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A Taxonomy for Learning, Teaching, and Assessing: a Revision of Bloom's Taxonomy of Educational Objectives
Abstract
Incl. bibl., index.
... Each level represents increasingly complex cognitive processes, guiding educators in designing curricula, instructional methods, and assessment strategies. The taxonomy's continued relevance reflects its versatility across disciplines and educational settings [2]. ...
... The sampling of generated questions focused on the six cognitive levels of Bloom's Taxonomy within the field of computer science, ensuring coverage of each cognitive level: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. The action verbs were selected from established references [2] and resources from educational institutions such as Iowa State University's Revised Bloom's Taxonomy 1 and Andrew Churches' Bloom's Digital Taxonomy [33]. ...
... Merging Higher-Level Bloom's Categories Building on the insights from Experiment 1, Experiment 2 involved a strategic adjustment where we merged the three highest levels of Bloom's Taxonomy-Analysis, Evaluation, and Synthesis-into a single class labeled "Higher-Order" [2,8]. This approach was designed to simplify the classification task by reducing the number of categories and potentially enhancing the model's accuracy. ...
This study evaluates the integration of Bloom's Taxonomy into OneClickQuiz, an Artificial Intelligence (AI) driven plugin for automating Multiple-Choice Question (MCQ) generation in Moodle. Bloom's Taxonomy provides a structured framework for categorizing educational objectives into hierarchical cognitive levels. Our research investigates whether incorporating this taxonomy can improve the alignment of AI-generated questions with specific cognitive objectives. We developed a dataset of 3691 questions categorized according to Bloom's levels and employed various classification models-Multinomial Logistic Regression, Naive Bayes, Linear Support Vector Classification (SVC), and a Transformer-based model (DistilBERT)-to evaluate their effectiveness in categorizing questions. Our results indicate that higher Bloom's levels generally correlate with increased question length, Flesch-Kincaid Grade Level (FKGL), and Lexical Density (LD), reflecting the increased complexity of higher cognitive demands. Multinomial Logistic Regression showed varying accuracy across Bloom's levels, performing best for "Knowledge" and less accurately for higher-order levels. Merging higher-level categories improved accuracy for complex cognitive tasks. Naive Bayes and Linear SVC also demonstrated effective classification for lower levels but struggled with higher-order tasks. DistilBERT achieved the highest performance, significantly improving classification of both lower and higher-order cognitive levels, achieving an overall validation accuracy of 91%. This study highlights the potential of integrating Bloom's Taxonomy into AI-driven assessment tools and underscores the advantages of advanced models like DistilBERT for enhancing educational content generation.
... Instruction followed by illustrative examples is an example-based learning approach that comprises two different phases: In the initial instruction phase, learners are explicitly informed about the new, abstract learning content (e.g., theory and empirical findings). In studying the instructional text, learners can gain a first understanding by integrating the information with existing prior knowledge (Anderson & Krathwohl, 2001). In the subsequent illustration phase, the new content is connected with an example that concretely instantiates how the content can be mapped on real-world situations (Rawson et al., 2015). ...
... Pedagogical knowledge encompasses declarative and procedural knowledge facets (Voss et al., 2011). As defined by Anderson and Krathwohl (2001) in their two-dimensional taxonomy of educational objectives and student learning, declarative knowledge refers to specific content elements such as terms and facts (i.e., factual knowledge; e.g., definition of different group effects) as well as theories, concepts, and principles (i.e., conceptual knowledge; e.g., social learning theory). Procedural knowledge includes both knowledge of skills, techniques, or methods and the criteria used to determine when to apply a procedure (i.e., conditionalized knowledge; e.g., managing group work). ...
... Procedural knowledge includes both knowledge of skills, techniques, or methods and the criteria used to determine when to apply a procedure (i.e., conditionalized knowledge; e.g., managing group work). In accordance with the hierarchical nature of Anderson's and Krathwohl's (2001) taxonomy, the ability to retrieve relevant knowledge from memory (i.e., knowledge retention) is regarded as a necessary precondition for applying knowledge in answering new questions or solving problems (i.e., knowledge transfer). This hierarchy is based on the assumption that transfer involves higher-leveled, complex cognitive processes (e.g., understanding, applying, analyzing, evaluating, and creating) that cannot be managed without an adequate knowledge base. ...
Illustrative examples demonstrate how abstract information can be applied in real-world. In the context of advancing evidence-informed teaching practice, the current intervention study investigated to what extent student teachers should be supported in learning educational theories and findings by different example-based approaches. Conducting a 1 × 3-factorial design, N = 105 student teachers were randomly assigned to three experimental groups: After a pre-test, all groups received the same learning instruction on the topic of cooperative learning. Then, (1) n = 35 students were prompted to generate own examples for the instructional text, (2) n = 35 students received examples along with the text, and (3) n = 35 students studied the text only, without any prompts or examples. In a post-questionnaire, it was retrospectively assessed how students perceived their learning control in engaging with the material; in a post-test, knowledge retention and knowledge transfer were measured. As assumed, findings revealed that generating examples enhanced perceived learning control and learning outcomes compared to studying provided examples. Students who learned with the instructional text only achieved lowest learning outcomes; but contrary to the expectations, these students perceived their learning control comparably high as those who generated examples. Mediation analyses indicated that for students who received illustrative examples or the instructional text only, a greater learning control perception was positively associated with knowledge retention, subsequently enhancing knowledge transfer. The study underscores the benefits of illustrative examples in teacher education, particularly when students engage in generating them. It suggests further examination of how and why example generation facilitates learning.
... The above approaches fail to provide a progressive learning experience on PETs, i.e., from lower learning levels (e.g., understanding) to higher learning levels (e.g., applying) (Anderson & Krathwohl, 2001). Further, they are not customised for developer expectations, such as providing technical examples. ...
... The Vault uses the backward design strategy (McTighe and Wiggins 1999), where learner outcomes are defined first, followed by selecting suitable teaching content. The learner outcomes are structured using the six learning levels of the revised Bloom's Taxonomy (remember, understand, apply, analyse, evaluate and create), providing a progressive learning experience that improves learners from beginners to experts (Anderson & Krathwohl, 2001). A more detailed usage of this taxonomy in PETs related education can be seen in Klymenko et al. (2023). ...
The absence of data protection measures in software applications leads to data breaches, threatening end-user privacy and causing instabilities in organisations that developed those software. Privacy Enhancing Technologies (PETs) emerge as promising safeguards against data breaches. PETs minimise threats to personal data while enabling software to extract valuable insights from them. However, software developers often lack the adequate knowledge and awareness to develop PETs integrated software. This issue is exacerbated by insufficient PETs related learning approaches customised for software developers. Therefore, we propose "PETs-101", a novel game-based learning framework that motivates developers to integrate PETs into software. By doing so, it aims to improve developers' privacy-preserving software development behaviour rather than simply delivering the learning content on PETs. In the future, we will empirically investigate the proposed framework and then use it to develop an educational gaming intervention that trains developers to put PETs into practice.
... Meanwhile, the modification and redefinition have functions as 'transformation', as the use of technologies in these levels encourage students to experience transformation reconstruction processes from redesigning and creating learning products or resources in the teaching and learning activities. (Puentedura, 2006) The idea of the SAMR model is similar to Bloom's Taxonomy, a framework to evaluate learners' cognitive skills (Bloom, 1956;Alivi, 2019;Anderson and Krathwohl, 2001). There are six cognitive domains defining the lowest to the highest order critical thinking based the complexity of learning activities. ...
... The initial domains cover knowledge, comprehension, application, analysis, synthesis, and evaluation (Bloom, 1956). Then, it was revised by Anderson and Krathwohl (2001) replacing the terms from nouns into action verbs, eliminating synthesis, and putting 'create' as the most complex domain. The revised hierarchy includes remember, understand apply, analyse, evaluate, and create. ...
