Analysis of students’ competence in chemistry cognitive test construction based on revised bloom’s taxonomy

Abstract

The test is one of the tools used to measure the cognitive competence of students. The ability to develop tests is one of the competencies teachers and prospective teachers must possess. Revised Bloom’s Taxonomy combines cognitive levels and types of knowledge in constructing cognitive tests. The subject of this study was a postgraduate student in the Chemistry Education Study Program of Makassar State University consisting of 25 people. The purpose of this study was to analyze the students competence in construction of chemistry cognitive tests based on the Revised Bloom’s Taxonomy. This research is quantitative descriptive. Analysis of student competency in developing tests is measured by the test suitability indicators with cognitive levels and types of knowledge. The results of the analysis show that the students competence percentage construction questions level C1, C2, C3, C4, C5, C6 respectively: 98%, 89%, 96%, 89%, 65%, and 60%. The percentage of students competence in tests construction according to the type of knowledge, respectively for the types of factual, conceptual, procedural, and metacognitive knowledge are 84%, 83%, 85%, and 83%. Thus it can be concluded that the student competences in constructing of Chemistry cognitive test based on Revised Bloom’s Taxonomy is in a good category.

Teaching, learning, and assessment of law on medical students' cognitive, affective and psychomotor skills: a systematic review

“…All of the studies used written methods to assess the knowledge. Su cient written tests are considered to examine knowledge alone [94]. However, to evaluate the high levels of Bloom's taxonomy, it is suggested that these evaluations should not be focused on a questionnaire because it may be challenging to deal with the actual situation of the student [43].…”

Identifikasi dimensi pengetahuan yang mendukung keterampilan berpikir tingkat tinggi siswa

“…Menganalisis memang lebih mudah disbanding mengevaluasi dan mencipta (Wijaya et al, 2019) Proses berpikir mengevaluasi mendapatkan presentase total kurang dari 50% yakni 46,91% sehingga masih dianggap rendah dalam kategori cukup (Retnawati, 2015). Proses berpikir mengevaluasi paling banyak berkaitan dengan dimensi pengetahuan konseptual dan prosedural (Ramlawati et al, 2019). Pada dimensi konseptual didapatkan hasil 48,15% yang mengakomodasi siswa dapat mencapai proses mengevaluasi, siswa menghubungkan keterkaitan antarbagian konsep yang diterima baik berupa model, teori, maupun struktur akan lebih banyak mengevaluasi apakah konsep yang didapat benar atau salah.…”

“…Mencipta merupakan proses berpikir yang sulit dicapai oleh siswa, hal tersebut dapat terjadi karena guru tidak memberikan latihan yang mengakomodasi siswa untuk menciptakan suatu produk atau ide (Syahida & Irwandi, 2015). Proses berpikir mencipta paling banyak berkaitan dengan dimensi pengetahuan prosedural (Ramlawati et al, 2019). Pada dimensi pengetahuan konseptual didapatkan hasil sebesar 40,74% dapat mengakomodasi siswa mencapai proses berpikir mencipta, siswa yang memiliki pengetahuan secara umum atau abstrak yang berupa konsep serta kesadaran untuk menyusun konsep tersebut menjadi suatu hasil berupa produk dapat sampai ke tahap proses berpikir mencipta (Yusnaeni et al, 2017).…”

Analysis of final semester assessment questions (PAS) in grade XI chemistry online learning based on cognitive domain level of revised Bloom's taxonomy

“…Assessment is a systematic activity consisting of gathering information about the learning process and student learning outcomes with the aim of making decisions based on certain provisions (Sudarsana et al 2020). The assessment process in learning is very important so that it cannot be separated from learning activities (Ramlawati et al 2020). The main purpose of the assessment is to determine the extent to which the desired learning outcomes have been achieved.…”