This paper addresses the question of how cognitive levels covering high, middle, and low order thinking skills are delineated in the questions seen from Bloom’s revised taxonomic framework and stimulus. To answer this question, the final-term examination questions from five faculty courses were analyzed through document analysis. The documented examination questions are categorized and reviewed based on cognitive levels referring to revised Bloom’s taxonomy. The questions are also construed based on the stimulus in each question. The results report that the cognitive level of tests is not wholly based on higher-order thinking skills. Of the five courses, only one follows the higher-order thinking skills-based question-writing system, and none of the items refers to middle-order thinking skills. Thus, the cognitive level on the test instruments has not led to an increase in thinking skills or is still at a low level of thinking.

This research aims to analyze the learning model's practice and its effect on increasing student activity and learning outcomes in listening subjects. This study employed quasi-experimental research with a non-equivalent control group design. The data were gained using observation and tests. It is analyzed by reflection and statistical test of SPPS. The results show that the application of the AMETTA learning model effectively develops student learning activities and outcomes. The result of hypothesis testing with sig. (2-tailed) was 0.033 (˂ 0.05) It indicates that Ho is rejected. Thus, there is a significant difference between the average student learning outcomes in the experimental and control classes. In other words, the application of AMETTA learning model has a significant effect on students’ learning outcomes.

Penelitian ini merupakan Penelitian Tindakan Kelas (PTK) yang bertujuan untuk menganalisis efektifitas penerapan pendekatan Somatis, Auditori, Visual, dan   Intelektual (SAVI) dalam meningkatkan prestasi belajar mahasiswa pada Mata Kuliah<em>Curriculum and Material Design Development (CMD)</em>. PTK tersebut dilaksanakan dalam tiga siklus melalui pendekatan kualitatif-kuantitatif untuk mendapatkan data penelitian. Subjek penelitian adalah mahasiswa Program Studi Pendidikan Bahasa Inggris FKIP UMSU. Data kuantitatif diperoleh melalui pemberian tes berupa pemahaman konsep kurikulum dan pengembangan desain materi pembelajaran, sedangkan data kualitatif didasarkan pada hasil observasi aktivitas mahasiswa dan dosen dalam pembelajaran. Hasil analisis data menunjukkan bahwa prestasi belajar mahasiswa mengalami peningkatan pada setiap siklusnya dengan tingkat keberhasilan 24,24% pada siklus I, 51,52 % pada siklus II, dan mencapai 87,89% pada siklus III. Dengan demikian dapat disimpulkan bahwa pendekatan SAVI dapat meningkatkan prestasi belajar mahasiswa, khususnya dalam pembelajaran<em>CMD.</em>