... The implementation of the Bologna Process (European Ministers of Education, 1999) was a significant event, in which European universities committed to aligning their training programs to promote integration and recognition of degrees between countries (Huong, 2020, HMGS, 2022. Competences became one of the core elements for program evaluation and development, with the goal of ensuring that graduates are globally competitive (Anderson and Krathwohl, 2001;González and Wagenaar, 2003). ...
... In this scale, we specify the level of competence from 1 to 5, where level 1 is the lowest and level 5 is the highest. Each level is represented by verbs according to Bloom (Anderson et al., 2001) and is quantified according to each range of competence scores (Table 4). ...
This paper developes the teacher education programs (TEPs) based on the PDCA (Plan-Do-Check-Act) cycle. The development of TEPs is a complex process that requires a model with a clear philosophy, specific methods and approaches. In the context of Vietnam's comprehensive educational reform aimed at meeting national and international standards, the study designs a model for developing TEPs oriented toward competency development and outcome standards.Using methods of analysis, evaluation, stakeholder consultation, and benchmarking, this study clarifies the principles of model design, its components, advantages, limitations, and proposes solutions for further development. The findings indicate that the model addresses many gaps in TEPs development faced by Vietnamese universities. However, adjustments and improvements are needed in the future to achieve higher effectiveness. This study makes a significant contribution to the body of knowledge on curriculum development in higher education based on the PDCA cycle in the context of TEPs in Vietnam.
... 1. Definition of learning outcomes (ILOs) with observable and measurable verbs, in line with the taxonomy of Anderson & Krathwohl (2002) 2. Design of teaching learning activities (TLAs) to support active learning and facilitate the achievement of objectives. These can include guided discussions, project-based learning, simulations, and collaborative online activities. ...
... The integration of periodic tests, selfassessment activities, and active participation aims to encourage regulative and metacognitive learning, stimulating students to reflect on their progress and develop effective study strategies (Bowers-Campbell, 2015). Additionally, Anderson and Krathwohl's (2002) framework is employed to explicitly structure learning and assessment processes, ensuring that cognitive objectives align with measurable outcomes. Clear and well-defined evaluation criteria are established for both individual challenges and formal assessments, promoting transparency and consistency in grading (Rocha, 2020). ...
This study explores the role of the syllabus in blended learning environments, focusing on its design as an active pedagogical element that enhances learning autonomy and engagement. The research investigates how a visually structured and student-centered syllabus can support learners in navigating blended courses, reducing cognitive overload, and fostering self-regulated learning. The research is grounded in a pilot case study conducted at the university level. Quantitative and qualitative data were gathered using a validated syllabus perception scale and qualitative insights from student responses. Findings indicate that students perceive the syllabus as well-organized, clear, and highly readable, with visual elements significantly improving usability and time management. The syllabus also enhances motivation and engagement, with students appreciating its structured guidance and welcoming tone. However, while it is considered an effective reference tool, students do not yet perceive it as an interactive learning resource. This flexible and modular structure not only enhances the dynamism and accessibility of the learning experience but also encourages students to take an active and conscious role in their education, positioning them as central agents in the learning process.
... Both instructional models were supported by the techniques of task analysis, prompting and time delay. In each session, students answered seven questions classified to the first three levels of the revised Bloom taxonomy (Anderson and Krathwohl 2001). ...
Background
Students with disabilities are encouraged to achieve rigorous academic standards in science to enhance their understanding of the natural world, acquire life skills and prepare for their successful careers. Augmented reality (AR) enriches the physical world experiences benefiting all students, including those with Intellectual Disabilities (ID).
Objectives
This study investigated the effectiveness of immersive AR in improving learning outcomes on the states of water among six students with ID.
Methods
Two different approaches were implemented using AR glasses: a structured inquiry method rooted in constructivism was used with three students, while a systematic instruction grounded in behaviourism was used with the remaining students.
Results and Conclusions
The results showed a functional relationship between students' correct responses (dependent variable) and the type of intervention (independent variable). Learning outcomes were improved for all students, and those who followed inquiry learning developed inquiry skills. Regardless of the type of the intervention, the follow‐up phase revealed that the six students retained their learning gains at a high level and generalised the new content. Evaluating students' experience, all of them reported that they enjoyed the AR intervention, and that immersive AR contributed to their understanding of Physics terminology and inquiry skills.
Implications for Practice
By offering an inquiry‐based AR immersive environment, students with ID are more likely to overcome the challenges of inclusive science settings and develop science literacy.
... The secure SCRM learning modules follow this same general design but are also constructed to fit easily into almost any software engineering course. Three learning modules (i.e., Module#1: Software Supply Chain, Module#2: Challenges in Software Supply Chain, and Module#3: Software Acquisition and Security) were created, each with outcomes defined by Bloom's taxonomy [30]. These learning modules included the following topics: , and the students were required to complete the previous module's lecture, summary, and quiz before the next module became available. ...
The software supply chain and the security of software applications purchased through the Commercial-Off-The-Shelf (COTS) is becoming the focus of government and industry. Higher educational institutions can help by teaching secure supply chain risk management (SCRM), which can help secure COTS software applications. This work presents the results of an experiment that integrated secure SCRM into the software engineering curriculum at Towson University (a diverse, comprehensive institution with a large computer science program). This integration focuses primarily on using the US National Institute of Standards and Technology (NIST) standards to secure COTS software applications effectively. With a focus on undergraduate education, learning modules used in this integration are designed to be injected into almost any course in software engineering curriculum. The overall goal is to provide a model that can be replicated by all universities for integrating secure SCRM into the software engineering curriculum.
... This should encompass both formative (process-oriented) and summative (outcome-oriented) evaluation methods. Various tools such as digital quizzes, peer assessment, and portfolio-based evaluation should be employed (Anderson & Krathwohl, 2001). ...
Education is not merely an act of instruction, it is the art of transformation, a ceaseless dialogue between the past and the future, between knowledge and discovery, between teacher and student. It is a symphony of minds, a convergence of voices seeking not just to learn but to understand, not just to progress but to evolve. For over a decade, I have walked the sacred path of academia, not as a solitary guide, but as a traveller among travellers, navigating the boundless landscapes of knowledge alongside my students. In their eyes, I have glimpsed the hunger for meaning; in their questions, I have found the echoes of my own uncertainties; and in their struggles, I have rediscovered the profound beauty of learning. Teaching is not a monologue, it is a chorus of dreams, a bridge between what is and what could be. This book is a manifesto, a call to reimagine English Language Teaching (ELT) beyond its conventional borders. It is a testament to a vision where technology does not merely assist but revolutionizes, where sustainability is not an afterthought but a foundation, where equity is not an ideal but an imperative. It is an exploration of how we, as educators, can weave these three pillars into the very fabric of our classrooms, crafting spaces that are not only innovative but just, not only effective but profoundly human. Technology has unshackled the mind from the confines of the classroom, allowing learning to transcend geography and circumstance. It has redefined the teacher’s role, not as the sole bearer of knowledge, but as a curator, a mentor, a guide through the infinite digital corridors of possibility. Sustainability, in turn, demands that we rethink the ethics of education: Are we merely imparting language, or are we instilling consciousness? Are we equipping learners with skills, or are we empowering them to shape a better world? And then, there is equity—the unshakable belief that education must be the great equalizer, that no student should stand at the gates of knowledge barred by privilege, language, or circumstance. To teach is to believe in the infinite potential of human minds. It is to stand at the precipice of change and dare to leap. This book is an invitation—to teachers, scholars, dreamers—to embark on a journey where education is not a transaction but a transformation. For those who seek to challenge, to disrupt, to dream beyond the familiar, this is our moment. Let us redefine ELT, not just as a discipline, but as a force capable of shaping minds, societies, and futures.
... In the final step, and since questions can stimulate different thinking processes, we draw inspiration, albeit only marginally, from a revised version of Bloom's taxonomy in order to capture the scope of questions [3,31,42]. In ...
