scholarly journals Tawâfuq Bunûd al-As’ilah li Mâdat al-Lughah al-‘Arabiyyah fi al-Imtiḥan al-Nihâ’I al-Waṭanî

2021 ◽  
Vol 5 (02) ◽  
pp. 155-169
Author(s):  
Iis Makhisoh
Keyword(s):  
National Level ◽  
Reliability And Validity ◽  
Bloom's Taxonomy ◽  
Arabic Language ◽  
Assessment Instruments ◽  
Cognitive Level ◽  
Final Exam ◽  
Bloom’S Taxonomy ◽  
Final Exams ◽  
Measure Reliability

Purpose-assessments conducted at the national level require good quality in these assessment instruments. This research focuses on analyzing item of the arabic final exam questions with the standard indicators set by the ministry of religion for the 2021 madrasahs’ final exams (UM). Design/Methodology/Approach- the researcher used the quantitative approach and the quantitative non-experimental method. As for the basic data are the question items for the Arabic language and the standards set by the Ministry of Religion 2021. the next data is the student's answer items needed to measure reliability and validity. Analysis of the suitability of the questions using a percentage scale, added with Bloom's taxonomy; to measure reliability the anates program was used.  Findings— the results are (1) the arabic language questions tested in jombang are in accordance with the UM standars with a validiity score 92%, (2) as bloom's taxonomy, the cognitive level shows that 42.5% are at level one, 3% at cognitive level two, and 27.5% at cognitive level three. (3) the anates program got reliability score of 0.83.   Research Limitation - collecting much data is difficult because some schools use a randomization program, made the required data cannot be included in the anates.

scholarly journals ANALISIS SOAL-SOAL OLIMPIADE SAINS NASIONAL (OSN) SMA/MA BIDANG KIMIA TAHUN 2012 DAN 2013 BERDASARKAN DIMENSI PROSES KOGNITIF DAN PENGETAHUAN

2014 ◽  
Vol 9 (2) ◽  
Author(s):  
Tita Sunggarani ◽  
Euis Nursa’adah ◽  
Yunita Yunita
Keyword(s):  
Conceptual Understanding ◽  
Cognitive Process ◽  
Bloom's Taxonomy ◽  
Challenging Problem ◽  
Cognitive Level ◽  
Revised Bloom's Taxonomy ◽  
Bloom’S Taxonomy ◽  
Cognitive Levels ◽  
National Competition ◽  
Process Dimension

Abstrak: Ilmu kimia sebagai ilmu yang berdasarkan pada  penelitian (induktif), yang seharusnya mampu menyajikan soal yang menantang dan tersebar dalam enam level kognitif, hanya saja kondisi sebenarnya soal-soal kimia masih dibuat tradisional dengan berada pada level kognitif rendah. Soal olimpiade sebagai ajang kompetisi nasional siswa-siswa berprestasi di Indonesia pun belum diketahui level kognitif yang terkandung di dalamnya. Maka tujuan penelitian ini yakni, mendeskripsikan komposisi penyebaran soal terhadap tabel Taksonomi Bloom revisi, mendeskripsikan perbandingan soal OSN dan IChO (International Chemistry Olympiad) pada materi yang sama, dan  memetakan soal-soal tersebut terhadap standar kompetensi dan kompetensi dasar SMA/MA. Hasil analisis menunjukkan bahwa pada tahun 2012 tersebar pada prosedural-mengaplikasikan dan konseptual-memahami. Pada tahun 2013 tersebar pada dimensi prosedural-mengaplikasikan dan faktual-memahami. Berdasarkan konten materi dalam satu soal IChO  menuntut siswa dapat menemukan keterkaitan suatu materi dengan materi lainnya guna menyelesaikan soal tersebut sedangkan OSN tidak, tetapi keduanya  memiliki dimensi pengetahuan dan dimensi proses kognitif yang tidak terlalu berbeda yakni pada lingkup prosedural-mengaplikasikan dan prosedural-menganalisis. Hasil pemetaan terhadap SK-KD SMA/MA menunjukkan sebesar setengah dari jumlah ksesluruhan soal dapat dipetakan. Adanya analisis ini diharapkan menjadi masukan bagi guru untuk memberikan penguatan konsep kimia pada pembelajaran, agar siswa mampu mengerjakan berbagai macam soal, salah satunya soal OSN. Penelitian ini masih terbatas pada tahun 2012 dan 2013, sehingga dapat dikembangkan analisis untuk tahun-tahun lainnya. Kata-kata Kunci : Analisis, Taksonomi Bloom revisi, Dimensi Pengetahuan, Dimensi Proses Kognitif Abstract: Chemistry as a science that is based on research (inductive), which is supposed to be able to present a challenging problem and scattered in six cognitive levels, it's just that the actual conditions of chemical problems are still made traditionally with low cognitive level. Olympics as a matter of national competition top students in Indonesia is not yet known cognitive level contained therein. So the purpose of this study, describing the composition of matter of the spread of the revised Bloom's Taxonomy tables, describing the comparison about OSN and IChO (International Chemistry Olympiad) on the same material, and to map these problems to the standards of competence and basic competences SMA/MA. The analysis showed that in 2012 spread over-apply procedural and conceptual understanding. In 2013 spread to the dimension-apply procedural and factual-understand. Based on the content of the material in a matter of IChO requires students to be able to find a material relationship with the other materials in order to resolve these problems while OSN does not, but both have dimensions of knowledge and cognitive process dimensions are not too different from that in the scope of procedural-procedural-applying and analyzing. The results of the mapping of the SK-KD SMA / MA shows only half the number of ksesluruhan matter can be mapped. The existence of this analysis are expected to be the input for the teacher to provide reinforcement in learning chemistry concepts, so that students are able to do a variety of problems, one of which is a matter of OSN. This study was limited in 2012 and 2013, so that the analysis can be developed for other years. Key Words: Analysis, revised Bloom's Taxonomy, Knowledge Dimension, The Cognitive Process Dimension

