can encourage meaning making about scientific practices and science content. This paper deconstructs the implementation of a crime scene investigation titled the “Jewel Heist,” created by the New York Hall of Science and implemented in twelfth-grade anatomy and physiology classes in a diverse urban high school in the northeastern United States. The NGSS, the Framework for K-12 Science Education, along with Bloom's taxonomy and Krathwohl's revisions, are implicated in this process.

Asking varying levels of questions within the cognitive domain is not an innate skill, which is especially true with English as a second language learner teachers. To develop their awareness of teacher questioning strategies, an eight-week quasi-experimental study, designed based on the Revised Bloom’s Taxonomy (Anderson & Krathwohl, 2001) has explicitly taught participants (N=14) questioning strategies of asking varying levels of questions and Divergent Questions through intense restructuring activities and a Question-Question Game. Pre-and post-tests, and pre-and post-questionnaires, including question journals, are administered. The results, compared with the control group (N = 7) using paired-samples t tests show that explicit instruction has developed participants' awareness of formulating levels and varieties of questions. Participants have significantly (t(13) = 3.67, p < .05) asked more higher order questions such as Analysis Questions. They have also significantly (t(13) = -2.85, p < .05) reduced lower order questions such as Understand Questions resulting from the promoted awareness of their existing strategies. Analysis of the qualitative data provides supporting evidence, further indicating specific questioning levels and cognitive processes for which L2 learner teachers lack awareness. This study is the first one that has experimentally taught L2 teacher questioning through the Revised Taxonomy and opens new directions for teacher training.

This study explored whether differences in teacher candidate dispositions exist between Chinese and American students, while continuing validation of the updated Beliefs About Teaching Scale (BATS2). BATS2 incorporated the Rasch model of item response theory on Thurstone dichotomous items to measure commitment to the Interstate Teacher Assessment and Support Consortium Standards (InTASC) along the levels of the Bloom/Krathwohl affective taxonomy. This research is a unique combination of theories and practice – standards-based items, affective taxonomy, and modern measurement theory. Differential group function (DGF), applied in a mixed methods design, confirmed national differences, indicating differential commitment to standards and items. For standards and items that showed a difference in the two groups, literature and cultural context supporting those differences was identified to frame the qualitative portion of this study. For example, US teachers were more averse to assessment, clearly the result of the focus on standardized testing that is so resented in the US; the Chinese were less compelled to master content, which is less imperative in early childhood programs (the sample in this study). Results can be used in considering training needs and making instructional design more likely to be impactful for US institutions training Chinese natives and for Chinese institutions updating programs based on international input.

Pahl and Rowsell (2005) elucidate that Discourse is ways of dressing, speaking and acting which delineates person�s identities in literacy practices, while a third space is as a meeting spaces between home space and school space, blend and mix space, in which lets teachers think how their students� meaning-making are happened between school and home. This paper investigates how these theories are fruitfully presented in the character of Mr. McCourt Teacher Man and Mr. Keating Dead Poets Society. Subsequently, it is interconnected with educational theory A taxonomy for Learning, teaching, and assessing: A revision of Bloom�s taxonomy of educational objectives, as recommended by Anderson and Krathwohl (2001). The result shows that the Metacognitive Knowledge domain prominently becomes the intersection as it is emphasizing on the student�s awareness of one�s own cognition and cognitive processes, particularly contextualizing students� knowledge and general knowledge. Mr. McCourt and Mr. Keating have succeeded in shifting frighten and strict classroom situation generated by most teachers become so challenging and much interesting by utilizing multimodal styles and skills, and piloting third space activity. Henceforth, the writer recommends teachers to maximize their own potentials characters to accommodate their students� preferences or styles in learning the subjects. In addition, designing teaching and learning process in-between home and school is necessary to be done, in order to contextualizing and perceiving real life experiences.

La presente investigación tiene como objetivo determinar la dimensión del proceso cognitivo que promueven las preguntas contenidas en los textos escolares de Historia, Geografía y Ciencias Sociales de la educación básica en Chile. Se trató de un estudio cuantitativo en el cual se analizaron 1775 preguntas a la luz de la taxonomía de Anderson y Krathwohl (2001). Se aplicaron pruebas estadísticas no paramétricas a los datos obtenidos. Entre los resultados se evidencia que los textos escolares presentan preguntas de nivel memorístico y reproductivo, lo cual incide en un bajo desarrollo cognitivo de los estudiantes. Las preguntas que demandan niveles cognitivos superiores representan un mínimo porcentaje, a pesar de la importancia que revisten para el desarrollo de competencias intelectuales, específicamente, de pensamiento histórico.

