scholarly journals Pemanfaatan Klasifikasi Soal Biologi Cognitive Domain Bloom’s Taxonomy Menggunakan KNN Chi-Square Sebagai Penyusunan Naskah Soal

2020 ◽  
Vol 11 (2) ◽  
pp. 186-197
Author(s):  
Indah Listiowarni ◽  
Nindian Puspa Dewi
Keyword(s):  
Feature Selection ◽  
Bloom's Taxonomy ◽  
Cognitive Domain ◽  
Chi Square ◽  
Taxonomic Level ◽  
Knn Classifier ◽  
Bloom’S Taxonomy ◽  
Level Of Difficulty ◽  
The Right ◽  
Bloom Taxonomy

The question manuscript is a document that contains a collection of exam questions that are commonly used by an educator to test the absorption of their students on the material that has been presented in class. Question manuscripts made by educators are made based on a pre-made question grid, and contain a certain percentage of each cognitive domain category in the bloom taxonomy. The level in the bloom taxonomic cognitive domain describes the level of difficulty of each item made, so that an educator must first make a formula in a planning script called a question grid. The items that have been classified based on the cognitive domain taxonomic level of bloom using the KNN classifier method and the Chi-square feature selection are proven to be the right combination, the classification results of these items will be used for the preparation of a text for exam questions with an adjusted percentage formula. With the question grid that has been made beforehand, it is hoped that this research can be used to facilitate educators in drafting appropriate exam questions for their students

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.

Kedudukan Taksonomi Bloom Menurut Perspektif Islam

2018 ◽  
Vol 2 (1) ◽  
pp. 18-26
Author(s):  
Nursyahirah Wahidah Masrom ◽  
Mahyuddin Hashim ◽  
Noorhayati Hashim ◽  
Fariza Puteh Behak
Keyword(s):  
Bloom's Taxonomy ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Cognitive Domain ◽  
Higher Order Thinking Skills ◽  
Bloom’S Taxonomy ◽  
Application Analysis ◽  
Bloom Taxonomy ◽  
Descriptive Method ◽  
Classification Structure

Bloom’s Taxonomy known as a hierarchical framework of learning objective that is used by teachers to measure students’ higher order thinking skills based on questions in learning. There are three domain on Bloom taxonomy which is cognitive (intellectual skill), affective (generic skill) and psychomotor (practical skill). The cognitive domain of Bloom consists of six level organized in a hierarchy from lower until higher level which includes remembering, understanding, application, analysis, evaluation and creating. Since it is introduce by Benjamin Bloom in year 1956, studies have shown there are numerous Western studies have been discusess the strengths and weaknesses of Bloom Taxonomy. However, what is the position of Bloom's Taxonomy according to the Islamic perspectives? Therefore, this paper will concentrate on the criticisms by Western and Islamic perspective against Bloom’s Taxonomy. This study will be conducted using qualitative method by analysing data with descriptive method. The findings show there are criticisms and improvements in the past studies that focus on Bloom's taxonomy into four themes: (1) hierarchical structure, (2) classification structure, (3) uses and (4) new taxonomy requirements to fit the new skills required by the 21st century learning. Indeed, this article can provides a catalyst for further exploration of Islamic influence in education. Abstrak Taksonomi  Bloom merupakan  objektif  pendidikan  yang  digunakan  oleh  pendidik  untuk  mengukur  dan  meningkatkan kemahiran berfikir aras tinggi pelajar dalam pembelajaran. Terdapat tiga domain utama yang perlu dicapai iaitu kognitif (kemahiran intelektual), afektif (kemahiran generik) dan psikomotor (kemahiran praktikal teknikal). Malahan, domain ini diklasifikasikan  mengikut  enam  aras  berbentuk  piramid  yang  disusun  dari  aras  rendah  hingga  ke  aras  tinggi.  Ia merangkumi  aras  pengetahuan,  pemahaman,  aplikasi,  analisis,  sintesis  dan  penilaian.  Sejak  ia  diperkenalkan  oleh Benjamin Bloom pada tahun 1956, terdapat pelbagai kajian Barat yang membincangkan tentang kekuatan dan kelemahan Taksonomi Bloom. Namun, bagaimana pula kedudukan Taksonomi  Bloom  menurut perspektif Islam? Oleh  itu, artikel ini  membincangkan  kritikan  Barat  dan  pandangan  Islam  terhadap  taksonomi  Bloom.  Kajian  ini  menggunakan  kaedah kualitatif  di  mana  data  akan  dianalisis  melalui  kaedah  deskriptif.  Hasil  kajian  mendapati  terdapat  kritikan  dan penambaikan  dari  kajian  lepas  yang  menfokuskan  taksonomi  Bloom  kepada  empat  tema:  (1)  susunan  hierarki,  (2) pengelasan struktur, (3) kegunaan dan (4) keperluan kepada taksonomi yang baru sesuai dengan arus pembelajaran abad ke 21. Kajian ini juga dilihat sebagai pemangkin awal bagi meluaskan bidang pengukuran Islam dalam sistem pendidikan di Malaysia.

