scholarly journals English Standar Kompetensi, Kompetensi Dasar, & Ujian Nasional of SMA in Revised Bloom`s Taxonomy

2017 ◽  
Vol 2 (2) ◽  
pp. 156
Author(s):  
Putri Kamalia Hakim
Keyword(s):  
Content Analysis ◽  
Research Design ◽  
Conceptual Knowledge ◽  
Bloom's Taxonomy ◽  
Factual Knowledge ◽  
Analysis Method ◽  
Test Items ◽  
Revised Bloom's Taxonomy ◽  
Content Analysis Method ◽  
Bloom’S Taxonomy

Abstract: This study was conducted to investigate the coverage of Revised Bloom’s taxonomy in the English Standar Kompetensi (SK), Kompetensi Dasar (KD) and the English test items of Ujian Nasional for SMA. Content analysis method was chosen as the research design for this study. The writer analyzed the data by categorizing the verbs and the nouns of the data in relation to the categories and dimension of Revised Bloom’s Taxonomy. The results of this study revealed that 53% of SKs and KDs cover Understand category and the rest cover Analyze category. All of the SKs and KDs cover conceptual knowledge and other knowledge dimensions are not covered. Moreover, the coverage of Revised Bloom’s Taxonomy in English test items of Ujian Nasional for SMA is not aligned with the coverage of Revised Bloom’s Taxonomy in English SK and KD. The SKs and KDs only cover Remember, Understand, Apply and Analyze categories while the test items were associated with Remember, Understand, Apply, Analyze, and Evaluate categories. More than 90% of English test items of Ujian Nasional for SMA only covered low order of cognitive categories (Remember, Understand, and Apply). Most of the test items covered factual knowledge and the rest of them covered conceptual knowledge and none of them covered procedural and metacognitive knowledge. 

scholarly journals The analysis of 9th grade chemistry curriculum and textbook according to revised Bloom’s taxonomy

2020 ◽  
Vol 15 (1) ◽  
pp. 9-20
Author(s):  
Seraceddin Levent Zorluoglu ◽  
Aydin Kizilaslan ◽  
Melek Donmez Yapucuoglu
Keyword(s):  
Learning Outcomes ◽  
Conceptual Knowledge ◽  
Procedural Knowledge ◽  
Bloom's Taxonomy ◽  
Cognitive Domain ◽  
Factual Knowledge ◽  
Chemistry Curriculum ◽  
9Th Grade ◽  
Revised Bloom's Taxonomy ◽  
Bloom’S Taxonomy

The aim of this study is to taxonomically analyse the 9th grade Turkish chemistry curriculum. A descriptive analysis method is used throughout the study. The document analysis is applied as a method to construct the codes and themes to reflect the results of the study. The results of the study exhibit that most of learning outcomes of the 9th grade chemistry curriculum focus on understand level (61%), and other levels of outcomes are remember (16%), apply (5%), analyse (13%), evaluate (0%) and create (5%). In addition, learning outcomes in the distribution of the cognitive domain are conceptual knowledge (79%), factual knowledge (16%), metacognitive knowledge (5%) and procedural knowledge (0%). The analysis of the textbook clearly shows that majority of the outcomes of units are based on conceptual knowledge and factual knowledge in particular units; however, the textbook has no learning outcomes as procedural and metacognitive in some units such as second, third and fourth units. Keywords: Chemistry curriculum; revised Bloom’s taxonomy; secondary science education;

A Model of Designing Online Assignments Based on the Revision of Bloom's Taxonomy

2016 ◽  
pp. 186-193 ◽  
Author(s):  
Congwu Tao
Keyword(s):  
Online Teaching ◽  
Conceptual Knowledge ◽  
Teaching And Learning ◽  
Procedural Knowledge ◽  
Bloom's Taxonomy ◽  
Factual Knowledge ◽  
Revised Bloom's Taxonomy ◽  
Bloom’S Taxonomy ◽  
Online Assignments ◽  
Online Instructor

Online assignments play an important role in online teaching and learning, and the revised Bloom's Taxonomy has been proved to be valuable for real teaching and learning. But few research efforts are put into combining online assignment design with the revised Bloom's Taxonomy. This chapter is to propose a model of designing online assignments based on the revised Bloom's Taxonomy, which can be used as a guide for online instructor to design a comprehensive online assignment with helping the students to master the four types of knowledge–factual knowledge, conceptual knowledge, procedural knowledge and metacognitive knowledge–and at the same time help the students develop the six-stage cognitive process.

scholarly journals Illocutionary Acts Performed by Anna in Frozen II

2021 ◽  
Vol 1 (2) ◽  
pp. 89-94
Author(s):  
Vinesya Yuslia Fatma ◽  
Hanna Sundari
Keyword(s):  
Content Analysis ◽  
Research Design ◽  
Analysis Method ◽  
Unit Of Analysis ◽  
Secondary Character ◽  
Illocutionary Acts ◽  
Illocutionary Act ◽  
Content Analysis Method ◽  
Movie Script