Penelitian ini bertujuan untuk mengetahui penguasaan konsep dan efektivitas penerapan pembelajaran berbasis multipel representasi terhadap penguasaan konsep materi gaya sentral pada mahasiswa pendidikan fisika. Subjek penelitian ini adalah mahasiswa semester 3 yang berjumlah 32 orang. Rancangan penelitian yang dilakukan yaitu pre experimental dalam bentuk one shot case study. Instrumen pengumpulan data dalam penelitian ini adalah tes hasil belajar penguasaan konsep gaya sentral mahasiswa yang sesuai dengan indikator pemahaman konsep menggunakan Anderson and Krathwohl Bloom’s Taxonomy Revised. Data dianalisis melalui teknik analisis deksriptif tentang penguasaan konsep gaya sentral mahasiswa dengan menggunakan kriteria penguasaan konsep dan efektivitas pembelajaran menggunakan multipel representasi (MR). Hasil penelitian ini didapatkan nilai rata-rata untuk penguasaan konsep gaya sentral, dari seluruh indikator yaitu menjelaskan dan mencontohkan, mengklasifikasi, menganalisis, membandingkan serta mengevaluasi, diperoleh bahwa indikator dengan penguasaan konsep tertinggi terdapat pada indikator mengklasifikasikan dengan kategori sangat baik, sedangkan penguasaan konsep terendah terletak pada indikator membandingkan, dengan kategori cukup. Dengan demikian dapat disimpulkan bahwa penerapan pembelajaran mekanika berbasis multipel representasi efektif diterapkan pada materi gaya sentral mahasiswa pendidikan fisika.

Literacy is not a matter of talking and discussing the improvement of reading and writing skills, yet more than that, it is extending as a kind of social practice which involving people’s mundane life to generate specific and unique products of each person. Luckily, literacy can be a put in other subjects; literature and education. In this paper, the notion of third space in literacy is applied as the tool to analyze the role of a cave in Tom Schulman’s play Dead Poets Society, which then influencing a group of Welton Academy students’ awareness of their personal identities, their own cognition and their knowledge needed. To examine the students' movements in connecting three spaces; home, school, and cave, the researcher uses the Knowledge and Cognitive Process dimension, which is retrieved from Bloom’s taxonomy revision as proposed by Krathwohl (2002). The result confirms that the role of a cave, as third space, assists much the students to seek their own voices and identities, and definitely rises their confidence, creativities, and innovations for better transformation. Keywords: Third space, Literacy, Literature, Teaching

In English language classroom, teachers’ questions are important parts of teaching English language. Teachers need to know what kind of questions which potentially support students learning the target language. However, students did not actively participate in learning particularly when responding to teachers’ questions. To overcome this problem, it is important for teachers to modify their questions through some techniques in order to get students’ responses. This study reports the types of teachers’ questions used by English teachers in the classroom. This research was descriptive quantitative research. The research was conducted at the tenth grade of SMA N 5 Bengkulu. The data were collected through observation and video recording. The teachers’ questions were analyzed using types according to Taxonomy Blooms revised by Anderson and Krathwohl (2001). The research findings show that both teachers the English teachers only used three from the six types. Namely, remembering, understanding, and analyzing questions. The types that did not appear were applying, evaluating, and creating questions. The modification of modifying questions are repeating and rephrasing. The dominant of remembering questions and how teachers modified the questions are influenced by teachers’ competence, students’ competence, a situation of teaching English language, and teaching material.

This paper portrays the implementation of character education based on Javanese unggah-ungguh (etiquette) in Madrasah Ibtidaiyah Karanganyar, using 24 students from 5th-grade who were mentioned as the alpha generation in 2020. Generally, this generation refers to children born after 2010 in this digital era. The unggah-ungguh is one of the Indonesian ancestral heritages that must be preserved, as though it may originate from Java, it strongly represents the culture of the country’s society. Six (6) characters of Javanese unggah-ungguh were used in this research as indicators, which are tata krama (manners), lembah manah (relent), andhap asor (humility), tepa slira (tolerance), grapyak (friendliness), and ewuh-pekewuh (reluctance). This study was descriptive qualitative research that focused on observing the realization of character education based on this culture, using observation, interview, survey, and documentation as the data collection instruments. As reviewed from the affective theory of Krathwohl Taxonomy, the education character based on Javanese unggah-ungguh has influenced three-component domains of affective attitudes, which are in the level of receiving or attending, responding, and valuing. Lastly, the result showed that implementing character education based on this culture has truly shaped a better personality for students in Madrasah Ibtidaiyah Karanganyar as the alpha generation.