scholarly journals A Cognitive Level Evaluation Method Based on a Deep Neural Network for Online Learning: From a Bloom’s Taxonomy of Cognition Objectives Perspective

2021 ◽  
Vol 12 ◽  
Author(s):  
Yan Cheng ◽  
Yingying Cai ◽  
Haomai Chen ◽  
Zhuang Cai ◽  
Gang Wu ◽  
...  
Keyword(s):  
Neural Network ◽  
Online Learning ◽  
Learning Strategies ◽  
Deep Neural Network ◽  
Evaluation Method ◽  
Bloom's Taxonomy ◽  
Automatic Evaluation ◽  
Cognitive Level ◽  
Text Data ◽  
Bloom’S Taxonomy

The evaluation of the learning process is an effective way to realize personalized online learning. Real-time evaluation of learners’ cognitive level during online learning helps to monitor learners’ cognitive state and adjust learning strategies to improve the quality of online learning. However, most of the existing cognitive level evaluation methods use manual coding or traditional machine learning methods, which are time-consuming and laborious. They cannot fully mine the implicit cognitive semantic information in unstructured text data, making the cognitive level evaluation inefficient. Therefore, this study proposed the bidirectional gated recurrent convolutional neural network combined with an attention mechanism (AM-BiGRU-CNN) deep neural network cognitive level evaluation method, and based on Bloom’s taxonomy of cognition objectives, taking the unstructured interactive text data released by 9167 learners in the massive open online course (MOOC) forum as an empirical study to support the method. The study found that the AM-BiGRU-CNN method has the best evaluation effect, with the overall accuracy of the evaluation of the six cognitive levels reaching 84.21%, of which the F1-Score at the creating level is 91.77%. The experimental results show that the deep neural network method can effectively identify the cognitive features implicit in the text and can be better applied to the automatic evaluation of the cognitive level of online learners. This study provides a technical reference for the evaluation of the cognitive level of the students in the online learning environment, and automatic evaluation in the realization of personalized learning strategies, teaching intervention, and resources recommended have higher application value.

Developing a Classification Tool Based on Bloom’s Taxonomy to Assess the Cognitive Level of Short Essay Questions

2004 ◽  
Vol 31 (3) ◽  
pp. 261-267 ◽  
Author(s):  
Maggy J.W. van Hoeij ◽  
Jan C.M. Haarhuis ◽  
Ronny F.A. Wierstra ◽  
Peter van Beukelen
Keyword(s):  
Bloom's Taxonomy ◽  
Cognitive Level ◽  
Bloom’S Taxonomy ◽  
Classification Tool ◽  
Short Essay

scholarly journals Assessment of Student Performance for Course Examination Using Rasch Measurement Model: A Case Study of Information Technology Fundamentals Course

