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

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.

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

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.

IMPLEMENTASI MODEL PEMBELAJARAN FLIPPED CLASSROOM PADA MATA KULIAH SENSOR TRANDUSER DALAM PEMBELAJARAN DARING

The Covid-19 pandemic period has changed the learning process that was previously face-to-face in class, into online learning. In online learning, a strategy is needed in the delivery of learning material so that it can be optimally accepted by students. Flipped classrooms are an alternative learning model that can support the optimization of material delivery during the online learning process. The purpose of this study is to implement the flipped classroom learning model in online learning that is collaborated with the bloom taxonomy, to achieve learning objectives. The research method used is an implementation of the flipped classroom model and distributing questionnaires to collect data on the results of the implementation. The results obtained were positive responses from students in the implementation of online learning using the flipped classroom learning model, students were given instructions and directions in implementing the flipped classroom model from preparation outside the classroom to inside the classroom. The new habit that students apply during the implementation of the flipped classroom is to prepare discussion materials, so that during the live session, the atmosphere in online learning becomes more dynamic with questions and responses from students, the application of the flipped classroom model collaborates with the level of the bloom taxonomy domain (C1-C6) so that a structured learning process is formed so that it supports the learning objectives that have been set in the semester learning plan. The results of the questionnaire distribution also showed that more than 50% stated that they were good and agreed, if the flipped classroom learning model was implemented in the learning process.

LabBitcoin: FPGA IoT Testbed for Bitcoin Experiment with Energy Consumption

This paper describes a Field Programmable Gate Array (FPGA) testbed that enables Bitcoin experimentation in real-time with energy consumption. The Internet of Things (IoT) infrastructure enables practical activities considering a remote lab paradigm to allow students and enthusiasts to obtain a deep understanding of Blockchain technology, considering higher cognitive domains according to the Bloom taxonomy. The proposed solution is validated with an open-source Bitcoin miner implementation in Verilog, mobile, and web interfaces for energy consumption monitoring. This testbed may be used to foster Verilog design challenges for FPGA devices that provide a suitable solution considering performance and energy consumption metrics.

Analisis Soal Uji Kompetensi Pada Buku Paket Matematika Siswa Kurikulum 2013 untuk SMP/MTs Kelas VII Semester 1 Ditinjau dari Taksonomi Bloom

The purpose of this study was to identify the cognitive level of competency test questions in the mathematics textbook for students of 2013 Curriculum for SMP/MTs grade 7th semester 1 reviewed from Revised Bloom Taxonomy. Therefore, this type of research is descriptive research. The data source in this study is the student mathematics textbook 2013 Curriculum Edition 2017 Revision for SMP / MTs grade VII semester 1. While the research variable is the cognitive level of each item of competency test in the 2013 Curriculum student mathematics textbook for SMP/MTs grade 7th semester 1. Data collection was performed by using the documentation and questionnaire methods. The guideline used in the item analysis is the Revised Bloom Taxonomy cognitive level which includes C1-remembering; C2-understand; C3-applying; C4-analyze; C5-evaluate; and C6-creating. The results of this study obtained the percentage of C1 cognitive level of 13.69%; C2 of 23.17%; C3 at 51.57%; C4 of 8.42%; C5 at 1.05% and C6 at 2.11%. It can be concluded that the results of the cognitive level of competency test questions in the mathematics textbook for students of Curriculum 2013 for SMP/MTs grade 7th semester 1 are still low and have not met the balance of the difficulty level of the questions.

Reduction of Students’ Biological Misconceptions through the Conceptual Change Model Integrated with Android-Based Quran

This research aimed to reduce students’ misconceptions using a conceptual change model assisted by the integrated Android-based Quran. The study used a quasi-experimental design with a one-group pretest-posttest design. The study involved 95 eleventh-grade students MAN 1 Bandar Lampung. The research instrument was multiple-choice questions equipped with a certainty of response index (CRI) developed based on the revised Bloom taxonomy indicator. The data collection techniques used were tests (pretest and posttest). The results of the study obtained a reduction value of misconceptions in the pretest, namely understanding the concept of 47 % (moderate), misconception 48 % (moderate), and not understanding the concept of 5 % (low). The posttest score decreased (reduced) the proportion of misconceptions to 42 % (moderate), not understanding the concept to 4 % (low), and understanding the concept to 55 % (moderate). The hypothesis testing employed was the one-sample t-test. Therefore, H1 was accepted. It means that the conceptual change model (MCC) with Android-based Quran media can reduce students’ misconceptions with a criterion of 0.71 (medium interval). Thus, the results of this research can add to the treasury of studies on the reduction of misconceptions through the MCC model based on the Android-based Quran media. Also, as a practical use for teachers to deepen the concept of biology to guide students to understand the concept of the material better correctly.