Reading literacy is often understood as a basic skill, and it is gaining recognition as the most functional means to educational attainment and individual development. It not only sets a benchmark but also reveals students’ strengths and weaknesses through performance measurement. This paper attempts to investigate sixteen-year-olds’ reading literacy proficiency using a performance band system in reporting their ‘can’s and ‘cant’s in reading. It drew insights from the Text-Task Respondent Theory of Functional Literacy (White, 2011) and the Revised Bloom’s Taxonomy (Anderson Krathwohl, 2001), where pertinent concepts were drawn to address students’ functional abilities. The study involved a total of 813 sixteen-year-old students representing the northern, southern, central, and east coast regions of Peninsular Malaysia (Penang, Perak, Perlis, Selangor, Kedah, Kelantan, Terengganu, and Johor). A survey research method was employed to capture cognitive competencies that denoted students’ functional abilities when it came to reading literacy. The study measured the students’ reading literacy attainment based on a proficiency scale spanning on five-band levels. The findings of the present study revealed that the majority of the students attained Band 3, where they demonstrated a moderate understanding of texts and were able to integrate some part of texts to infer meaning. The study provides valuable insights to policymakers, educationists, employers in making data-driven decisions to improve educational outcomes. It also attempts to shed some light on the current pedagogical trends and provide suggestive practices in reading.

This study aims to describe students' mathematics learning outcomes through online learning for the 2019/2020 academic year on the subject of flat-sided space geometry. This descriptive study was conducted at SMP Negeri 5 Paguyaman involving 28 students of class VIII as a sample selected using the purposive sampling technique. Data collection techniques in this study were tests in the form of multiple-choice questions and student response questionnaires. The results of the research that refer to the cognitive domain of the revised Bloom taxonomy by Anderson and Krathwohl show that the C1 cognitive domain is remembering, the ability of students to remember, recognize or know a concept of the material being asked in the questions given an average of 77.36% is in a good category. C2 cognitive domain is understanding; students' ability to understand the material on average 35.75% is in the poor category. C3 cognitive realm applies, on this indicator, students' ability to apply the formula to the questions given an average of 17.85% is in the poor category. C4 cognitive domain analyzes students' ability to analyze the average question is 39.70% who are in the poor category. With the average percentage of all cognitive domains, namely 45.71%, students' mathematics learning outcomes through online learning on the subject of flat-side space geometry is still in the low category, and learning using Facebook Messenger has not provided maximum results.

The paper analyzes pedagogical implications of a psychometric and authentic approach in assessing the quality of student knowledge. Starting with the taxonomy of knowledge developed by Anderson and Krathwohl, epistemological assumptions and foundations of the theory of learning, the paper presents and analyzes the basic characteristics of both approaches, as well as their possibilities in assessing the quality of student knowledge. Given the fact that each approach in the assessment of student achievement is based on different epistemological assumptions, and is basically built on opposing theoretical foundations, it is clear that each of them provides a different picture of the quality of student knowledge, and helps improve the assessment of student achievement in its own, unique way. Based on the findings obtained using the two approaches to the assessment of student achievement, the following pedagogical implications have been derived: a) designing the theory and practice of teacher professional development in a way that supports new (and authentic) approaches in the assessment of student achievement; b) implementation of teaching methods should integrate the principles and characteristics of the authentic approach in the assessment of educational achievement; c) designing tests and authentic tasks is an integral part of the teaching process; d) principle of approximation is a feature of both theory and practice of educational assessment; and e) approaches considered here have different possibilities in assessing the quality of student knowledge. In addition to the previously mentioned, the paper also points out a number of important issues for further theoretical discussion, research and the application of different approaches in assessing the quality of student knowledge.