Decision-makers run the risk of relying too much on machine recommendations. Explainable AI, a common strategy for calibrating reliance, has mixed and even negative effects, such as increasing overreliance. To cognitively engage the decision-maker and to facilitate a deliberate decision-making process, we propose a potential `reflection machine' that supports critical reflection about the pending decision, including the machine recommendation. Reflection has been shown to improve critical thinking and reasoning, and thus decision-making. One way to stimulate reflection is to ask relevant questions. To systematically create questions, we present a question taxonomy inspired by Socratic questions and human-centred explainable AI. This taxonomy can contribute to the design of such a `reflection machine' that asks decision-makers questions. Our work is part of the growing research on human-machine collaborations that goes beyond the paradigm of machine recommendations and explanations, and aims to enable greater human oversight as required by the European AI Act.
... At levels C3 and C4 applying and analyzing students began to show frequent errors, and their performance declined significantly at levels C5 and C6, which require the ability to evaluate and create. This finding is in line with the opinion that students often have difficulty applying concepts that have been learned in unfamiliar contexts (Anderson & Krathwohl, 2001). A deeper exploration of the types of errors revealed several patterns. ...
Understanding mathematical concepts is a fundamental component in effective mathematics learning. When students lack conceptual understanding, their ability to solve problems accurately such as in the topic of algebraic function limits is significantly hindered. This study aims to identify the causes of students’ incorrect answers in solving limit problems of algebraic functions based on Bloom's Taxonomy. A qualitative descriptive research method was employed to explore this issue. Data were collected using a written test consisting of three essay questions constructed to represent different levels of Bloom’s Taxonomy, followed by brief interviews with selected students. The research involved Grade 11 students who had previously studied the limit of algebraic functions. The students' answers were analyzed to classify types of errors and identify patterns related to specific cognitive levels. The results indicated that all students answered correctly at the C1 and C2 levels (remembering and understanding). However, at the C3 and C4 levels (applying and analyzing), students commonly made Encoding Errors and Transformation Errors. At the higher cognitive levels C5 and C6 (evaluating and creating) Process Skills Errors and Comprehension Errors were more prevalent. These findings suggest that students struggle more as the cognitive demands of questions increase, indicating a lack of problem solving practice and insufficient exposure to high level thinking tasks. In conclusion, strengthening instructional strategies that target higher order thinking skills is necessary to help students develop deeper mathematical understanding.
... Limited access to technology remains an issue in areas with inadequate digital infrastructure (Kirkwood & Price, 2019). Moreover, teachers require proper training to optimize the use of ebooks in the learning process (Anderson & Krathwohl, 2019). Ensuring content quality and relevance is also crucial to match third-grade students' comprehension levels (Clark & Mayer, 2021). ...
This study aims to develop and validate the EKSIS product, a learning media based on ecosystem materials designed to introduce the concept of ecosystems to third-grade elementary school students. The research method used is Design and Development (D&D), with the ADDIE development model consisting of five stages: Analysis, Design, Development, Implementation, and Evaluation. The validation instrument consists of a five-point Likert scale assessment sheet to measure the quality of the product from two main aspects: product design and content material. The validation results show that EKSIS received an average score of 5 for both assessed aspects, placing it in the "excellent" category. The product was deemed relevant to learning needs, supported curriculum achievements, and had an effective design that engaged students and enhanced their understanding of ecosystem materials. Based on these findings, EKSIS is considered suitable for use in the learning process. The use of this product is expected to help introduce the concept of ecosystems and provide an engaging and in-depth learning experience for students. This research significantly contributes to developing innovative learning media that align with educational needs in the digital era.
... These methods not only address cognitive development but also promote affective learning by embedding Islamic values into character-building activities. This approach resonates with Bloom's taxonomy, which underscores the integration of cognitive, affective, and psychomotor domains for holistic education (Anderson & Krathwohl, 2001). ...
This study investigates the implementation of Islamic Cultural History lessons at MAN 1 Poso, focusing on the use and effectiveness of audio-visual media. Conducted using a qualitative method, the research applied an ethnopedagogical approach with data collected through observation, interviews, and documentation. Data were analyzed through reduction, presentation, and conclusion verification. The results indicate that Islamic Cultural History lessons are generally well-implemented, using the "Independent Curriculum" for Phases E and F and the 2013 Curriculum for Grade XII. Audio-visual media, supported by infrastructure such as LCD projectors and Wi-Fi, enhances learning. Its use in Class X E1 effectively increases students' interest and motivation. This study highlights the importance of integrating audio-visual media with appropriate teaching methods to create an engaging learning environment and achieve educational goals. These findings provide valuable insights for future research on the integration of media in Islamic Cultural History education.
... The quality of the materials, the interactive delivery methods, and attention to practical time were key factors in this success. According to curriculum development theory, relevant and easily understood materials help participants directly apply new knowledge in everyday teaching (Anderson & Krathwohl, 2001). ...
This article evaluates and optimizes the implementation of teaching workshops aimed at improving the competencies of Islamic Education (PAI) lecturers in using digital technology at the Islamic Institute of As'adiyah Sengkang. The study focuses on understanding how workshops can enhance PAI lecturers' digital technology skills and identifying strategies to optimize the workshops for more effective technology adoption. A descriptive qualitative method, including interviews and observations, was used for data collection. The hermeneutic approach provided insights into the lecturers' experiences regarding the workshops and the integration of technology in teaching. Findings indicate that although the workshop materials were relevant, additional practice time and simplified content are necessary to improve lecturers' understanding. While there was a noticeable increase in competencies, technical challenges still exist, requiring continuous support. Optimizing the workshops involves adding more practice sessions, simplifying content, and offering mentorship to build lecturers' confidence in implementing digital technology effectively. This research provides valuable insights for enhancing the development of digital competencies among PAI lecturers.
... Data was obtained through pretest and posttest forms to assess students' understanding. The instrument utilized for this purpose was a understanding evaluation, constructed in alignment with (Anderson & Krathwohl, 2001) Revised Bloom's Taxonomy. The evaluation has 20 multiple-choice questions centered on Newton's Law, each designed to measure one of five specific cognitive indicators: interpreting, exemplifying, inferring, comparing, and explaining. ...
The objective of this study is to assess the effects of employing Interactive Conceptual Instruction with the assistance of PhET Simulations on students' understanding ability in the field of physics. The study employed a quasi-experimental research approach, specifically utilizing a matching-only pretest-posttest control group design. The sample consisted of 62 students from a high school in Indonesia. The utilized instrument was a understanding ability test in the modified Bloom's Taxonomy. The acquired data were subjected to analysis using t-test and N-Gain. There is a significant difference in the understanding of abilities among students who are enrolled in interactive conceptual instruction facilitated by PhET simulation compared to those who are enrolled in interactive conceptual instruction without any assistance from PhET simulation. The findings of the study indicate that the utilization of Interactive Conceptual Instruction Assisted by PhET Simulations has the potential to enhance students' understanding ability in the field of physics.
... Pengumpulan The methodology of this study is based on qualitative research methodology of studying employers' challenges related to employment of graduates from vocational education institutions in Uzbekistan (Anderson & Krathwohl, 2001). The research studies the gaps between the demand and supply of skills offered by vocational training in the labor market (McGrath & Powell, 2016). ...
