The Effectiveness of Learning Activities Based on Revised Bloom Taxonomy on Problem-Solving Ability

Abstract

The low problem-solving ability of students was due to the lack of student learning activities, so that learning activities were needed that can motivate students to learn and develop problem-solving skills. This study aimed to analyze the effectiveness of learning activities based on Revised Bloom's Taxonomy on problem-solving abilities. The type of research used was development research with a 4D model. The subjects of this study were four experts and 55 fourth-grade elementary school students. The object of this research was the effectiveness of Revised Bloom's Taxonomy-oriented learning activities. The data collection method used was the non-test method and the test method. The instruments used were questionnaires and description tests. The data analysis technique used was descriptive quantitative statistical data analysis techniques in the form of prerequisite tests and t-tests. The results of this study indicate that the average score of the experimental class was 83.50, while the control class was 74.83, and the t-test results obtained a significance value of 0.969 with an at-count of 0.00 < t-table of 0.05. This research concluded that learning activities based on Revised Bloom's Taxonomy effectively improve students' problem-solving abilities. The implication of this development research was to produce products in the form of learning activities based on Revised Bloom's Taxonomy that can train curiosity, self-confidence and improve students' problem-solving abilities.

Impact of Phenomenon-Based Learning Model Assisted by Virtual Book-Based Digital Comics on Elementary-School Students' Agile Innovation and Independence in Science Learning

“…Authentic learning uses real-world problems that allow students to explore and discuss them in relevant ways (Antara et al, 2020;Wiranata et al, 2021). Students no longer learn rote facts but are based on experience and information based on reality (Momang, 2021).…”

Dampak Pembelajaran Berbasis Masalah Berbasis Aktivitas terhadap Keterampilan Berpikir Kritis dan Hasil Belajar bagi Pengembangan Konsep-Konsep Dasar IPA

“…Hasil penelitian ini senada dengan hasil penelitian yang sudah dilakukan, hasil penelitian yang menyatakan bahwa pembelajaran aktivitas pembelajaran berorientasi taksonomi Bloom revisi efektif meningkatkan mengembangkan literasi Ilmiah dan keterampilan berpikir kreatif (R. Effendi, 2017;Pujawan et al, 2022). Hasil penelitian yang menyatakan bahwa aktivitas pembelajaran berbasis Taksonomi Bloom Revisi efektif untuk meningkatkan kemampuan pemecahan masalah siswa (Wiranata et al, 2021). Hasil penelitian yang menyatakan bahwa aktivitas pembelajaran berbasis metode klasifikasi revisi Bloom efektif untuk meningkatkan kemampuan metakognitif siswa (Sudirtha et al, 2022).…”

Question Items of Magnitude and Motion Topics in Several High School Physics Textbooks: A Cognitive Level Analysis

“…The knowledge dimension consists of factual, conceptual, procedural, and metacognitive knowledge. Meanwhile, the cognitive process dimension consists of remembering, understanding, applying, analyzing, evaluating, and creating (Wiranata et al, 2021).…”