2018 ◽  
Vol 2018 ◽  
pp. 1-8
Author(s):  
Amir Mohamed Talib ◽  
Fahad Omar Alomary ◽  
Hanan Fouad Alwadi
Keyword(s):  
Information Technology ◽  
Student Performance ◽  
Bloom's Taxonomy ◽  
Measurement Model ◽  
Rasch Measurement ◽  
Final Examination ◽  
Final Exam ◽  
Rasch Measurement Model ◽  
Bloom’S Taxonomy ◽  
Second Year

This paper describes a measurement model that is used to measure the student performance in the final examination of Information Technology (IT) Fundamentals (IT280) course in the Information Technology (IT) Department, College of Computer & Information Sciences (CCIS), Al-Imam Mohammad Ibn Saud Islamic University (IMSIU). The assessment model is developed based on students’ mark entries of final exam results for the second year IT students, which are compiled and tabulated for evaluation using Rasch Measurement Model, and it can be used to measure the students’ performance towards the final examination of the course. A study on 150 second year students (male = 52; female = 98) was conducted to measure students’ knowledge and understanding for IT280 course according to the three level of Bloom’s Taxonomy. The results concluded that students can be categorized as poor (10%), moderate (42%), good (18%), and successful (24%) to achieve Level 3 of Bloom’s Taxonomy. This study shows that the students’ performance for the set of IT280 final exam questions was comparatively good. The result generated from this study can be used to guide us to determine the appropriate improvement of teaching method and the quality of question prepared.

scholarly journals LEVELS OF COGNITIVE DOMAIN OF TASKS IN ENGLISH TEXTBOOKS FOR SENIOR HIGH SCHOOL: A REVISED BLOOM’S TAXONOMY ANALYSES

2021 ◽  
Vol 14 (2) ◽  
pp. 92-105
Author(s):  
Rustiyani Rustiyani ◽  
Dedi Sofyan ◽  
Syafryadin Syafryadin
Keyword(s):  
Bloom's Taxonomy ◽  
Cognitive Domain ◽  
Cognitive Level ◽  
Cognitive Dimension ◽  
Instructional Activity ◽  
Revised Bloom's Taxonomy ◽  
Bloom’S Taxonomy ◽  
English Textbooks ◽  
Bloom Taxonomy ◽  
Dominant Activity

This study is a descriptive qualitative which aims to know the appropriateness of the textbook’s content with the cognitive dimension of Revised Bloom’s Taxonomy and to know the dominant cognitive category of the Revised Bloom’s Taxonomy in the textbook. This research was focused on analyzing the English Textbook, “Pathway to English”, which is published by Erlangga. The data was analyzed through data analysis table to categorize the activity with defined as any one of the following: a question or instructional activity, based on cognitive dimension. The result showed that there are 271 activities in the textbook. The activities spread over 105 (38.7%) remembering, 76 (28%) understanding, 48 (17.7%) applying, 28 (10.3%) analyzing, 7 (2.6%) evaluating, and 7 (2.6%) creating. The total number of activities that included to HOTS are 42 activities or 15.5% and the activities that included to LOTS are 229 activities or 84.5%. The most dominant activity was remembering which the lowest dimension of cognitive level of Revised Bloom Taxonomy. Then, the number of LOTS and HOTS activities in each chapter are very different. Hence, it is not enough if the teacher just only uses the English textbook as a teaching tool to improve students HOTS ability.

scholarly journals Evaluating Quality and Reliability of Final Exam Questions for Probability and Statistics Course Using Rasch Model

2018 ◽  
Vol 7 (4.33) ◽  
pp. 32
Author(s):  
Faiz Zulkifli ◽  
Rozaimah Zainal Abidin ◽  
Noor Faezah Mohamad Razi, Nor Hazlina Mohammad ◽  
Rusliza Ahmad ◽  
Anis Zafirah Azmi
Keyword(s):  
Rasch Model ◽  
Cognitive Skills ◽  
Bloom's Taxonomy ◽  
Final Exam ◽  
Bloom’S Taxonomy ◽  
Statistics Course ◽  
Research Findings ◽  
Quality And Reliability ◽  
Probability And Statistics ◽  
Verification Process