Higher order thinking skills (HOTS) is an important agenda in the education system in Malaysia today in line with the Malaysian Education Development Plan (2013-2025). Practices that integrate HOTS implementation has been across the entire subject with by sourced from levels of Bloom's Taxonomy, Anderson and Krathwohl. However, for Islamic Studies which is based on the Qur'an and Sunnah, implementation HOTS elements need to be translated through Islamic education philosophy of education that puts perfection in mind the major thrust in promoting this culture of thinking skills. The emergence of figures such as Ibn Khaldun's talk about the overall education of the mind based on the concept of God has established in the perspective of understanding diversity in this HOTS. Therefore, this study used the analysis process for analyzing the literature by examining the contents of which have in common synonym or fell within the purpose of the performance-based element of teaching higher-order thinking (HOTS). The findings resulted in four major elements in need is an integrated HOTS namely through aql tamyizi, aql tajribi, aqal nazori dan hakikat insaniyah translated through the implementation process based on the concept, integration and impact. Overall, the implementation of the PdP Islamic education should emphasize integrating HOTS guidelines have been established by Ibn Khaldun to ensure value appreciation and practice by the student meets the requirements established by the reference-based Islamic Educational Philosophy. Kemahiran berfikir aras tinggi (KBAT) merupakan suatu agenda penting di dalam sistem pendidikan di Malaysia masa kini selaras dengan pelaksanaan Pelan Pembangunan Pendidikan Malaysia (PPPM) 2013-2025. Amalan pelaksanaan yang mengintergrasikan KBAT ini telah merentasi keseluruhan mata pelajaran bersumberkan kepada aras Taksonomi Bloom ubahan Anderson dan Krathwohl. Namun begitu, bagi mata pelajaran Pendidikan Islam yang berteraskan kepada Al-Quran dan As-Sunnah, pelaksanaan elemen KBAT perlu diterjemahkan melalui Falsafah Pendidikan Islam yang meletakkan kesempurnaan pendidikan akal sebagai teras utama di dalam memacu pembudayaan kemahiran berfikir ini. Kemunculan tokoh-tokoh seperti Ibn Khaldun yang membicarakan secara menyeluruh pendidikan akal berteraskan konsep ketuhanan telah mengwujudkan kepelbagaian di dalam perspektif kefahaman KBAT ini. Untuk itu, kajian ini menggunakan proses penganalisisan secara analisis kepustakaan dengan meneliti isi kandungan yang mempunyai kesamaan sinonim atau terangkum di dalam maksud pelaksanaan pengajaran guru berteraskan elemen pemikiran aras tinggi (KBAT). Dapatan kajian menghasilkan empat elemen utama di dalam keperluan untuk menginterasikan KBAT iaitu menerusi aql tamyizi, aql tajribi, aqal nazori dan hakikat insaniyah yang diterjemahkan melalui proses pelaksanaan berasaskan konsep, intergrasi dan kesan. Secara keseluruhannya, pelaksanaan PdP pendidikan Islam yang mengintergrasikan KBAT seharusnya menitikberatkan panduan yang telah dibentuk oleh Ibn Khaldun bagi memastikan nilaian penghayatan dan pengamalan oleh pelajar menepati kehendak yang ditetapkan berasaskan acuan Falsafah Pendidikan Islam.

We substantiate the relevance of the use of pedagogical design at different levels of education, including preschool, general, and higher education. It is noted that in order to ensure the development of future bachelors’ ability to organize the artistic and aesthetic development of pre-school children, taking into account the principles of pedagogical design, it is necessary to design and implement an educational discipline for bachelors of pedagogical education, the profile “Pre-school Education” – “Method of Artistic and Aesthetic Development of a Preschooler”. For this purpose, modern interpretations of the term “pedagogical design” are analyzed, and the stages of the ADDIE method of pedagogical design are studied. Pedagogical design is defined as the colla-borative process of developing a course using specific learning goals and pedagogical theories to define learning strategies, activities, and assessments to achieve the desired educational outcomes. It is revealed that pedagogical design uses design principles to promote student engagement and includes the development of structures, digital learning objects, and multimedia resources to im-prove the quality of teaching and learning. We disclose the conceptual and analytical stage of the pedagogical design of the course “Methods of Artistic and Aesthetic Development of a Preschoo-ler” taking into account Bloom’s taxonomy and knowledge types by L.W. Anderson and D.R. Krathwohl. The results of the survey of students are presented. It is noted that the use of pe-dagogical design is a promising direction that allows building mixed learning. It is established that the effective format of interaction between the teacher and the student in the framework of mixed learning will be Face-to-face driver, when the teacher gives the main volume of the educational plan in person and uses online training as an auxiliary.

