Cognitive Level Analysis of Problems in Mathematics Textbook Class XII Revision 2018 Materials of Congress and Construction Based on the Revised Bloom Taxonomy

Abstract:This study aims to describe the distribution of cognitive levels of questions in the 2018 Revised Class XII Mathematics Textbook for Congruence and Similarity Based on Bloom's Taxonomy. Bloom's Taxonomy used is a revised Bloom's Taxonomy with cognitive process dimensions consisting of: remembering(C1), understanding(C2), applying(C3), analyzing(C4), evaluating(C5), and creating(C6). This type of research was descriptive research with a qualitative approach. Sources of data in this study were questions about the material congruence, similarity and competency test questions contained in the mathematics textbooks of class XII students. The research was carried out with the method of collecting documentation data and using research instruments in the form of analysis sheets and analysis conformity sheets. The results showed that the distribution of the cognitive level of questions on the congruence and similarity material contained the cognitive level of understanding(C2) as much as 18.2%, applying(C3) as much as 50% and analyzing(C4) as much as 31.8%, with the dominant cognitive level being cognitive level of applying(C3) and does not include cognitive levels of remembering(C1), evaluating(C2) and creating(C6). So it was found that the distribution of the cognitive level of the questions on the material of congruence and similarity topic did not vary or was not proportional. with the dominant cognitive level being cognitive level of applying(C3) and does not include cognitive levels of remembering(C1), evaluating(C2) and creating(C6). So it was found that the distribution of the cognitive level of the questions on the material of congruence and similarity topic did not vary or was not proportional. with the dominant cognitive level being cognitive level of applying(C3) and does not include cognitive levels of remembering(C1), evaluating(C2) and creating(C6). So it was found that the distribution of the cognitive level of the questions on the material of congruence and similarity topic did not vary or was not proportional. Keywords: Mathematics Textbook, Congruence, Similarity, Question, Revised Bloom's Taxonomy, Cognitive Level.

Download Full-text

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

JURNAL PIJAR MIPA ◽

10.29303/jpm.v9i2.49 ◽

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

Download Full-text

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

English Education: Jurnal Tadris Bahasa Inggris ◽

10.24042/ee-jtbi.v14i2.9960 ◽

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.

Download Full-text

COGNITIVE LEVEL OF READING QUESTIONS IN ENGLISH TEXTBOOK FOR GRADE XI

10.24114/reg.v6i3.6706 ◽

2017 ◽

Vol 6 (3) ◽

Author(s):

Lamtiar Sinaga And Meisuri

Keyword(s):

High School ◽

Qualitative Method ◽

Bloom's Taxonomy ◽

Senior High School ◽

Cognitive Level ◽

Revised Bloom's Taxonomy ◽

Bloom’S Taxonomy ◽

Cognitive Levels ◽

Descriptive Qualitative

The objective of the study was to find out the cognitive level of the reading questions in English textbook for grade XI based on the Revised Bloom’s Taxonomy. This study was conducted by using descriptive qualitative method. The data of this research were the reading questions in the English textbook for grade XI Senior High School. The result of this study was the whole reading questions in the textbook covering all of the cognitive levels, they were Remembering (26,02%), Understanding (26,02%), Applying (9,18%), Analyzing (33,16%), Evaluating (1,53%), and Creating (4,08 %).

Download Full-text

Implementation of Revised Bloom Taxonomy in Developing Chemistry Questions in the Domain of Knowledge

Ideguru: Jurnal Karya Ilmiah Guru ◽

10.51169/ideguru.v6i1.158 ◽

2021 ◽

Vol 6 (1) ◽

Author(s):

Bekti Mulatsih

Keyword(s):