This study focuses on the problems of employment of the graduates from vocational education institutions in Uzbekistan and describes growing need for middle level personnel in the Uzbekistan and the international labor markets. Therefore, although educational reforms continue, gaps remain in vocational training in term of their relevance to market demands, leaving workers prone to instability in the labor market and poor employment conditions. This research uses a qualitative approach to describe government policies, international best practices, and labor market trends. Results demonstrate that through reforms are strategic, digitalizing the employment process, and stronger public-private partnerships, graduate employability can be improved. The results highlight the need for modernization of vocational training systems and further refining the dynamic labor market. Implications drawn from these insights for policymakers, educational institutions, and industry stakeholders regarding creating a sustainable employment ecosystem in the context of the Philippines and other developing economies are also provided. Highlights: Employment Challenges: Gaps in vocational training reduce job stability and employability. Strategic Reforms: Digitalization and public-private partnerships improve graduate employment. Global Relevance: Lessons from Uzbekistan apply to other developing economies like the Philippines. Keywords: Vocational Education, Labor Market, Employment, Digitalization, Workforce Development
... Jurnal Al-Kifayah: Ilmu Tarbiyah dan Keguruan, Volume 3 Nomor 2 Desember 2024 E-ISSN: 2830-2531 P-ISSN: 2830-3318 Halaman: 138C. HASIL PENELITIAN DAN PEMBAHASANKonsep Higher Order Thinking Skills (HOTS) dalam Pembelajaran BahasaHigher Order Thinking Skills (HOTS) merujuk pada kemampuan kognitif tingkat tinggi seperti analisis, evaluasi, dan kreasi, yang dikembangkan berdasarkan taksonomi Bloom yang direvisi olehAnderson & Krathwohl (2001). Dalam konteks pembelajaran Bahasa Arab, HOTS tidak hanya berfokus pada hafalan kosakata (mufradat) atau tata bahasa (nahwu-sharaf), tetapi juga pada kemampuan berpikir kritis dalam memahami teks, menganalisis konteks budaya, dan menciptakan karya orisinal dalam Bahasa Arab (Al-Khalili, 2022).Teori Konstruktivisme dan Pembelajaran Bahasa Arab Berbasis HOTSTeori konstruktivisme Vygotsky (1978) menekankan bahwa pembelajaran efektif terjadi ketika siswa aktif membangun pengetahuan melalui interaksi sosial dan tantangan kognitif. ...
This study aims to analyze the implementation of Arabic language learning methods based on Higher Order Thinking Skills (HOTS) through literature studies to identify their effectiveness, challenges, and development strategies. Using a library research method with a qualitative approach, this study uses academic documents (journals, books, proceedings) in 2019-2024 as the subject, while the object is the HOTS concept and its application in Arabic language learning. Data collection techniques are carried out through systematic searches in academic databases with related keywords, then analyzed using content analysis through theme coding, pattern identification, and synthesis of findings. The results of the study indicate that the HOTS approach is effective in improving analytical, evaluation, and creative skills in Arabic language learning, especially through problem-based learning methods, flipped classrooms, and technology integration, despite facing obstacles such as limited teacher training and teaching materials. These findings recommend the development of a HOTS-based curriculum, intensive teacher training, and technology adaptation to optimize learning outcomes
... The next stage is the development stage to improve literacy skills. Literacy activities at this stage aim to develop abilities to understand reading and relate it to personal experience, think critically, and cultivate communication skills creatively through activities responding to enrichment reading (Anderson, 2001). The students have a daily reading journal (write the title of the reading and the page) as well as a portfolio containing a collection of reading response journals (non-lesson books). ...
Responding to the low interest among Indonesian students has prompted the government to formulate strategic policies to guarantee the future success of national education. One of the strategies is emphasizing the establishment of literacy programs at schools. This research is expected to see the execution of the program and find out the obstacles in handling the program. The subjects of this research were the literacy teams of the schools that consist of the administrators, the teachers, and the principals of the vocational schools in Padang Pariaman Regency. Ten schools, both private and public, were selected as the focus of this study. The data was collected through interviews and observations through the stages of implementing the literacy movement guidelines from Kemdikbud. The result showed that the literacy movement in Padang Pariaman regency was still at the habituation level and needed further government’ attention. The obstacles were found from the lack of the headmaster and the teams’ understanding in comprehending the movement. Hence, the government needs to do accompaniment to implement the program successfully.
... By means of purposeful integration of synchronous and asynchronous strategies, students were able to review and interact with learning resources flexibly, therefore supporting different learning styles and independent learning (Graham, 2013). Moreover, including real-world examples enhanced students' ability to connect mathematical ideas to useful applications, a strategy supported by Anderson & Krathwohl's (2001) modification of Bloom's taxonomy, which emphasizes the need of application and critical thinking in education. Peer assessment, reflection on applied mathematical problems Table 1 demonstrates that each lesson plan included targeted applications designed to improve conceptual comprehension and engagement. ...
This study examined the influence of Digital Learning Ecosystem (DLE) activities on the mathematical literacy of pre-service teachers, emphasizing the connection between theoretical knowledge and practical application. A cohort of 30 pre-service mathematics educators was chosen via simple random sampling. The study utilized a quasi-experimental design using pretest-posttests to evaluate the efficacy of DLE activities. The tools comprised four lesson plans grounded in DLE principles, a mathematical literacy exam consistent with the OECD's PISA methodology, and a satisfaction survey to assess participants' engagement and perceptions. The results demonstrated a statistically significant enhancement (p 0.001) in participants' mathematical literacy, accompanied by a large effect size (Cohen's d = 1.34), underscoring the considerable influence of DLE interventions. Participants indicated elevated satisfaction across multiple dimensions, including engagement (M = 4.70, SD = 0.42), perceived effectiveness (M = 4.63, SD = 0.48), and accessibility (M = 4.55, SD = 0.51). Qualitative feedback emphasized the significance of interactive components, including simulations, collaborative tools, and real-world problem-solving activities, in improving comprehension and motivation. These findings highlight the transformative capacity of DLE activities in pre-service teacher education, especially in enhancing critical thinking, problem-solving abilities, and mathematical literacy. The study provides important insights into the integration of digital tools into teacher training programs to prepare educators for increasingly digital classrooms. Future research should look at the long-term impacts and adaptability of DLE activities in different educational settings in order to improve their efficacy.
... After that, students test the validity of their hypothesis by consulting credible references. This test requires analytical skills, which are used to break down the material into smaller parts and determine the relationship between these parts as a whole (Anderson & Krathwohl, 2001). Anderson and Krathwhol (2001) explain that the analysis process includes differentiating, organizing, and distributing activities. ...
Critical thinking skills are one of the four skills that must be prepared in the 21st century. The results of observations in one of the leading high schools in Tolitoli, Central Sulawesi, showed that low critical thinking skills were likely caused by using learning models that were not yet relevant. One effort to develop students’ critical thinking skills is through the Auditory Intellectually Repetition (AIR) model based on Socio-Scientific Issues (SSI). This study aims to determine the effect of the SSI-based AIR model on students’ critical thinking skills about environmental pollution materials. This type of research is a quantitative quasi-experimental study with a Pre-test-Post-test control group design. The research sample was selected through cluster random sampling from the population of four Grade X science program classes. After randomization, a research sample of 72 out of 144 students was selected, and they were divided into two groups: the experimental group (SSI-based AIR) and the control group (discovery learning). Experts have validated the research instrument used. The research data analysis used the independent sample t-test or Mann-Whitney test. The results of the Mann-Whitney test analysis showed a significance value (two-tailed) of 0.012 (p 0.05). Based on these results, it can be concluded that applying the SSI-based AIR model has a positive impact on students’ critical thinking skills regarding environmental pollution materials. Teachers can utilize the findings of this study as an alternative to employing innovative methods in their classrooms.
... Bloom's Taxonomy (modified from[34]) ...
Recent advances in large language models (LLMs) have led to the general public’s assumption of human-equivalent logic and cognition. However, the research community is inconclusive, especially concerning LLM’s analogical reasoning abilities. Twenty-one proprietary and open-source LLMs were evaluated on two long-text/story analogy datasets. The LLMs produced mixed results on the four qualitative and seven quantitative metrics. LLMs performed well when tasked with determining the presence or absence of similar elements between stories based on the qualitative assessment of their outputs. However, despite this success, LLMs still struggled with the correct identification of the most analogous story to the base story. Further inspection indicates that the models struggled with recognizing high-order (similar to cause and effect) relationships associated with higher cognitive function(s). Regardless of the overall performance, there is a clear advantage that propriety has over open-source models concerning analogical reasoning. Lastly, this study suggests that LLM accuracy and their number of parameters explain over half of the variation in the energy consumed based on a statistically significant multivariate regression model. Future work may consider evaluating other types of reasoning and LLMs’ learning abilities by providing “correct” responses to guide future results.