Evaluation of the questions’ level of complexity for the statistical course was proposed using the revised version of Bloom’s taxonomy. The use of Bloom's taxonomy in statistical examination papers allows the degree of difficulty to be pseudo-objectively assessed. Well-constructed questions in the final examination will help in measuring students' abilities based on comprehensive cognitive skills. Therefore, this study used Rasch Model to evaluate the quality and reliability of final exam questions for probability and statistics course. According to research findings, five out of 30 questions are considered as misfit items. It is therefore recommended that these items be removed or rephrased to better suit the students’ ability level in a course. Whereas, nine questions have significant differences between taxonomy level and Rasch level that require further analysis. Overall, students view the set of exam questions as simple due to the unavailability of difficult items. Based on this result, it is suggested that the exam questions should undergo verification process from the expert and students should be exposed early to various types of questions with different level of difficulty. 

scholarly journals للغة العربية بالمرحلة المدرسة المتوسّطة 2017-2018 UAMBN تحليل المستوى المعرفي على بنود الأسئلة

2021 ◽  
Vol 10 (3) ◽  
pp. 477
Author(s):  
Jannatun Ma’wa ◽  
Salami Mahmud ◽  
Salma Hayati
Keyword(s):  
Quantitative Methods ◽  
Descriptive Analysis ◽  
Arabic Language ◽  
National Standard ◽  
Cognitive Level ◽  
Final Exam ◽  
Quantitative Descriptive Analysis ◽  
Qualitative And Quantitative ◽  
Qualitative And Quantitative Methods ◽  
School Year

National Standard Madrasas Final Exam (UAMBN) is an activity of measuring and evaluating the achievement of national competency standards for graduates aimed at mapping the quality of education and measuring their achievement. The UAMBN is a form of testing that is held for all students at the end of high school. As for the cognitive level is the level of ability of students individually or in groups that can be translated into three cognitive levels (LOTS, MOTS, and HOTS). The research methodology used in this study is a mixture of qualitative and quantitative methods. Then the data collection techniques in this study were obtained through the documentation of questions UAMBN 2017/2018 school year at the level tsanawiyah. Data were analysed in qualitative and quantitative descriptive analysis (amount and percentage). Then the data were analysed descriptively by analysing in terms of cognitive level (LOTS, MOTS, and HOTS). The population in this study were all items of questions UAMBN 2017/2018 school year at the level tsanawiyah Arabic language which amounted to 40 question, and all populations were sampled for this study. The results of the cognitive level analysis research items UAMBN 2017/2018 school year at the level tsanawiyah there are 40 questions which all questions are multiple choice. In terms of quantitative questions for level LOTS found 8 questions (20%), then at level MOTS found 29 questions (72%), and at level HOTS found 3 questions (8%). As a whole the questions UAMBN Arabic language have not met the standards of good quality questions, because hey should be dominated by high level questions at this level (HOTS).

scholarly journals AN ANALYSIS OF COGNITIVE LEVEL USED IN ENGLISH SEMESTER TEST ITEMS OF SMPN 2 BANGKINANG

2014 ◽  
Vol 5 (1) ◽  
Author(s):  
Syahdan Syahdan
Keyword(s):  
Survey Research ◽  
Bloom's Taxonomy ◽  
Ninth Grade ◽  
Middle Level ◽  
Seventh Grade ◽  
Cognitive Level ◽  
Test Items ◽  
Bloom’S Taxonomy ◽  
Level Of Understanding

The purpose of this research was to analyze the cognitive level used in English semester test items ofSMPN 2 Bangkinang from the seventh grade up to ninth grade. The cognitive level used in each itemswas classified measure the percentage to find the comparison referred to bloom’s taxonomy in findingthe right answer. Kind of this research was survey research which only analyzed what was in the fieldarea. In this research, the researcher collected 150 English semester test items. Each class theresearcher 50 items. The test were in form of multiple choices. Then, all of the items were classifiedbased on its classification. By classifying the items, the researcher found that there were 32 itemscategorized into remembering (Remembering/C1) with the percentage of 21,3%, there were 61 itemscategorized into understanding (Applying/C3) with the percentage of 21,3% and there were 25 itemscategorized into analyzing (Analyzing/C4) with the percentage of 16,7%. From the results of thisresearch it could be concluded that the cognitive level used in English semester test items of SMPN 2Bangkinang at seventh grade up to ninth grade were classified in the level of ”Understanding (C2)”with the percentage of 40,7% and the level of the difficulty of the test was in the middle level.

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