Cognitive Processes ◽

Bloom's Taxonomy ◽

Learning Objectives ◽

Cognitive Level ◽

Chemistry Teachers ◽

Knowledge Based ◽

Revised Bloom's Taxonomy ◽

Bloom’S Taxonomy ◽

Essay Tests ◽

Bloom Taxonomy

The application of the revised Bloom's taxonomy in the development of chemistry problems in the domain of knowledge is still difficult for some chemistry teachers. This paper is a practical study of the preparation of learning objectives and the development of chemical items by applying the revised Bloom's taxonomy which includes three domains, namely knowledge (cognitive), attitude (affective), and skills (psychomotor). This paper is focused on the preparation of learning objectives and the development of chemistry items for the assessment of the domain of knowledge which includes the levels of remembering, understanding, applying, analyzing, evaluating, and creating. The six cognitive processes are sequential from the lowest cognitive processes to the highest cognitive processes called C1-C6 cognition processes. The methodology in this paper consists of three steps, namely examining the meaning of each level of cognition in the revised Bloom taxonomy, developing learning objectives that are in accordance with the cognitive level being studied and continuing with the arrangement of the problem items in chemistry subjects. The strengths of this study are very helpful for chemistry teachers in developing learning objectives and chemistry questions in the domain of knowledge based on the revised Bloom taxonomy, because this study is equipped with descriptions of each cognitive process, examples of learning objectives and appropriate question items. Examples of questions given in this paper are multiple choice types and essay tests, because each type of question has its advantages. The result of this study is that the application of the revised Bloom's taxonomy to the development of chemical problems requires an understanding of each level of the cognitive level in the revised Bloom's taxonomy, as the basis for developing learning objectives and the appropriate problem questions.

Download Full-text

THE LEVELS OF QUESTIONS USED ON READING TEST WITH REGARDS TO REVISED BLOOM'S TAXONOMY

Ta dib ◽

10.31958/jt.v22i1.1421 ◽

2019 ◽

Vol 22 (1) ◽

pp. 27

Author(s):

Yenni Kurnia Fitri ◽

Hermawati Syarif ◽

Desvalini Anwar

Keyword(s):

Bloom's Taxonomy ◽

Second Graders ◽

Reading Test ◽

English Teacher ◽

Purposive Sampling ◽

Descriptive Research ◽

Revised Bloom's Taxonomy ◽

Bloom’S Taxonomy ◽

Research Show

The research aims to find out the levels of questions used by an English teacher for mid-semester reading test for the second graders in SMA 2 Padang in accordance Anderson’s and Karthwohl’s taxonomy (2001). The participant was chosen based on purposive sampling. This is a descriptive research. The data of the research were obtained from documents analysis. Evaluation of the question sheets were analyzed one by one. After that, the data were analyzed, grouped, and explained based on the research aims. The results of this research show that the teacher formulated on three levels of questions. They are the questions remembering (46.67%), understanding (36.66%), and applying (16.67%). From the result, it can be concluded almost half of the questions are in the form of remembering and least of them for applying.

Download Full-text

Development of Test Instruments Based on Revision of Bloom's Taxonomy to Measure the Students' Higher Order Thinking Skills

JIPM (Jurnal Ilmiah Pendidikan Matematika) ◽

10.25273/jipm.v9i1.5638 ◽

2020 ◽

Vol 9 (1) ◽

pp. 21

Author(s):

Dwi Oktaviana ◽

Utin Desy Susiaty

Keyword(s):

Model Development ◽

Bloom's Taxonomy ◽

Thinking Skills ◽

Material Test ◽

Revised Bloom's Taxonomy ◽

Test Instrument ◽

Bloom’S Taxonomy ◽

Difficulty Index ◽

Bloom Taxonomy

The objectives of this study were to determine: (1) the appropriateness of the comparative material test instrument based on the Revised Bloom Taxonomy to measure HOTS student; (2) the quality of the comparative material test instrument based on the Revised Bloom Taxonomy to measure HOTS student; and (3) analysis of potential effects on the use of test instruments for comparison material based on Revised Bloom's Taxonomy to measure HOTS students'developed. This research is development research with the Tessmer model development design. The subjects of this research were all students of class VIII SMP Koperasi Pontianak. The research data was obtained based on the expert's / expert's assessment of the test instrument, the results of the test small group which will be analyzed in terms of validity, difficulty index, distinguishing power, and item reliability, as well as the results of the tests field test which will be analyzed related to potential effects. The results showed that: (1) the feasibility of the comparative material test instrument based on the Revised Bloom Taxonomy to measure HOTS students'reached the valid criteria level; (2) the quality of the comparative material test instrument based on the Revised Bloom Taxonomy to measure the HOTS of students reaching the criteria level is valid, difficult, has poor distinguishing power, and is declared to have low feasibility as a research instrument; (3) analysis of potential effects on the use of test instruments for comparison material based on Revised Bloom's Taxonomy to measure HOTS to student achieve an effectiveness level of 68.96% with the criteria for positive potential effects.