OBJECTIVES/SPECIFIC AIMS: Translational researchers often require the use of informatics methods in their work. Lack of an understanding of key informatics principles and methods limits the abilities of translational researchers to successfully implement Findable, Accessible, Interoperable, Reusable (FAIR) principles in grant proposal submissions and performed studies. In this study we describe our work in addressing this limitation in the workforce by developing a competency-based, modular course in informatics to meet the needs of diverse translational researchers. METHODS/STUDY POPULATION: We established a Translational Research Informatics Education Collaborative (TRIEC) consisting of faculty at the University of Utah (UU) with different primary expertise in informatics methods, and working in different tiers of the translational spectrum. The TRIEC, in collaboration with the Foundation of Workforce Development of the Utah Center for Clinical and Translational Science (CCTS), gathered informatics needs of early investigators by consolidating requests for informatics services, assistance provided in grant writing, and consultations. We then reviewed existing courses and literature for informatics courses that focused on clinical and translational researchers [3–9]. Using the structure and content of the identified courses, we developed an initial draft of a syllabus for a Translational Research Informatics (TRI) course which included key informatics topics to be covered and learning activities, and iteratively refined it through discussions. The course was approved by the UU Department of Biomedical Informatics, UU Graduate School and the CCTS. RESULTS/ANTICIPATED RESULTS: The TRI course introduces informatics PhD students, clinicians, and public health practitioners who have a demonstrated interest in research, to fundamental principles and tools of informatics. At the completion of the course, students will be able to describe and identify informatics tools and methods relevant to translational research and demonstrate inter-professional collaboration in the development of a research proposal addressing a relevant translational science question that utilizes the state-of-the-art in informatics. TRI covers a diverse set of informatics content presented as modules: genomics and bioinformatics, electronic health records, exposomics, microbiomics, molecular methods, data integration and fusion, metadata management, semantics, software architectures, mobile computing, sensors, recruitment, community engagement, secure computing environments, data mining, machine learning, deep learning, artificial intelligence and data science, open source informatics tools and platforms, research reproducibility, and uncertainty quantification. The teaching methods for TRI include (1) modular didactic learning consisting of presentations and readings and face-to-face discussions of the content, (2) student presentations of informatics literature relevant to their final project, and (3) a final project consisting of the development, critique and chalk talk and formal presentations of informatics methods and/or aims of an National Institutes of Health style K or R grant proposal. For (3), the student presents their translational research proposal concept at the beginning of the course, and works with members of the TRIEC with corresponding expertise. The final course grade is a combination of the final project, paper presentations and class participation. We offered TRI to a first cohort of students in the Fall semester of 2018. DISCUSSION/SIGNIFICANCE OF IMPACT: Translational research informatics is a sub-domain of biomedical informatics that applies and develops informatics theory and methods for translational research. TRI covers a diverse set of informatics topics that are applicable across the translational spectrum. It covers both didactic material and hands-on experience in using the material in grant proposals and research studies. TRI’s course content, teaching methodology and learning activities enable students to initially learn factual informatics knowledge and skills for translational research correspond to the ‘Remember, Understand, and Apply’ levels of the Bloom’s taxonomy [10]. The final project provides opportunity for applying these informatics concepts corresponding to the ‘Analyze, Evaluate, and Create’ levels of the Bloom’s taxonomy [10]. This inter-professional, competency-based, modular course will develop an informatics-enabled workforce trained in using state-of-the-art informatics solutions, increasing the effectiveness of translational science and precision medicine, and promoting FAIR principles in research data management and processes. Future work includes opening the course to all Clinical and Translational Science Award hubs and publishing the course material as a reference book. While student evaluations for the first cohort will be available end of the semester, true evaluation of TRI will be the number of trainees taking the course and successful grant proposal submissions. References: 1. Wilkinson MD, Dumontier M, et al. The FAIR Guiding Principles for scientific data management and stewardship. Sci Data. 2016 Mar 15. 2. National Center for Advancing Translational Sciences. Translational Science Spectrum. National Center for Advancing Translational Sciences. 2015 [cited 2018 Nov 15]. Available from: https://ncats.nih.gov/translation/spectrum 3. Hu H, Mural RJ, Liebman MN. Biomedical Informatics in Translational Research. 1 edition. Boston: Artech House; 2008. 264 p. 4. Payne PRO, Embi PJ, Niland J. Foundational biomedical informatics research in the clinical and translational science era: a call to action. J Am Med Inform Assoc JAMIA. 2010;17(6):615–6. 5. Payne PRO, Embi PJ, editors. Translational Informatics: Realizing the Promise of Knowledge-Driven Healthcare. Softcover reprint of the original 1st ed. 2015 edition. Springer; 2016. 196 p. 6. Richesson R, Andrews J, editors. Clinical Research Informatics. 2nd ed. Springer International Publishing; 2019. (Health Informatics). 7. Robertson D, MD GHW, editors. Clinical and Translational Science: Principles of Human Research. 2 edition. Amsterdam: Academic Press; 2017. 808 p. 8. Shen B, Tang H, Jiang X, editors. Translational Biomedical Informatics: A Precision Medicine Perspective. Softcover reprint of the original 1st ed. 2016 edition. S.l.: Springer; 2018. 340 p. 9. Valenta AL, Meagher EA, Tachinardi U, Starren J. Core informatics competencies for clinical and translational scientists: what do our customers and collaborators need to know? J Am Med Inform Assoc. 2016 Jul 1;23(4):835–9. 10. Anderson LW, Krathwohl DR, Airasian PW, Cruikshank KA, Mayer RE, Pintrich PR, Raths J, Wittrock MC. A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives, Abridged Edition. 1 edition. New York: Pearson; 2000.