scholarly journals Evaluation of Chemistry Questions in the General Secondary Examination in Jordan for Years 2010 – 2015

2016 ◽  
Vol 8 (4) ◽  
pp. 10 ◽  
Author(s):  
Zuhair M Allouh
Keyword(s):  
Statistical Treatment ◽  
Bloom's Taxonomy ◽  
Cognitive Domain ◽  
Chemical Calculation ◽  
Chi Square ◽  
Educational Processes ◽  
Bloom’S Taxonomy ◽  
Cognitive Levels ◽  
The Stability ◽  
Criteria For Evaluation

<p>This study aimed to evaluate chemistry questions from the General Secondary Examination<br />in Jordan (Altawjihi) for the years 2010 – 2015. Criteria for evaluation included type of<br />questions (objective vs. essay), inclusion of Bloom's Taxonomy of Cognitive Domain, and<br />the availability of chemistry processes. This study was accomplished by following the style<br />of content analysis that considers the sub-question as the unit of analysis and then determines<br />which standards are included in the questions. The number of questions that were analyzed<br />reached to 540 sub-questions. The researcher used frequencies, percentages, chi-square<br />distribution, and Holsti's method in the statistical treatment to calculate the stability of the<br />question analysis. The results exhibited the domination of objective questions over essay<br />questions and questions of completion. Objective questions dominated the findings (57.6%).<br />Essay questions were second most frequently used (36.7%), with completion questions used<br />least frequently (5.7%). Questions that measure lower cognitive levels also outperformed the<br />other types, reaching 85.7%. However, the questions that measure higher cognitive levels (as<br />based on Bloom’s Taxonomy of the Cognitive Domain— analysis, synthesis, and evaluation)<br />were only sparingly used, at 7.8%, 3.0%, and 3.5%, respectively. Chemical calculation and<br />recognition occupied center stage in the educational processes for achieving chemical<br />knowledge and chemical expression, whereas the assumption process has been used almost<br />not at all (0.5%).</p>

scholarly journals Turkish Fathers' Language Use In The Context Of Toy Play

2016 ◽  
Vol 12 (8) ◽  
pp. 430 ◽  
Author(s):  
Ozge Cengiz ◽  
Hamide Cakir
Keyword(s):  
Socioeconomic Status ◽  
Language Use ◽  
Bloom's Taxonomy ◽  
Thinking Skills ◽  
Cognitive Domain ◽  
Low Ses ◽  
Parent Child Interactions ◽  
Bloom’S Taxonomy ◽  
Toy Play ◽  
Parent Child

Parent-child interactions and the characteristics of child-directed language have been related to children’s linguistic development. Studies on parent-child interactions have generally focused on mothers. There has been very little research on the language used by fathers in interactions with their children. This study addresses this gap by investigating the properties of Turkish paternal language use including their use of question types within the framework of Bloom’s Taxonomy of Cognitive Domain; that is, we try to explore to what extent fathers' language use differentiates depending on their socioeconomic status in terms of Bloom’s Taxonomy, thus which fathers help their children gain higher thinking skills before entering school. Bloom’s Taxonomy which is a model of classifying thinking according to six cognitive levels of complexity (remember, understand, apply, analyze, evaluate, create) is hierarchical; in that, each level is subsumed by the higher levels. In this cross-sectional study, high and low socioeconomic status (SES) fathers were taped in their homes with their preschoolers in the context of toy play. The results showed that both group of fathers produced the most utterances at the remember level. Both groups produced no utterance at the analyze level, and low SES fathers produced no utterance at the apply and create levels. High SES fathers asked open ended question at all levels except the analyze level, while low SES fathers asked open ended questions only at the remember and understand levels.

Rethinking Bloom's Taxonomy

2015 ◽  
pp. 86-103 ◽  
Author(s):  
Caroline M. Crawford ◽  
Marion S. Smith
Keyword(s):  
Implicit Memory ◽  
Cognitive Vulnerability ◽  
Bloom's Taxonomy ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Cognitive Domain ◽  
Higher Order Thinking Skills ◽  
Bloom’S Taxonomy ◽  
The Impact ◽  
Different Levels

Implicit cognition is an intriguing area of focus when one considers the impact of implicit memory theories upon each learner's cognitive vulnerability when framed through Bloom's Taxonomy of the Cognitive Domain. Specifically, consider the learner's cognitive understanding and movement from the lower order thinking skills, say from the Knowledge realm and Comprehension realm, towards the higher order thinking skills, Synthesis realm and Evaluation realm, or one of the revised domains to reflect Digital Age expectations. Although much is available on the different levels of cognitive achievement, the “in between” leaps in a learner's ability to work with the information in new and different manners may suggest that the cognitive vulnerability may impact the learner's implicit memory and the learner's movement between different taxonomic levels of informational understanding.

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.

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