Download Full-text

A comparison of the reliability of the Solo- and revised Bloom's Taxonomy-based classifications in the analysis of the cognitive levels of assessment questions

Pegem Eğitim ve Öğretim Dergisi ◽

10.14527/pegegog.2017.023 ◽

2017 ◽

Vol 7 (4) ◽

pp. 637-662 ◽

Cited By ~ 1

Author(s):

Mustafa İlhan ◽

Melehat Gezer

Keyword(s):

Generalizability Theory ◽

Bloom's Taxonomy ◽

Residual Variance ◽

Solo Taxonomy ◽

Revised Bloom's Taxonomy ◽

Bloom’S Taxonomy ◽

Cognitive Levels ◽

Main Effect ◽

Assessment Questions

This study aims to compare the reliability of SOLO and revised Bloom's taxonomy-based (RBT) classifications in the determination of the cognitive levels of the assessment questions. The data were obtained by three experts' examination of the assessment questions in the Seventh Grade Social Studies Textbook published by the Ministry of National Education and Eight Grade Science and Technology Textbook published by Yıldırım Publishing in 2015. The collected data were analyzed in a crossed design whereby the assessment questions were the object of measurement and the experts were the facet on the basis of the generalizability theory. It was found that the variance percentage of the main effect of the assessment question was found to be higher in the SOLO-based classifications. The variance component related to the experts' main effect and the residual variance values were found to be higher in the RBT than in the SOLO taxonomy. In conclusion, compared to the RBT, the SOLO-based classifications were found to have higher G and Phi coefficients. These results indicate that SOLO taxonomy seems to be more reliable than RBT in the determination of the cognitive level of assessment questions.

Download Full-text

The Profile of Students’ Questions Based on Revised Bloom’s Taxonomy on Life Organizations System Topic

Bioeducation Journal ◽

10.24036/bioedu.v4i1.254 ◽

2020 ◽

Vol 4 (1) ◽

pp. 1-9

Author(s):

Nur Eka Kusuma Hindrasti ◽

Hamzah Yuliandie ◽

Trisna Amelia

Keyword(s):

Research Method ◽

Bloom's Taxonomy ◽

Research Data ◽

Cognitive Domain ◽

Conceptual Level ◽

Descriptive Research ◽

Revised Bloom's Taxonomy ◽

Bloom’S Taxonomy ◽

Student Questions ◽

Domain Level

The aim of this study to determine student questions based on Revised Bloom's Taxonomy. This study was done by quantitative approach with descriptive research method. Research data were obtained through analysis of student questions sheets and interviews. Guide the student’s question were analysid sheet was used to record student questions while learning in class. Based on the results of the analysis it is known that 20% of students' questions at the cognitive domain level C1 (Remembering), 37% at the C2 level (Understanding), 20% at the C3 level (Applying), 11,5% at the C4 level (Analyzing), 11,5% at the C5 level (Evaluating), and 0% at the C6 level (Creating). While based on the dimension of knowledge, factual level questions were asked by 26% of students, conceptual level questions by 74%, and there was no question in procedural and metacognitive level.

Download Full-text

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

Lectura Jurnal Pendidikan ◽

10.31849/lectura.v5i1.155 ◽

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.

Download Full-text

DEVELOPING ENGLISH SUMMATIVE TEST BASED ON REVISED BLOOM’S TAXONOMY

10.24114/reg.v5i1.5290 ◽

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.

Download Full-text