The study investigated the reported regressive performances of students in spatial reasoning concepts with a view to promote early spatial reasoning of lower primary school pupils across ability levels and sex. Non-equivalent experimental research design was employed. A hundred and five (105) pupils in four intact classes were exposed to six weeks intervention and subsequently post-tested. Data collected were analyzed using Analysis of Covariance. The study found significant effect of treatment on the performance of study participants in the ICT-integrated Think-Pair-Share treatment group. No significant interactive effect of ability was found though, the pupils of low-ability group benefitted more from the intervention (M = 12.32, 11.07; SD = 2.86, 2.98). There was no significant different of intervention between boys and girls across strategies and abilities. The study concluded that, while ICT-integrated learning strategies could improve output in spatial concepts of pupils at the primary school level, performances on the basis of sex-groups and ability groups have no significant interaction effect on the learners of spatial reasoning. Keywords: performance, spatial reasoning, treatment, strategies, ability group, think-pair-share, concrete-representation-abstract, learners’-self-controlled.INTRODUCTIONEarly graft of mathematic ability has been ascertained to predict later mathematical achievement and related endeavors in life [6]. Hence, the promotion of early mathematic competency is of critical importance. Established link between spatial ability and mathematics in early childhood by neuropsychological and brain imaging studies and behavioral evidences potent that math performance can be improved with spatial reasoning. Nigeria’s experience in local, national and international examinations show dwindling performances of examinees traceable to substantiated inefficient score in spatial reasoning items consistently featured [5, 1] in such standardized examinations. This was interpreted to mean that, children understanding of space pattern is necessary and demanded by the curriculum. The advent of information and communication technology (ICT) eulogized as potentially powerful and enabling tool for education change and reform is hereby engaged in learning delivery for comparative analysis of performance in learning spatial concepts among primary school pupils. METHODOLOGYNon-equivalent pretest, posttest and control group research design was adopted. The population consisted of 357,533 pupils’ enrolled in 1, 378 primary schools in Osun State (Daily Independent, 2013) characterized with male and female learners of varied academic abilities. Study sample was eked out using purposive and multi-stage sampling techniques. Primary III class was purposively selected based on the learners' age (6 – 8 years) limit in early childhood. Four schools with 105 intact class pupils were multi-stage sampled in the three major towns of the state considering available facilities for the study. Research instruments included Spatial Reasoning for Children (SpatReC), an interactive, multimedia package designed using C-Sharp (C#) programming language and follows the taxonomy based on Benjamin Blooms’ principles as revised by Anderson and Krathwohl in [8]; and Spatial Reasoning Test (SRT) used for pretest and posttest. Instruments, in a previous study [1] were adjudged validity and reliable. Learners in their intact classes were randomly assigned to study conditions namely; the three experimental groups and the one control group; three levels of cognitive ability groups - high, medium and low; and two sex groups - male and female. The intervention took forty minutes of Mathematics periods for three days in a week and six weeks in each of the schools excluding tests. ANALYSIS:Tests for significant interaction effect of treatment on groups were conducted. Result shows the test of equality of means to be significantly equal (t = 2.003, p - 0.05) in favor of equal variance assumed. The study’s subjects were thus adjudged to be reliably homogeneous (Table 1).Table 1: Test for Difference in the Participating group’s Post-test Scorest-test for Equality of MeanstdfSig.(2-tailed)Mean DifferenceStd. Error Difference95% Confidence Interval of the DifferenceLowerUpperEqual variances assumed2.003103.0481.253.626.0122.494Furthermore, the post-test scores of the research participants were subjected to a test of difference via analysis of covariance using their experimental groups as the differentiating variable and the pre-test scores as the covariate to remove the possible effect of previous learning and other confounds. The result showed significant difference in the post-test scores (F = 2.934, p - .05). It also showed from the table that, the R-squared value was 0.080 and the Adjusted R squared value stood at 0.053. This can be interpreted to mean that the maximum variance in the post test score is quite small. So other possible factors which might explain the difference in the post test scores and interact with the effectiveness of the learning strategies were sought after (Table 2).Table 2:Post-Test of Difference of Treatments Tests of Between-Subjects Effects - Dependent Variable: post test scoreSourceType III Sumof SquaresDfMean SquareFSig.Corrected Model96.677a332.2262.934.037Intercept34388.204134388.2043131.034.000GRP96.677332.2262.934.037R Squared = .080 (Adjusted R Squared = .053)The source of difference was located between the CRTL group and the CRA group (Table 3). It can be concluded that there exists significant difference among the learning strategies in improving performances.Table 3: Multiple Comparisons Post hoc TestDependent Variable: post-test score Tukey HSD(I) Treatment(J) TreatmentMean Difference(I-J)Std. ErrorSig.95% Confidence IntervalLower BoundUpper BoundCTRLTPS.413.924.970-2.002.83LSC.514.960.950-1.993.02CRA2.514*.960.049.015.02* The mean difference is significant at the 0.05 level.Would there be any interactive effect of intervention between various academic ability pupils by virtue of learning strategies? To answer this question, the post-test scores of the research participants were subjected to a test of difference via analysis of covariance. Result shown in Table 4 revealed that there is no significant interaction effect of experimental groupings and ability levels on the post-test scores (F = 1.440, p > .05). In this stance therefore, the research question is answerable in the negative.Table 4: Test of Difference of Treatment and Ability