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.

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 Recovering Ancient and Medieval Contemplative Taxonomies as an Alternative to Bloom’s Taxonomy of Educational Objectives

Paideusis ◽  
2020 ◽  
Vol 20 (2) ◽  
pp. 46-56
Author(s):  
Sean Steel
Keyword(s):  
Bloom's Taxonomy ◽  
Thomas Aquinas ◽  
Affective Domain ◽  
Cognitive Domain ◽  
Careful Examination ◽  
Educational Objectives ◽  
Bloom’S Taxonomy

Bloom’s taxonomy has become a pedagogical orthodoxy in schools. This paper challenges Bloom’s assumptions about thinking (the cognitive domain) and willing (the affective domain). A careful examination of ancient and medieval understandings – and of Thomas Aquinas’ contemplative taxonomy in particular – demonstrates how Bloom’s taxonomy is both disordered and reductionistic. The thesis of this paper is that, if education is to be truly aimed at our “highest happiness,” we must begin, in some small ways at least, to relate our educational efforts to the pursuit of wisdom. This pursuit, it is argued, involves engaging components of thinking and willing that transcend Bloom’s 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.

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