The research aims to identify the illocutionary act performed by Anna the secondary character in Frozen II. The research design of this paper is a qualitative framework in content analysis method. The unit of analysis was 218 utterances as illocutionary acts from the movie script. The utterances then were analysed and categorized into types of illoctionary acts. According to the result of the research, there are four types of illocutionary acts in the script, there are; 60 representatives utterances, 54 directives utterances, 5 commisives utterances, and 100 expressive utterances. Meanwhile, declarative utterance was not found

scholarly journals Predicting the Mathematical Abstraction Processes Using the Revised Bloom’s Taxonomy: Secondary School 7th Graders

2022 ◽  
Vol 9 (2) ◽  
pp. 237-256
Author(s):  
Elif Kilicoglu ◽  
Abdullah Kaplan
Keyword(s):  
Secondary School ◽  
Conceptual Knowledge ◽  
Descriptive Analysis ◽  
Bloom's Taxonomy ◽  
Cognitive Mechanisms ◽  
Revised Bloom's Taxonomy ◽  
Purposeful Sampling ◽  
Bloom’S Taxonomy ◽  
Mathematical Abstraction

In this study, it was investigated whether it would be possible to observe abstraction processes of secondary school 7th graders using the Revised Bloom’s Taxonomy. For this purpose, eight students participated in the study. The study was conducted at a state secondary school in Turkey. Purposeful sampling method was used in the selection of students and different students were examined by their achievement levels. The research was modeled as a case study and the data were obtained through interviews. Therefore, the data were collected through an interview form developed by the researchers. The collected data were analyzed according to descriptive analysis method. The findings show that the abstraction process differs according to the dimensions of the taxonomy. Accordingly, it was determined that a student who abstracts information should behave at least at the application level in the cognitive level and at least at the conceptual knowledge level in the knowledge dimension. It was also considered that the Revised Bloom’s Taxonomy categorized the cognitive mechanisms required by abstraction processes thoroughly. Supporting this study with quantitative data is suggested so that the findings may become more significant. Keywords: mathematical abstraction, mathematics education, equations, Revised Bloom’s Taxonomy, APOS theory

scholarly journals BEYOND BLOOM’S: USEFUL CONSTRUCTS FOR DEVELOPING GRADUATE ATTRIBUTE INDICATORS

2011 ◽  
Author(s):  
Susan McCahan ◽  
Lisa Romkey
Keyword(s):  
Cognitive Process ◽  
Conceptual Knowledge ◽  
Procedural Knowledge ◽  
Learning Experience ◽  
Ways Of Knowing ◽  
Bloom's Taxonomy ◽  
Learning Objectives ◽  
Factual Knowledge ◽  
Bloom’S Taxonomy ◽  
Different Levels

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.

scholarly journals HOTS in Reading Activities of Modules 1 to 5 Easy English for Package B

2021 ◽  
Vol 11 (4) ◽  
pp. 600-607
Author(s):  
Fitria Uswatun Azizah ◽  
Dwi Anggani Linggar Bharati
Keyword(s):  
Qualitative Research ◽  
Content Analysis ◽  
Learning Process ◽  
Research Method ◽  
Conceptual Knowledge ◽  
Learning System ◽  
Factual Knowledge ◽  
Revised Bloom's Taxonomy ◽  
Reading Activity ◽  
Reading Activities

Package B uses a flexible learning principle. The learning process uses a modular learning system. Learning used the latest modules based on the 2013 Curriculum Equivalency Education. This study belongs to qualitative research. The research method is content analysis. This study attempts to analyze the incorporation of analyzing level and evaluating level in reading activities presented in Modules 1-5 Easy English for Package B by referring to Revised Bloom's Taxonomy. The research participants are three English Tutors of Package B. From 168 reading activities, there are 164 LOTS reading activities or 97% and only 4 HOTS reading activities or 3%. The detail is one analyzing reading activity in Module 3, one evaluating level reading activity in Module 1, one evaluating level reading activity in Module 2, and one evaluating level reading activity in Module 3. The knowledge dimensions found in HOTS reading activities are factual and conceptual. The details are a factual knowledge reading activity in Module 1 and three conceptual knowledge reading activities in Module 2 & 3. The result of this study is expected to benefit English tutors to improve or add supplementary materials and reading activities from other sources, the module's author to develop HOTS reading activities in the module, and further researcher to conduct research related to the effectiveness and development of reading activities.

Subtle nuances in personality differences between gifted children as perceived by parents and teachers

2021 ◽  
pp. 026142942098700
Author(s):  
Nagihan Tanik ◽  
Uğur Büyük
Keyword(s):  
Content Analysis ◽  
Academic Success ◽  
Research Design ◽  
Phenomenological Research ◽  
Gifted Children ◽  
Analysis Method ◽  
Personality Differences ◽  
Content Analysis Method ◽  
Spare Time ◽  
Phenomenological Research Design

This study, using a phenomenological research design, was conducted with 10 gifted children, 7 parents, and 2 teachers. The data, which were analyzed via content analysis method, revealed that there were subtle nuances in personality differences between gifted children. Moreover, while the Science and Arts Center (SAC) teachers were more aware of the gifted children’s cognitive traits, while parents were more aware of their children’s affective and personality traits and needs. Furthermore, the results of the study seem to indicate that gifted children are leaders and intelligent, rational, hardworking, knowledgeable, very careful, calm, amusing, funny, curious, and highly observant individuals who like reading books and have a well-developed strong memory. On an average day in their lives, these students allocate spare time for academic success-focused behaviors, their hobbies, and socialization. Among these, the time spent on activities related to academic success and hobbies constitutes the highest amount of ratio.

