Reading Questions in English Textbook Based on Bloom’s Taxonomy

2017 ◽  
Vol 6 (2) ◽  
Author(s):  
Roy Indra Pratama Situmorang And Anggraini T. Saragih
Keyword(s):  
High School ◽  
Junior High School ◽  
Teaching And Learning ◽  
Bloom's Taxonomy ◽  
Ninth Grade ◽  
Cognitive Domain ◽  
Ministry Of Education ◽  
Fourth Edition ◽  
Bloom’S Taxonomy ◽  
Table Analysis

This study aimed at analyzing the cognitive domain of Bloom’s Taxonomy already appropriate to fulfil of reading questions in the contextual teaching and learning (fourth edition) textbook for ninth grade or not. It was conducted by using descriptive qualitative design. The data were analyzed by using Table analysis of cognitive domain of Bloom’s Taxonomy. The findings showed that cognitive domain in Bloom’s Taxonomy already appropriate to fulfil reading questions in the textbook. It was proven by the data there were: Remembering obtains 73 of 145 reading questions or 50.3%, Understanding obtains 29 of 145 reading questions or 20%, Applying obtains 10 of 145 reading question or 6.9%, Analyzing obtains 19 of 145 reading questions or 13.1%, Evaluating 6 of 145 reading questions or 4.1% and Creating 8 of 145 reading questions or 5.6%. These results do not achieve the regulation by ministry of education and culture who said for Junior High School itself the proportion is remembering - understanding 20%, applying-analyzing 55%, evaluating 15%, and creating 10%.

The Cognitive, Affective, and Psychomotor Domains

2010 ◽  
pp. 52-68 ◽  
Author(s):  
Lawrence A. Tomei
Keyword(s):  
Classification System ◽  
Teaching And Learning ◽  
Bloom's Taxonomy ◽  
Learning Objectives ◽  
Cognitive Domain ◽  
Educational Objectives ◽  
Bloom’S Taxonomy

The Taxonomy of Educational Objectives, better known as Bloom’s Taxonomy, is a classification system that governs how learning objectives are designed, implemented and assessed. First proposed in 1956, Benjamin Bloom began his scrutiny into educational objectives by exploring the cognitive domain (which will serve as the focus for this chapter). Later, with other colleagues including Lorin W. Krathwohl and S. R. Kibler, he considered the affective and psychomotor domains to round out his body of study. Bloom’s taxonomy differentiates six levels of teaching and learning: (1) knowledge, (2) comprehension, (3) application, (4) analysis, (5) synthesis, and (6) evaluation. This chapter offers a perspective for developing instruction purposely targeting the traditional learner.

scholarly journals Aplikasi Ranah Kognitif Anderson & Krahthwohl dalam Pengajaran dan Pembelajaran Pantun di Sekolah Dasar

2021 ◽  
Vol 3 (3) ◽  
pp. 110-118
Author(s):  
Ros Anita Kartini Mohamed ◽  
Abdul Halim Ali ◽  
Muhammad Nasir
Keyword(s):  
Elementary Schools ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Bloom's Taxonomy ◽  
Affective Domain ◽  
School Level ◽  
Cognitive Domain ◽  
Educational Objectives ◽  
Bloom’S Taxonomy

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.

Teaching digital electronics course for electrical engineering students in cognitive domain

2018 ◽  
Vol 10 (1) ◽  
pp. 1
Author(s):  
Muhibul Haque Bhuyan ◽  
Sher Shermin Azmiri Khan ◽  
Mohammad Ziaur Rahman
Keyword(s):  
Teaching And Learning ◽  
Engineering Students ◽  
Teaching Method ◽  
Practical Knowledge ◽  
Real Life ◽  
Bloom's Taxonomy ◽  
Cognitive Domain ◽  
Digital Electronics ◽  
Bloom’S Taxonomy ◽  
Teacher Needs

Digital electronics course is one of the very fundamental courses for the students of undergraduate programme of electrical and electronic engineering (EEE) and the other undergraduate engineering disciplines. Therefore, ‘digital electronics’ shall be taught effectively, so that students can apply the knowledge learned to solve their real-life engineering problems. A teacher needs to adopt new teaching methodologies to attract current generation of students, and thus, to prepare them with practical knowledge and skills. Skills in the cognitive domain of Bloom’s taxonomy revolve around knowledge, comprehension and critical thinking of a particular topic. This makes teaching and learning more effective and efficient. In this paper, the teaching method of ‘digital electronics’ course for the undergraduate EEE students in the cognitive domain has been described with an example. Class performance evaluation in two different cohorts shows that the students’ results improve after using this approach.Keywords: Bloom’s taxonomy, cognitive domain, digital electronics course, teaching methods.