in Post-test Tests of Between-Subjects Effects Dependent Variable: post test scoreSourceType III Sum of SquaresDfMean SquareFSig.Corrected Model113.502a716.2151.440.198Intercept28102.188128102.1882495.206.000GRP * ability113.502716.2151.440.198a. R Squared = .094 (Adjusted R Squared = .029)Lastly, could any difference in performance result from variation in sexes? Despite the slight differences in group sizes, no significant difference in the performance on the basis of sex-groups (value = 0.186, > 0.05) was found. It as well showed that, there was no significant interaction found between groups and sex in describing performance of pupils in spatial reasoning (F = 0.030, p > 0.05) (Table5).Table 5: Test of Difference on Post-test in Treatment / Sex Groups DescriptivePost test scoreNMeanStd. DeviationStd. Error95% Confidence Interval for MeanMin.Max.dffsigLower BoundUpper BoundMale4118.153.190.49817.1419.1511281.030.862Female6418.273.560.44517.3819.151226103Total10518.223.405.33217.5618.881128104DISCUSSION - CONCLUSION:The application of ICT unto learning strategies was with a view to improve performance in spatial concepts in pupils of low and high ability at the primary school level. Notable results included significant effect of treatment on performance at the removal of possible effect of previous learning and other confounds. This discovery agrees with [3] whose study established that particular intervention in the experimental group might increase learner’s motivation and in turn lead to higher achievement levels for learners in the experimental group than for those in the control group. [2, 4] also found particular learning strategies - conceptual learning strategy and online tool substantially increasing math performance growth in separate studies. Ability levels’ effect on academic achievement as investigated indicated no significance in the post-test scores even after controlling for the previous learning through the pre-test. This result was at variance to [7] study on game-based learning (GBL) which found that, many students with low confidence toward learning mathematics can be restored and improve their confidence toward mathematics. Conclusively, performances on the basis of sex-groups and ability groups have no significant interaction found between ICT-integrated strategy learners of spatial reasoning. REFERENCES Adeleke, A. G. (2015) Comparative Effectiveness of ICT-Integrated Learners’-Self-Controlled, Concrete-Representational-and Think-Pair-Share Strategies in Enhancing Spatial reasoning Skills of Primary School Pupils in Osun State. A Doctoral Dissertation Submitted to Postgraduate College, Obafemi Awolowo University, Ile-Ife, Nigeria. Adeleke, M. A. 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One form of early mathematical recognition is to introduce the concept of geometric shapes. Geometry is an important scientific discipline for present and future life by developing various ways that fit 21st century skills. This study aims to overcome the problem of early mathematical recognition of early childhood on geometry, especially how to recognize geometric forms based on computer learning. A total of 24 children aged 4-5 years in kindergarten has to carrying out 2 research cycles with a total of 5 meetings. Treatment activities in each learning cycle include mentioning, grouping and imitating geometric shapes. There were only 7 children who were able to recognize the geometric shapes in the pre-research cycle (29.2%). An increase in the number of children who are able to do activities well in each research cycle includes: 1) The activities mentioned in the first cycle and 75% in the second cycle; 2) Classifying activities in the first cycle were 37.5% and 75% in the second cycle; 3) Imitation activities in the first cycle 54.2% and 79.2% in the second cycle. The results of data acquisition show that computer learning application can improve the ability to recognize geometric shapes, this is because computer learning provides software that has activities to recognize geometric shapes with the animation and visuals displayed. Keywords: Early Childhood Computer Learning, Geometry Forms, Early Math Skills Reference Alia, T., & Irwansyah. (2018). Pendampingan Orang Tua pada Anak Usia Dini dalam Penggunaan Teknologi Digital. A Journal of Language, Literature, Culture and Education, 14(1), 65– 78. https://doi.org/10.19166/pji.v14i1.639 Ameliola, S., & Nugraha, H. D. (2013). 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What do we want our students to learn from an experience? This is the central question that underpins learning objectives. Learning objectives attempt to describe the manifestations of learning that we would like to see by the end of a learning experience (e.g. a course or a learning module). Traditionally areas of knowledge that are the target of learning objectives are described as domains. Typically knowledge is described as cognitive, affective, or psychomotor and there are other domains such as interpersonal1-4. The domain describes the nature of the learning. Has the student learned a new cognitive process, or learned to care about something new? The organization of learning into these domains helps us to make sense of the types of knowledge that our students are learning. A domain is like a country, it defines a piece of the knowledge landscape. A taxonomy of learning attempts to map that landscape. It creates categories that describe ways of knowing. Just as a map describes the landscape using categories (e.g. roads, parks, towns), a taxonomy categorizes ways of knowing so that we can better define the manifestation of learning that we want our students to achieve. Most taxonomies are meant to be thorough maps of one domain. For example Bloom’s taxonomy describes ways of knowing within the cognitive process domain1. It attempts to categorize all of the different levels of learning in this domain. When Anderson and Krathwohl later updated Bloom’s taxonomy they added a second dimension, the knowledge dimension, which breaks apart the domain into 4 parts: factual knowledge, conceptual knowledge, procedural knowledge, and metacognitive knowledge5. Their taxonomy applies the same levels of learning (i.e. cognitive processes) to each of these four pieces of the domain. Bloom’s (or Anderson’s) do not describe everything that a student should learn. They are only meant to describe one type of learning: cognitive process. Other taxonomies map other domains and some taxonomies cut across domains.