DEVELOPING ENGLISH SUMMATIVE TEST BASED ON REVISED BLOOM’S TAXONOMY

2016 ◽  
Vol 5 (1) ◽  
Author(s):  
Theresia Manalu And Indra Hartoyo
Keyword(s):  
Data Analysis ◽  
Research And Development ◽  
Bloom's Taxonomy ◽  
English Teacher ◽  
Ministry Of Education ◽  
Cognitive Level ◽  
Test Items ◽  
Revised Bloom's Taxonomy ◽  
Bloom’S Taxonomy

This was a research and development (R&D) study which aimed to evaluate the English summative test items based on revised Bloom’s taxonomy for grade VIII. This study focused on the developing the English summative test items according to the cognitive level of revised Bloom’s taxonomy for grade VIII at SMP Negeri 3 Tebing Tinggi. The data consist of the existing English summative test items which were directly collected from the English teacher due to analyze the proportion of cognitive level according to revised Bloom’s taxonomy. Based on the data analysis, the existing English summative test had not fulfilled the proportion of cognitive level according to revised Bloom’s taxonomy regulated by the Ministry of Education and Culture. The inappropriate English summative test items were then developed according to the proportion demand and suitability to the syllabus and indicators. The results of the study are 30 developed English summative test items which had been validated by the experts and tested to 20 students due to get the reliability scores.

scholarly journals REFRAMING THE DEBATE: AGENDAS, FRAMING GOVERNANCE ISSUES AND THE POLITICS IN PMLN's GOVERNMENT FROM 2013 TO 2018

2020 ◽  
Vol 36 (02) ◽  
pp. 107-119
Author(s):  
Salman Amin ◽  
Ghulam Shabir ◽  
Saqib Riaz
Keyword(s):  
Economic Development ◽  
Content Analysis ◽  
Research Design ◽  
Analysis Method ◽  
News Stories ◽  
Quantitative Content ◽  
Content Analysis Method ◽  
Socio Economic Development ◽  
The Government ◽  
Level 2

The study aims to investigate the governance issues during regime of the Pakistan Muslim League-Nawaz (PML-N) from 2013 to 2018 in the lenses of the English Pakistani newspapers. The sole purpose is to examine that how the newspapers framed the general issues, as it is showing the performance of the government. The research design was a quantitative content analysis method and analyzing frames "Good" and "Bad" in perspective of Agenda setting level 2 "Framing Theory". All news stories related to general issues were published in the selected Pakistani English newspapers from the (2013 to 2018) that has been analyzed. The census method applied to investigate the problem. The finding of the study revealed that the socio-economic development was not priority of an elected government and opposition parties hindered democracy by engaging it in an adversarial politics with the traditional political style. Moreover, elected democratic government was unable to uphold its pre-election promises.

scholarly journals Evaluation of 2013 Preschool Curriculum Objectives and Indicators According to Revised Bloom’s Taxonomy

2021 ◽  
Vol 11 (1) ◽  
pp. 1-22
Author(s):  
Arif Yilmaz ◽  
Neşe Aşkar ◽  
Ensar Yıldız ◽  
İlyas Sönmez
Keyword(s):  
Cognitive Processes ◽  
Basic Education ◽  
Bloom's Taxonomy ◽  
Factual Knowledge ◽  
Preschool Curriculum ◽  
Data Set ◽  
Case Study Methodology ◽  
National Education ◽  
Revised Bloom's Taxonomy ◽  
Bloom’S Taxonomy

The purpose of the study is to reveal the types of knowledge level and cognitive processes by evaluating the objectives and indicators of Ministry of National Education 2013 Preschool Curriculum according to the Revised Bloom’s Taxonomy. The study is a descriptive research and it was carried out by using case study methodology. The data set of this study consists of 63 goals and 241 indicators in the Preschool Curriculum, which was developed by Ministry of National Education-General Directorate of Basic Education in 2013. The data were collected by using the "Objectives and Indicator Evaluation Form" created by the researchers and the content analysis method was used in the analysis of the data obtained. The whole curriculum was analyzed and according to the cognitive processes and it was revealed that the highest intensity was at the application and understanding processes, and the least intensity at the creativity process. While factual knowledge was mostly used knowledge type in the curriculum, it was revealed that operational and metacognitive knowledge were the least used knowledge types. The curriculum was cognitive dominant, and the distribution of objectives and indicators of the curriculum was not balanced across all developmental domains. The curriculum objectives and indicators may be revised to support whole development of children.  

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