... The framework used in this study to incorporate critical thinking into instruction was Bloom's Taxonomy. Cognitive talents are divided into six levels by Benjamin Bloom and his colleagues' hierarchical frame work, Bloom's Taxonomy: remembering, comprehending, applying, analyzing, evaluating, and producing (Anderson & Krathwohl, 2001). ...
This study explores the perspectives of pre-service teachers on incorporating critical thinking in science instruction and lesson planning. It aims to understand how these educators perceive critical thinking skills, how they integrate these skills into their teaching, and how their perspectives vary based on demographic factors. The study emphasizes the need for improved teacher training programs that focus on developing critical thinking skills, particularly in adaptability and problem- solving. Ultimately, this research aims to enhance the preparation of future educators to effectively implement critical thinking in their classrooms, fostering a more dynamic and thoughtful educational experience for students.
... Creativity is about coming up with new ideas, methods, and ways of thinking and doing things (Sternberg, 1998). We follow Bloom's revised taxonomy (Anderson & Krathwohl, 2001), where 'create' is the highest level of thinking and learning goals. This includes activities like designing, building, developing, and exploring. ...
Creative Pragmatics for Active Learning in STEM Education” opens with a chapter that introduces Creative Pragmatics as a flexible and evolving approach aimed at fostering active learning in STEM. This introductory chapter, provided as open access, advocates for competence-based education that prepares learners for the unpredictable and multidimensional challenges of today’s world. It challenges the traditional view of scientific knowledge as stable and complete, urging educators and students to develop competence and skills to navigate the unpredictable challenges of today’s science and society.
Spanning 13 chapters, the book features contributions from a diverse array of scholars and practitioners, from Stanford, Columbia, and the University of Nebraska in the USA, with experts from Sweden, Germany and several Danish universities and university colleges. These contributors explore themes such as creative learning strategies, dynamic teacher-student interactions, innovative assessment methods, and the design of learning environments. Each chapter further develops the idea of Creative Pragmatics, emphasising a holistic approach that fosters creativity, interdisciplinary collaboration, and active student engagement.
This collection is a valuable resource for educators, researchers, and policymakers who seek to rethink STEM education. The book offers practical insights and a ‘bigger picture’ perspective for fostering educational environments that enable students to develop the competencies needed to engage with complexity. It encourages an exploration of the world that nurtures curiosity, critical thinking, and creative agency, thereby promoting professional and civic responsibility towards environmental, societal, technological, and scientific challenges.
Bringing together a transdisciplinary and global team with professional backgrounds spanning Asia, the Americas, and Europe, this book is part of a series on European Science Education Research and Practice, contributing significantly to the field.
... Creativity is the ability to produce new ideas, approaches and models of thinking and doing (Sternberg, 1998). In Bloom's revised taxonomy (Anderson & Krathwohl, 2001), 'create' is the highest achievable level of cognitive process and educational objective. In the taxonomy, 'create' includes processes 'design, assemble, construct, conjecture, develop, formulate, author and investigate'. ...
This chapter explores the concept of Creative Pragmatics, highlighting its role in fostering situated performances of knowing and dynamic sensemaking. By integrating theoretical perspectives from pragmatism, science and technology studies (STS), and social theory, Creative Pragmatics offers a framework for understanding knowledge as an active, performative and evolving process. The chapter highlights the importance of agency and creativity as iterative elements of learning, encouraging practical engagement, interdisciplinary collaboration and the active construction of knowledge. It examines how art and design practices inform Creative Pragmatics, particularly in developing adaptability, flexible problem-solving and innovation through creative approaches. By drawing connections between interdisciplinarity and performative knowledge-making, pedagogy in Creative Pragmatics prepares learners to become “wicked scientists,” individuals capable of navigating complex challenges and fostering sustainable solutions in an ever-changing world.
... Current architectural education seeks to apply an outcome-based approach to assess students' knowledge and skills relative to advanced course requirements or real-world architectural practice (Savic & Kashef, 2013). This approach defines desired outcomes concerning learning objectives, often utilizing taxonomies such as Bloom's revised framework (Anderson & Krathwohl, 2001;Marzano & Kendall, 2006). According to these taxonomies, 'design' activities are recognized as both cognitively demanding and valuable (Bailey & Szabo, 2007). ...
This study presents the development and validation process of an architectural portfolio evaluation rubric (APER) aimed at assessing the quality and effectiveness of architectural portfolios. The research adopts a systematic approach, employing a series of consecutive methods to construct and validate the rubric. Firstly, a thorough examination of relevant literature is conducted to determine the appropriate criteria. After, the modified Delphi technique is employed to validate the rubric with input from subject-matter experts. Fifteen field experts attempt to achieve consensus by refining the rubric via multiple rounds of qualitative and quantitative data collection. The study also addresses the raters’ agreement and consistency of the rubric through statistical analyses, including Fleiss's kappa coefficient, intra-class correlation coefficient (ICC), and generalizability coefficient based on generalizability theory (G theory). Findings indicate that the APER provides a robust framework for evaluating architectural portfolios, facilitating informed decision-making in academic and professional contexts. The study contributes to the continuing discussion about portfolio assessment approaches in architecture, providing significant insights for learners, practitioners, and scholars.
... Due to the lack of a theoretical model for SAL [13], several studies have leveraged learning taxonomies from educational contexts such as Anderson and Krathwohl [2] and Bloom [4]. Jansen et al. [15] studied the correlation between search behaviors of 72 participants and their learning stage for different tasks related to one of the learning stages defined by Anderson and Krathwohl's taxonomy. ...
Recruitment is a professional search domain that has been largely
overlooked in IR research, even though better support of recruiters
could have a big impact on job seekers, companies and society
as a whole. In this paper, we analyze the search formulation and
source selection behavior of the recruiters at one of Scandinavia’s
largest job portals and recruitment agencies using search logs for
close to 18,000 recruitment search tasks. We provide an analysis
of the search sessions of recruiters in terms search tactics, query
operators, query length, term re-use and filter usage, and break
down their behavior both by task type and task complexity. We
also relate their short-term tactics to different learning stages in
the search process and investigate their influence on search success.
We find that identifying and assessing relevant candidates for a
job posting is a complex task: recruiters usually submit multiple
queries during sessions that can last for hours and that increase
in complexity. Recruiters all spend more time per query as their
session progresses. We also observed query reformulation strategies
that indicate distinct patterns of knowledge gaining during sessions.
Relating these tactics to positive responses from candidates we aim
at predicting successful strategies.
... The most famous taxonomy in the filed of learning is Bloom's "taxonomy of educational objectives" (Bloom, 1982) originally published in 1956, and revised in 2000 (Anderson, Krathwohl & Bloom, 2000). ...
Pembelajaran abad 21, guru dapat melakukan perubahan yaitu merubah pola pembelajaran tradisional yang berpusat pada guru menjadi pola pembelajaran yang berpusat pada siswa. Oleh sebab itu, perlu adanya perubahan paradigma berpikir dengan kegiatan pelatihan kepada guru-guru terkait perubahan perangkat pembelajaran abad 21 berbasis merdeka belajar tersebut. Tujuan pengabdian adalah Mampu menyusun RPP/modul ajar mata pelajaran yang diampunya, mampu menyusun perangkat asesmen mata pelajaran yang diampunya, mampu menerapkan model pembelajaran inovatif pada mata pelajaran yang diampunya dan mampu melakukan refleksi hasil pembelajaran yang diampunya. Berdasarkan hasil observasi yang dilakukan maka masih terdapat guru yang belum memahami sepenuhnya mengenai penyusunan prangkat pembelajaran secara utuh. Dengan diberikannya Pelatihan dan Workshop Penyusunan Perangkat Pembelajaran pada kurikulum merdeka, kemampuan guru meningkat dalam mengembangkan perangkat pembelajatan pada kurikulum merdeka.