scholarly journals An Analysis of Culture on the Reading Material Textbook in the Second Grade Junior High School

2018 ◽  
Vol 3 (2) ◽  
pp. 340
Author(s):  
Linda Fitriyah
Keyword(s):  
High School ◽  
Junior High School ◽  
Teaching And Learning ◽  
Qualitative Method ◽  
Junior High ◽  
Second Grade ◽  
Ministry Of Education ◽  
First Semester ◽  
Reading Material ◽  
Reading Text

In this research, the writer analyzed the culture in the English textbook entitled “When English Rings a Bell for VIII Grade Junior High School (SMP/ MTS)” written by Siti Wachidah et al published by Ministry of Education and Culture. The research was conducted to find out what are the cultures shown on the English textbook. The writer tried to analyze the four categories of culture that stated by Patrriick Morran in the reading material on the English textbook. She wrote a paper entitled “AN ANALYSIS OF CULTURE ON READING MATERIAL TEXTBOOK AT THE SECOND GRADE OF JUNIOR HIGH SCHOOL IN SMPN 10 CIREBON”. Textbook is the important thing in teaching and learning process (Tomlison, 1999:2). The textbook is for students that make 2013 curriculum in their school. Relying on this, the present study, how culture disseminated in he textbook. The data for this study are collected from an English textbook for second grade of junior high school. The data for the study are in the form of structural an the reading text passages. The structure is categorized and analyzed based on the framework culture four categorized proposed by Patrick Moran . The sample of this study analyzed trough the reading material on the first semester. This study use qualitative method. This study conducted at reading material on the first semester. Further, the reading material on the English textbook include used almost Indonesian culture. Further, the structural of textbook culture is Indonesian culture. The reading material also almost using Inodonesian culture. The textbook is easy to use because the textbook was familiar by students own culture, it presented names, action, places and characters of Indonesian culture.

scholarly journals Analyzing Listening and Speaking Activities of Iranian EFL Textbook Prospect 3 Through Bloom's Revised Taxonomy

2017 ◽  
Vol 8 (3) ◽  
pp. 38
Author(s):  
Maryam Mizbani ◽  
Azizeh Chalak
Keyword(s):  
High School ◽  
Junior High School ◽  
Cognitive Complexity ◽  
Teaching And Learning ◽  
Thinking Skills ◽  
Third Graders ◽  
Learning Objectives ◽  
Cognitive Domain ◽  
Teachers And Students ◽  
Listening And Speaking

Some significant components are essential in teaching a language. Among these, textbooks are the most significant ones and must be considered seriously. Textbooks play an important role in EFL teaching and learning because they can provide ready-made materials to both teachers and students. Besides, if textbooks aren’t used appropriately, they may spoil the process of teaching. This study aimed at analyzing listening and speaking activities of the textbook Prospect 3 which is used for Junior High School third graders in order to investigate in which level of lower or higher of the learning objectives related to Bloom’s (2001) Revised Taxonomy of Cognitive Domain they would be classified. The findings revealed that all of the activities of listening and speaking skills were classified as the low level of cognitive complexity and could not train the students of this grade for high levels of learning objectives. Hence the teachers should employ extra activities to make the students perform in higher levels of thinking skills and book designers should improve the content of the textbook to cover the higher levels of the cognitive domain. 

scholarly journals An Analysis of 2010 Senior High School National Examination Based on Bloom’S Taxonomy

2018 ◽  
Vol 6 (1) ◽  
Author(s):  
Yulan M. Puluhulawa
Keyword(s):  
High School ◽  
Native Speaker ◽  
Multiple Choice ◽  
Bloom's Taxonomy ◽  
Senior High School ◽  
Cognitive Domain ◽  
Choice Test ◽  
Test Items ◽  
National Examination ◽  
Bloom’S Taxonomy

The main objective of this research was to find out the cognitive level of the 2010 Senior High School National Examination based on Bloom’s Taxonomy. The method used in this research is descriptive qualitative method. The result of the research showed that multiple choice test items that evaluate these higher levels of reasoning should present a case or situation to the student, and then require them to apply theories, processes, or other types of analysis learned in class to arrive at the answer to the multiple choice items based on the case information. In this test, the researcher viewed that the test was well constructed. In listening section, the native speaker is not as hard as others. Sometimes, the students are difficult to catch what speaker said. But, in this test, the conversation in the cassettes is not difficult to be grasped. After analyzing the test, the writer found that almost items are in Understanding Level. Except, the items number 4, 5 and 6. In this item, the students are required to classify or to match the pictures and the dialogue. In cognitive domain proposed by Blooms, matching pictures is in the first level.

