Bloom’s Taxonomy (Cognitive Domain) in Higher Education Settings: Reflection Brief

Hyder, Irfan; Bhamani, Shelina

doi:10.22555/joeed.v3i2.1039

Cited by 24 publications

(21 citation statements)

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“…This implies teaching and learning process that it should be advantageous and meaningful which it supports the learning success. The ideas of learning taxonomy are that to ensure the learners to transforms their knowledge into a higher level of critical thinking rather than just a merely of memorizing (Hyder & Bhamani, 2016). Thus, the demand of the teaching is to give students build their ability to maintain their higher thinking order and to liven their learning skills through learning stages as written in learning taxonomy.…”

Section: Discussionmentioning

confidence: 99%

Learners’ Cognitive Level: Learning Outcomes Based Analysis

Saifuddin

Nurcahyani

2018

IJET

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This study aimed at revealing students’ level of cognitive domain depicted in learning objectives of the TOEFL subject matter. Using learning outcomes based analysis, this study further sought to investigate the attainable learning outcomes. The investigation covered an identification of learners’ cognitive level, in what level the learners’ cognitive skill is in relation to learning taxonomy and whether the learning outcomes was attainable or not. This study used two different data collection methods, they were textual analysis of learning outcomes and observation. The analysis referred to analyzing the currect syllabus used in TOEFL teaching and learning process while the observations were conducted during the learning process to find out the suitability between stated learning objectives and the learning activities carried out in the class as well as their relationship to the application of learning taxonomy. As a result, it was revealed that the the designed syllabus was not well formulated in terms of performance objectives. In relation to cognitive domain, the objectives did not use proper action verbs that it discouraged to unreachable learning outcome. In fact, the students’ cognitive level was at ‘understanding’ level that it could not achieve the outcome set in ‘applying’ level.

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Section: Discussionmentioning

confidence: 99%

Learners’ Cognitive Level: Learning Outcomes Based Analysis

Saifuddin

Nurcahyani

2018

IJET

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“…• The achievement test was prepared according to Bloom's taxonomy of cognitive domains (Hyder and Bhamani, 2016), and the educational objectives of the course.…”

Section: Methodsmentioning

confidence: 99%

“…The researchers prepared an achievement test, to measure the blended learning's effectiveness in improving the students' results. The test was prepared according to Bloom's taxonomy of cognitive domains (Hyder and Bhamani, 2016). Further to that, we prepared a specification table for this test (see Table 5).…”

Section: Achievement Testmentioning

confidence: 99%

The Effect of Blended Learning on the Achievement in a Physics Course of Students of a Dentistry College: A Case Study at Ajman University

Alsalhi¹,

Eltahir²,

Dawi³

et al. 2021

EJEL

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This study aims to investigate the impact of the use of blended learning on the achievement of Dentistry College students on a physics course at Ajman University. It compares the results of different ways of teaching the ‘Practical physics course’. The study was conducted using a quasi-experimental case study design. The participants of the study were 116 students, divided into two groups: one an experimental group (n = 59) and the other a control group (n = 57). An achievement test was designed to confirm the study’s validity and reliability. SPSS was used to analyze the data. The findings revealed that there were statistically significant differences between the experimental and the control groups, in favor of the experimental group. Moreover, the findings also revealed that achievement varied according to the gender of the students in the experimental group (in favor of females). The study recommends further research into the use of blended learning in higher education institutions.

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“…It is a basic competence for reconstructing meanings based on prior knowledge (Lestari, Ristanto, & Miarsyah, 2019). In a learning process, it is important to implement that for it functions as a foundation in using knowledge (Hyder & Bhamani, 2017;Susilowati, Degeng, Setyosari, & Ulfa, 2019). It encompasses some cognitive processes, namely explaining, comparing, classifying, interpreting, summarizing, and inferring (Krathwohl, 2002).…”

Section: Introductionmentioning

confidence: 99%

“…Based on Bloom's taxonomy, concept application covers two processes of cognitive namely students doing and applying a procedure in a certain situation (Krathwohl, 2002). Hyder and Bhamani (2017) say that concept application is important to possess-especially for senior high school students. They are supposed to possess an ability to apply knowledge in reality (King & Henderson, 2018).…”

Section: Introductionmentioning

confidence: 99%

The Effect of Project-based Collaborative Learning and Social Skills on Learning Outcomes in Biology Learning

Sukmawati

Setyosari

Sulton

et al. 2019

Journal for the Education of Gifted Young Scientists

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This research aims to examine the effect of Project-based Collaborative Learning (PBCL) strategy on conceptual understanding and application of biology for students with different social skills. The research design used a quasi-experimental design of a non-equivalent control group. The population in this study was all 11thgrade students at Al-Abidin Surakarta high school. Seventy-five students were taken as the research subjects and divided into two groups, 38 students in the experimental class with PBCL implementation and 37 ones in the control class with Collaborative Learning (CL) strategically. Sampling technique using cluster random sampling. The instruments used a questionnaire of social skills developed by Tapia-Gutierrez & Delgado (2015) and a test instrument of multiple choice and essay for conceptual understanding and concept application. The data were analyzed using Multivariate Analysis Of Variance. Based on the results of the research, all significance values 0.00<0.05. The result shows that a significant difference in both strategies PBCL & CL towards either conceptual understanding or concept application exists. In addition, a significant difference in social skills towards either conceptual understanding or concept application appears. The interaction effect between those strategies and social skills towards conceptual understanding and concept application was found.

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Bloom’s Taxonomy (Cognitive Domain) in Higher Education Settings: Reflection Brief

Cited by 24 publications

References 0 publications

Learners’ Cognitive Level: Learning Outcomes Based Analysis

Learners’ Cognitive Level: Learning Outcomes Based Analysis

The Effect of Blended Learning on the Achievement in a Physics Course of Students of a Dentistry College: A Case Study at Ajman University

The Effect of Project-based Collaborative Learning and Social Skills on Learning Outcomes in Biology Learning

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