Higher-order thinking skills (HOTS) have received much attention in Indonesian English textbooks and research in recent years. However, the role of lower-order thinking skills (LOTS) is inevitable because it creates a stepping stone to reaching HOTS. The current research aimed to fill the gap of research in Bloom's taxonomy by demonstrating the function of LOTS to shape students' higher-order thinking skills in reading comprehension aside from another thinking category. Secondly, the research explored the implication of EFL Senior High School Texbooks’ (Kurikulum Merdeka) different characteristics represented in Bloom’s Taxonomy reading comprehension questions pattern. Each textbook has a different Bloom’s taxonomy question pattern. The second aims are inspired by research investigating Bloom's taxonomy, which mainly did not discuss English textbooks used in Kurikulum Merdeka. This research employed document analysis to investigate Bloom’s taxonomy in two Senior High School English textbooks. To triangulate the data analysis results, the researchers analyzed the answers to open-ended questions from two graduating undergraduate English education students. An experienced English teacher also verified the results of the analysis. The findings show that LOTS enabled students to pay attention to important details and the main ideas and apply the text structure. HOTS enhanced critical thinking, problem-solving, strategic thinking, empathy, and creativity. LOTS and HOTS questions should be complementary to empower students’ reading skills. The findings provide insights into the nuance in reading comprehension through the balanced structure of LOTS and HOTS questions.
The article considers the scientific and methodological foundations of computer-based testing in learning. The structure of tests in training and assessment exercises is defined and substantiated based on didactic requirements. Typical sce-narios and screen forms of using training and assessment exercises are described, with examples from an electronic textbook and the publisher's electronic library system. It is shown that tests should be structured and grouped into sets according to the levels of assimilation of educational material. Recommendations are given for the preparation and use of tests at each level of assimilation, along with examples of tests with selective answers. Algorithms for computer-based testing with both fixed and variable numbers of tests in a set presented to students are proposed. The expediency of using "tickets" – predefined test sets - for final assessments is shown. A preliminary evaluation of modern neural networks' capabilities in generating computer-based tests is conducted, and recommendations for their application are provided. The problem of fraud in computer-based testing, particularly through the use of neural network "cheat sheets" is discussed. The use of electronic tutors is proposed, where computer-based testing serves as a diagnostic as-sessment tool in the learning process, offering individualized support to each student.
This study examined that how audio-visual (AV) aids can improve first-grade science students' performance. The objective of this research was to find out how well AV aids may enhance students' performance and learning. For this study, a quasi-experimental research design was employed. The participants for this research were 20 students of grade 1. A test composed of multiple-choice questions was used as a research instrument. The research found that the group used AV aids during teaching performed better than the group that received traditional lectures during teaching. Based on the findings, it is suggested that AV aids may be a useful tool for helping young children to understand the subject of science.
At an early age, children encounter various materials, describe them and classify them in their own and not always scientifically correct ways, which later makes school learning more difficult (or may complicate) them. With the aim of assessing the level of achievement of third and fourth grade students of primary school on the types and properties of materials, an examination of the concepts of hardness, brittleness, roughness, transparency and elasticity of materials was conducted. The research was conducted using a knowledge test on the aforementioned concepts, which was created according to the revised Bloom's Taxonomy. 95 students from the "Ivo Lola Ribar" and "Avram Mrazović" primary schools in Sombor were tested, and the sample of teaching content for testing was selected from the Teaching and Learning Program for students of younger school age (from first to fourth grade). ). The analysis of the obtained data revealed that students do not have satisfactory knowledge about the types and properties of materials, while satisfactory knowledge in the research was defined by a summative score of 4 and 5 on the knowledge test. When solving tasks at different cognitive levels, students achieved the best achievements at the level of knowledge (third grade) and understanding (fourth grade), while from the third cognitive level (application) both grades achieved weaker achievements, without a clearly visible regularity in the decrease or increase in the number of points earned. Contrary to expectations, younger students achieved better results compared to older students, with the observed difference not being statistically significant.
Penelitian dilatar belakangi karena kurangnya kemampuan pemecahan masalah matematika pada soal cerita yang mengakibatkan hasil belajar matematika siswa kelas V SDN Bandarharjo 02 rendah. Tujuan penelitian ini untuk mengetahui apakah metode Polya berpengaruh terhadap hasil belajar matematika dalam pemecahan masalah soal cerita volume kubus dan balok serta untuk mengetahui apakah ada perbedaan hasil belajar matematika. Penelitian ini merupakan penelitian kuantitatif berbentuk Quasi Experiment Type Nonequivalent Control Group Design. Instrumen yang digunakan berupa tes kemampuan pemecahan masalah dalam bentuk tes uraian. Teknik analisis data dalam penelitian ini menggunakan uji prasyarat berupa analisis diskriptif, uji normalitas, uji homogenitas serta uji hipotesis menggunakan uji nonparametrik dengan uji Wilcoxon dan uji Mann whitney. Hasil penelitian menunjukkan bahwa ada pengaruh penggunaan metode Polya dalam pemecahan masalah soal cerita bangun ruang kubus dan balok terhadap hasil belajar kelas V A SDN Bandarharjo 02. Hal ini dibuktikan dengan hasil uji Mann Whitney yang telah dilakukan pada kelas eksperimen dan kelas kontrol maka diketahui bahwa nilai Asymp. Sig. (2-tailed) sebesar 0,000 dimana nilai 0,000 0,05, maka hipotesis diterima. Hasil belajar soal cerita volume kubus dan balok yang diperoleh kelas eksperimen lebih tinggi dari kelas kontrol, ditunjukkan dengan rata-rata kelas eksperimen 70,85 dan kelas kontrol 20,59.Kata Kunci: Hasil belajar, metode polya, pemecahan masalah, soal cerita, volume
Di zaman yang semakin maju ini, inovasi dalam
pembelajaran menjadi hal yang sangat penting untuk
diterapkan. Pembelajaran yang menyenangkan dan menarik
bukan hanya sekadar membuat siswa lebih tertarik, tetapi juga
memberikan dampak yang besar terhadap kualitas
pemahaman dan keterlibatan mereka dalam proses belajar.
Oleh karena itu, buku ini dirancang untuk memberikan
berbagai ide dan metode yang dapat diterapkan oleh pendidik
dalam menciptakan suasana belajar yang lebih kreatif dan
menyenangkan.
Melalui buku ini, diharapkan para pendidik, baik yang
berpengalaman maupun yang baru memulai, dapat
menemukan inspirasi dan berbagai strategi yang relevan
untuk menciptakan inovasi dalam proses belajar-mengajar.
Madrasas support the development of gifted students by integrating general and religious education in a supportive environment. However, discrimination in education policies causes inequality and a lack of support for these students. Thus, special programs are essential for optimal development and career success. This research analyzes the planning of such programs in madrasas using a Systematic Literature Review. Data were collected from 34 documents from reputable scientific journals worldwide and analyzed using the Miles and Huberman interactive model. The findings reveal four key program components: (i) Identification of gifted students using assessment tools, expert teams, and multidimensional evaluation; (ii) Teacher training and professional development focusing on differential teaching strategies, collaborative learning, and partnerships with parents and stakeholders; (iii) Curriculum development including compression and enrichment; (iv) Development of special talents through artistic skills, academic competitions, creative skills, and collaborative activities. This research contributes to better educational policies and practices, ensuring gifted students receive the necessary support to reach their potential and succeed in their future careers.