scholarly journals Analisis Struktur dan Kemunculan Tingkat Kognitif pada Desain Kegiatan Laboratorium Materi Fotosintesis

2018 ◽  
Vol 1 (2) ◽  
pp. 70
Author(s):  
Nur Sopiah Wahidah ◽  
Bambang Supriatno ◽  
Mimin Nurjhani Kusumastuti
Keyword(s):  
High School ◽  
Junior High School ◽  
Bloom's Taxonomy ◽  
School Design ◽  
Cognitive Level ◽  
Laboratory Activity ◽  
Construction Of Knowledge ◽  
Revised Bloom's Taxonomy ◽  
Bloom’S Taxonomy ◽  
Basic Competencies

In practical activities usually teachers provide guidance in the form of students’ worksheet or design of laboratory activity. Based on field studies Supriatno (2009), only 24% design laboratory that can be done with the appropriate procedures and complete results in terms of data analysis and conclusion, so it does not support the construction of knowledge. It required the analysis to determine whether design laboratory used already support the construction of knowledge. Design laboratory analysis refers to the Vee diagram and revised Bloom's taxonomy as both lead students to construct knowledge. This research is a descriptive study with purposive sampling technique. The research data captured with a rare test work results table, the table where the component diagram Vee, Vee diagrams scoring table, as well as the revised Bloom's taxonomy table. The results of the 16 samples and 5 samples design laboratory, junior high school design laboratory of photosynthetic material shows that there are still procedural mistakes and instruction unstructured. Vee diagram component analysis results show the general components that arises is the question of focus, the object/event, theories, principles, concepts and knowledge claims. Components that are generally not appear that notes/transformation. Results of the analysis showed scores of each component Vee diagram, Vee diagram on middle and high school degign laboratory generally have not yet reached the ideal score. Results of the analysis showed the emergence of the cognitive level of cognitive level generally required design laboratory in middle and high school, namely C1, C2 and C3, with dominant category procedural C3. This cognitive level is in conformity with the demands of basic competencies middle school, but not in accordance with the demands of basic competencies of high school.

scholarly journals The Effect of Learning by Using Computer in The Achievement of the 9th Grade Students in Ajloun Governorate in Physics According to The Lowest Levels of Mental According to Bloom's Taxonomy: أثر التدريس باستخدام الحاسوب في تحصيل طلبة الصف التاسع بمحافظة عجلون في مبحث الفيزياء وفقاً للمستويات العقلية الدنيا عند بلوم

2020 ◽  
Vol 4 (28) ◽  
Author(s):  
Khaled Ibrahim Mohammad Al- Arood
Keyword(s):  
Teaching And Learning ◽  
Bloom's Taxonomy ◽  
Ministry Of Education ◽  
9Th Grade ◽  
Bloom’S Taxonomy ◽  
Teachers And Students ◽  
High Level ◽  
Bloom Taxonomy ◽  
Physics Curriculum ◽  
Learning By Using

This research aims at knowing the effect of learning by using computer in the achievement of the 9th Grade students in physics according to the lowest levels of mental according to (bloom) Taxonomy, To achieve this aim, the research use the Semi- experimental approach design to study the effect of the independent variable (computerized program for physics- 9th Grade) on the dependent variable which represents the achievement of the three lower level of Bloom's Taxonomy (knowledge, understanding, application). Two equal groups were designed, one is experimental and the other is controlled. Each one consists of 30 students, and both are tested randomly. The first group is taught wing the physics curriculum for 9th Grade using the computer as it is the experimental group. The second group is trained on the same material by using the conventional method which emphasizes the practical use of lab as it is the controlled group. Both groups undergo pre and posttests with the same subjects of the curriculum, The results of the pretest indicate that there are statistical differences, which assert that both groups are equal The researcher also indicates that there is an extreme relationship between using the computer and high level of achievement that is represented in (understanding and application) there is necessity to use the computer in teaching physics, to connect the computer with all subject and to regal it as an essential access in designing the curriculum of all subject, so as to enable the teacher and the student to use it with high qualification in teaching and learning all the stages, In addition there is an the use of educational programs that are linked with the standard curricula and with all the subjects, and the attend to increase the computerized education among teachers and students by increasing teacher courses and adding new skills to computer subject for students, and increasing cooperation between Ministry of Education and specialized companies or organizations in designing computerized programs.

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