Resumen La formulación de preguntas es una actividad frecuente en los procesos de enseñanza y de aprendizaje. Su promoción es una tarea relevante en las aulas tanto en contextos orales como escritos. De acuerdo con lo anterior, el presente trabajo da cuenta de los resultados obtenidos en una investigación de las dimensiones del proceso cognitivo que demandan las preguntas formuladas en los libros de texto de Ciencias Naturales para estudiantes de Educación Primaria chilena. Se trató de una investigación con método cuantitativo, en la cual se clasificaron los tipos de preguntas de acuerdo a la dimensión del proceso cognitivo, que demandan a los estudiantes. Se utilizó como base la taxonomía de Anderson y Krathwohl (2001), con la finalidad de evaluar las preguntas presentes en los libros de texto actuales, específicamente, en el contenido y en las actividades didácticas propuestas. Se trabajó con el total de preguntas correspondiente a 1256. Se analizaron estadísticamente con el software SPSS (15.0). Entre los hallazgos se puede señalar que las preguntas contenidas en los libros de texto de Ciencias Naturales promueven, mayoritariamente, la dimensión más elemental de la taxonomía, recordar información y, en menor medida, las dimensiones cognitivas superiores: crear, evaluar y aplicar. Cabe destacar que no se constatan diferencias estadísticamente significativas entre las demandas de las preguntas formuladas en los textos de los diferentes cursos estudiados.

The objective of this study was to find out the levels of questions used by teacher in English classroom and revealing the underlying reasons why teacher ask questions to the students in the classroom. This study was conducted by using descriptive qualitative research design. The subjects of this study is one of English teacher who teach in eighth grade students in one of school SMP in Pakpak Bharat that is SMP N 1 Kerajaan in academic year 2016/2017. The data were collected by video recording and interviewing the English teacher. The data were analyzed by using Miles and Huberman data analysis technique. The findings of the study were shown there were four levels of questions used by the teacher in English classroom from six levels of questions based on Bloom Taxonomy in Anderson and Krathwohl, with the total of questions were 117 in two meetings. Teacher spent remembering level 56% (66 questions), understanding level 31% (36 questions), applying level were 4% (5 questions), analyzing level were 9% (10 questions), evaluating level 0% and creating level 0%. From those levels, the dominance is discovered to be at the level of remembering, known as Lower Cognitive Questions (LCQ). This study also found that the underlying reasons of teacher ask questions in the classroom is to stimulate students’ interest, to encourage students focus to think when students learn, to know students understanding, and to give participation when they learn. It can be concluded that the teacher’s questions are as the technique of teaching.