This research evaluates the efficacy of integrating Problem-Based Learning (PBL) and Project-Based Learning (PjBL) in business research methods at a university that provides educational and non-educational programs in Surabaya, Indonesia, aligning with national educational standards. The study aims to assess the impact of blended PBL and PjBL models on student performance, aiming for improved comprehension and application of research methods concepts. A quantitative approach was employed, sequentially applying PBL and PjBL within the curriculum. The 2022 Accounting Study Program cohort was sampled via random selection. Student-prepared research proposals were evaluated, and data were analyzed using multiple linear regression. The integrated PBL and PjBL significantly correlate with enhanced academic performance in business research methods, suggesting improved understanding and application of concepts. This study demonstrates the effectiveness of integrating PBL and PjBL to achieve competency-based educational goals in business research methods. By aligning with national standards, this approach enhances learning experiences and provides valuable insights for similar contexts.
This study focused on determining the teachers’ pedagogical approaches, and students’ level of creative thinking to create a strategic pedagogical reading comprehension towards creative thinking. The researcher utilized a quantitative approach descriptive correlational design with the use of self-made questionnaire. The respondents were chosen from five (5) public Junior High Schools in Candelaria, Quezon namely Atty. Celso M. Reyes National High School, Bukal Sur National High School, Dolores Macasaet National High School, Dr. Panfilo Castro National High School, and Sta. Catalina National High School. A total of 40 randomly selected Junior High School teachers from each school participated along with their randomly selected student per teacher for the same total of 40 students. All data were gathered through questionnaires then analyzed and interpret through one-sample t-test and regression analysis. The data indicate that teachers employed a high extent of pedagogical approaches, including questioning, inferencing, visualizing, and analyzing. However, their creative thinking level in terms of divergent thinking, problem-finding, and idea generation all attained a moderate extent. The pedagogical approaches on questioning, inferencing, and visualizing had no significant effect on the students’ creative thinking level. Only the teachers’ analyzing pedagogical approach as the strongest predictor, had significant effect to the improvement of creative thinking levels (divergent thinking, problem-finding, and idea generation) of the students. As a result, the output was in the form of a strategic analyzing pedagogical approach towards creative thinking to support the teacher’s pedagogical methods in order to build students' capacity for reading comprehension and creative conceptualization in reading.
Penelitian ini bertujuan untuk menganalisis pengaruh model pembelajaran Think Pair Share dan Retelling Story terhadap kemampuan menyimak dan keterampilan kolaborasi siswa di MAN 1 Ketapang. Pendekatan yang digunakan adalah kuantitatif dengan metode eksperimental kuasi menggunakan desain pretest-posttest control group. Data dianalisis menggunakan teknik Partial Least Squares Structural Equation Modeling (PLS-SEM) melalui perangkat lunak SmartPLS. Sampel penelitian terdiri dari 114 siswa yang dibagi ke dalam dua kelompok perlakuan. Hasil penelitian menunjukkan bahwa model Think Pair Share secara signifikan meningkatkan keterampilan kolaborasi siswa, sedangkan model Retelling Story memiliki pengaruh positif terhadap kemampuan menyimak. Namun, model Think Pair Share tidak berpengaruh secara signifikan terhadap kemampuan menyimak, dan model Retelling Story tidak memberikan dampak yang berarti terhadap keterampilan kolaborasi. Temuan ini diperkuat dengan analisis model struktural yang menunjukkan bahwa model pembelajaran kooperatif mampu meningkatkan interaksi sosial dan pemahaman siswa terhadap materi secara berbeda.Simpulan dari penelitian ini adalah bahwa pendekatan pembelajaran yang berorientasi pada interaksi sosial memiliki dampak positif terhadap pengembangan keterampilan abad ke-21, khususnya dalam aspek menyimak dan kolaborasi. Hasil ini memberikan implikasi bagi pendidik dalam memilih strategi pembelajaran yang sesuai untuk meningkatkan kompetensi siswa dalam lingkungan madrasah.
Information and communication technologies as a factor of activation of metacognition in artistic activity The study explores the role of information and communication technology (ICT) in enhancing metacognition in artistic activities, with a particular focus on music performance and choreogra-phy. Metacognition, which is defined as awareness and regulation of one's cognitive processes, plays an important role in these activities, as it promotes self-regulation, reflexivity and creativity. The expediency of using a number of scientific approaches to fulfil the tasks of the research was substantiated. In particular, an interdisciplinary approach combining ideas from psychology , art history and art pedagogy is used to study the phenomenon of metacognition in the context of artistic activity. The systemic-functional approach is used to analyse the relationships between different elements within artistic systems, including artistic methods and technologies that contribute to metacognitive development. The competency approach allowed the identification of specific skills related to metacognition, while the reliance on the technological approach facilitated the identification of ICT tools that contribute to the activation of metacognitive processes to perform artistic tasks. The conducted research allowed us to study the phenome-nology of metacognition in artistic-performative activity, to determine that it covers three main dimensions: declarative, procedural and conditional, and performs the functions of improving the quality of self-analysis, self-regulation, as well as analytical-creative processes in artistic activity. It was clarified that metacognitive processes are cyclical in nature, because they include analysis, reasoning, performance, evaluation, correction and repetition, which are interrelated and essential for artistic expression. Relying on a sound methodology allowed us to investigate how ICT can activate metacognition by providing tools for planning, monitoring and evaluating artistic endeavours. The results showed that Instructional Videos, Online Courses, Digital Audio Workstations, Interactive Concert Performance Simulators, Video and Sound Recording Tools, Collaborative Platforms, Virtual Reality (VR) Technologies, Motion Capture Technology, Artificial Intelligence (AI) Platforms have relevant potential. The prospect for further research is to explore the potential of specific technologies to activate metacognition in various artistic and performa-tive activities of musicians and choreographers.
Durch den schnellen technischen Fortschritt findet Virtual Reality (VR) zunehmend ihren Weg in den Bildungsbereich und eröffnet Lernenden neue Möglichkeiten, sich Wissen anzueignen. Auch in der Lehre der Biotechnologie zeigt VR großes Potenzial, da sie hilft, Schwierigkeiten beim Erwerb praktischer Fähigkeiten und bei der Verknüpfung von Theorie und Praxis zu überwinden. An der Hochschule Anhalt wurde das Konzept des Biotech-Hauses entwickelt, einer virtuellen Plattform, die Lernenden ermöglicht, erste praktische Erfahrungen in der Herstellung biotechnologischer Produkte zu sammeln und die zugrunde liegenden Prozesse besser zu verstehen. Im Rahmen dieser Arbeit wird ein zusätzliches Szenario für die Weinherstellung konzipiert und umgesetzt. Der Einsatz von VR in der Lehre umfasst zahlreiche Aspekte, von der Planung und didaktischen Analyse bis hin zur Konzeption und Entwicklung. Dies erfordert die Zusammenarbeit verschiedener Fachbereiche wie Informatik, VR-Technologie, Didaktik, Biotechnologie und Weinherstellung. In dieser Arbeit wird am Beispiel der Weinherstellung für die Lehre der Biotechnologie das gesamte Projekt von der Konzeption bis zur Umsetzung dargestellt. Die Vorgehensweise wird präsentiert und begründet. Es wird beschrieben, wie die Lerninhalte für die VR-Anwendung aufbereitet und technisch umgesetzt werden, wobei gezeigt wird, wie die didaktische Methode die technische Umsetzung beeinflusst. Zusätzlich werden die Aspekte wie 3D-Modellierung, Texturierung und die Implementierung visueller Effekte erläutert. Besondere Aufmerksamkeit wird der Gestaltung der VR-Lernanwendung gewidmet, bei dem eine Lernumgebung geschaffen wird, die den Lernprozess unterstützt. Anschließend wird ein Forschungsdesign für eine Expertenevaluation entworfen. Es wird eine Vorstudie mit Expertinnen und Experten aus den Bereichen Extended Reality, Didaktik und Biotechnologie durchgeführt, um das Forschungsdesign zu optimieren.
This study aims to find out how senior high school English teachers constructed the final English item tests for grade XII Language Program students under the cognitive domain of the revised Bloom’s taxonomy. This study utilized a descriptive quantitative approach. The source of data for this study was 50 multiple-choice items from final English tests for grade XII that were constructed by six English teachers. The result of this research indicated that out of 50 item tests, 39 items or 78% were LOTs-based, 4 items or 8% in MOTs-based, and 7 items or 14% in HOTs-based. Besides, the tests only applied four of six levels of cognitive domain, such as remembering (C1), understanding (C2), applying (C3), and analysing (C4). It is proposed that future test constructions have a fairer distribution of item types across all six cognitive levels. This will allow for a more accurate evaluation of the broad range of cognitive abilities that students possess. With this approach, not only will assessments be more closely aligned with educational standards, but it will also create a more comprehensive evaluation of the learning and comprehension of students.
Verslo ir vadybos studijų krypčių bakalauro (ir ne tik) baigiamojo darbo rašymo metodinių ir praktinių patarimų knyga, skirta ir studentams, ir dėstytojams. Ji turėtų padėti metodiškai parengti vienodo standarto bakalauro darbus, formuoti mokslo tiriamojo darbo įgūdžius, ugdyti studento savarankiškumą, didinti baigiamojo darbo tyrimo rezultatų reikšmingumą.
Μέρος της διατριβής που αναρτήθηκε στο Ιδρυματικό Αποθετήριο Ψηφίδα του Πανεπιστημίου Μακεδονίας στον σύνδεσμο: http://dspace.lib.uom.gr/handle/2159/32851
Part of the PhD thesis uploaded at http://dspace.lib.uom.gr/handle/2159/32851
Creative Commons 4.0
Penelitian ini bertujuan untuk mengetahui gambaran atau deskripsi kemampuan kreativitas keterampilan proses sains aspek kehidupan pada siswa kelas IV sekolah dasar di kota Yogyakarta ditinjau berdasarkan aspek gender. Penelitian ini merupakan penelitian deskriptif dengan metode survey. Populasi dari penelitian ini adalah seluruh siswa kelas IV sekolah dasar di Kota Yogyakarta. Pengambilan sampel menggunakan tehnik purposive sampling sehingga diperoleh sampel penelitian sebesar 551 siswa kelas IV dari 12 sekolah dasar di Kota Yogyakarta. Pengumpulan data menggunakan instrumen berupa angket dan tes tertulis. Hasil penelitian menunjukan bahwa skor rata-rata kreativitas keterampilan proses sains aspek kehidupan pada siswa kelas IV di Kota Yogyakarta tergolong rendah. Skor KKPSAK perempuan lebih tinggi daripada skor KKPSAK laki-laki. Hasil penelitian lebih lanjut menunjukan bahwa terdapat keterkaitan antara kemampuan kreativitas keterampilan proses sains aspek kehidupan pada siswa kelas IV sekolah dasar di Kota Yogyakarta yang ditinjau berdasarkan aspek gender dengan faktor kefavoritan sekolah dan urutan kelahiran anak. Kata kunci: kreativitas, keterampilan proses sains, gender
Despite increasing emphasis on Higher-Order Thinking Skills (HOTS) in mathematics curricula, classroom implementation remains limited and inconsistent. This qualitative study explored HOTS implementation in mathematics education, aimed to (1) identify effective instructional strategies for fostering HOTS, (2) examine teacher’ challenges, and (3) analyze classroom practices. The study involved 25 stratified junior high school mathematics teachers, with data collected over one academic year through semi-structured interviews, classroom observations, and document analysis. Thematic analysis followed Braun and Clarke’s six-phase framework.. The study highlights that an integrated instructional framework combining inquiry-based learning, collaborative practices, progressive learning support tailored to student needs, and technology significantly enhances higher-order thinking in mathematics. It demonstrates that aligning teacher beliefs, professional development, and systemic curricular support not only validates but also strengthens effective pedagogy for meeting the contemporary demands of critical thinking and problem-solving. Implementation is hindered by misalignment between curriculum goals and classroom realities, assessment practices, and theoretical professional development. Mathematics classrooms are progressively shifting toward critical problem-solving approaches, with teachers integrating analysis, evaluation, and creative tasks. Students demonstrate greater engagement with authentic tasks that connect to real-world contexts. These findings support the redesign of professional development programs and curriculum planning to enhance HOTS implementation in mathematics education.
An e-portfolio is widely employed in medical education to develop reflective thinking skills among medical students. This study aims to explore pre-medical students' reflective skills and their perceptions of the e-portfolio in English language learning at a private university in Thailand. Data were gathered through the pre-medical students' reflective essays embedded in their e-portfolios and semi-structured interviews via content analysis to analyze the reflective essays and interviews. Findings indicated positive perspectives on the use of the e-portfolio, emphasizing the need for guidelines to enhance reflective and language learning skills in pre-medical students across medical schools. This research provides practical and research-based insights into Thai education. Teachers could concentrate on crafting reflections encouraging students to think more deeply through reflective questions and self-exploration.
The current research was conducted to explore grade eighth students' reading comprehension in private-sector educational institutions. The current research follows a research design based on experimentation. A pre-test with a group design for an equivalent post-test testing structure was implemented throughout the study. A standardized instrument was adopted from the authors upon request on ABT, and a self-constructed instrument on English reading comprehension. The instrument was validated by experts, and Cronbach's alpha reliability was calculated. The sample consisted of 50 students divided into two groups: the control group and the experimental group. Pre and post-tests were conducted among the participants. Moreover, the results confirm no significant difference between ABT and students' reading comprehension in the subject of English; students of the control group have the same level of reading comprehension as students of the experimental group. Moreover, a significant difference existed between ABT and students' reading comprehension in English through the control and experimental groups; students had a better understanding of reading comprehension in English in the experimental group than students in the control group. The study recommends the adoption of ABT in middle school classrooms to address the growing concerns about literacy development and to ensure students are better equipped for academic success.
The current study addresses the crucial role of Critical Thinking Skills (CTSs) in today's decision-making and problem-solving landscape. It emphasizes the integration of CTSs within the context of English as a Foreign Language (EFL) instruction, with a particular focus on the situation in Iraq. While there is ample theoretical discourse on the significance of CTSs, their practical application in EFL classrooms, especially in Iraq, presents notable challenges, primarily because of the dearth of specialized teaching methodologies. The study's central objective is to evaluate the impact of incorporating Critical Thinking (CT) into EFL instruction, specifically in the analysis of literary texts. To achieve this, the research adopts a control-experimental pretest-posttest design and employs a CT test as an assessment tool. The findings of the study are noteworthy, demonstrating a significant improvement in the CTSs and textual interpretation abilities of students in the experimental group, especially when analysing poetry and short stories. This highlights the potential benefits of integrating CT into EFL instruction, enhancing students' analytical capabilities and their understanding of literary content.
Kesenjangan antara teori yang dipelajari di kelas dengan permasalahan faktual di lapangan menjadi salah satu permasalahan yang sering ditemui oleh para calon guru. Model Case Based Learning dipercaya dapat mengatasi permasalahan kesenjangan tersebut dengan memberikan solusi yang tepat berdasarkan teori keilmuan untuk kasus faktual. Kelas Bahasa Mandarin bagi pembelajar Anak merupakan salah satu mata kuliah kependidikan yang wajib diambil oleh peserta didik prodi pendidikan Bahasa Mandarin Unesa. Tujuan penelitian ini adalah untuk mengetahui penggunaan model CBL pada kelas bahasa Mandarin untuk anak dan persepsi peserta didik terhadap CBL. Penelitian ini menggunakan metode campuran concurrentdengan bobot kedua metode sama benar. Pengumpulan data menggunakan kuisioner dengan skala Likert, wawancara dan observasi bebas. Hasil penelitian menunjukkan model CBL telah mengembangkan ketrampilan pengorganisasian topik dan masalah, membuat keputusan dan mengidentifikasi masalah. Peserta didik merasa ketrampilan yang perlu ditingkatkan adalah keterbukaan untuk menerima opini dari orang lain dan setuju bahwa CBL dapat meningkatkan partisipasi aktif di kelas.
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