Bloom’s revised taxonomy-oriented learning activity to improve reading interest and creative thinking skills

Wayan, I; Triyono, Sulis; Sudirtha, I Gede; Adijaya, Made Aryawan; Wulandari, I Gusti Ayu Agung Manik

doi:10.1080/2331186x.2023.2221482

Cited by 7 publications

(4 citation statements)

References 66 publications

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“…Students may refine their methods and be better equipped to solve problems efficiently and creatively if they are aware of the techniques used in problem solving (Hargrove, 2013;Kertih, Widiana, & Antara, 2023). Students' metacognitive skills improve if they are asked to use techniques while studying (Medina, Castleberry, & Persky, 2017;Widiana, Triyono, Sudirtha, Adijaya, & Wulandari, 2023).Understanding the techniques used to solve problems is similar to realizing the importance of one's own thinking process. The goal of metacognitive development is to think deeply to develop meaning (Afflerbach, Cho, Kim, Crassas, & Doyle, 2013).…”

Section: Discussionmentioning

confidence: 99%

Performance assessment: Improving metacognitive ability in mathematics learning

Mertasari,

Sastri,

Pascima

2023

JEELR

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This study aims to examine the improvement of metacognitive abilities in learning mathematics through a variety of formative assessments. The study applied an experimental approach with a pre- and post-tests control group design. Six classes of students were chosen by cluster random sampling as the sample, with two classes serve as the experimental group with performance assessments, two classes serve as the comparison group with essay assessments and two additional classes serve as the control group with multiple choice assessments. The instrument to measure metacognitive ability was developed specifically for the pre-and post-tests. The gain score was analyzed using a one-way ANOVA and continued with the Scheffe test. The study discovered that students who participated in learning with formative assessments of performance showed the highest levels of metacognitive skills followed by those who participated in learning with formative assessments of essays and those who participated in learning with formative assessments of multiple-choice questions came in third. These findings lead to the conclusion that formative assessment of performance has a positive effect on improving metacognitive abilities. According to the characteristics of learning mathematics, this situation might happen because the performance evaluation includes activities that are difficult, comprehensive and associated with daily life. In addition, performance assessment also has intrinsic value because it requires students to organize and present material in their own way. It is recommended that mathematics teachers use formative performance assessments in order to enhance cognitive capacities.

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Section: Discussionmentioning

confidence: 99%

Performance assessment: Improving metacognitive ability in mathematics learning

Mertasari,

Sastri,

Pascima

2023

JEELR

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“…By examining Bloom's Taxonomy's cognitive processes more deeply Krathwohl (2002) improved it. There are six cognitive levels in the Bloom's Taxonomy Revised (BTR): remember, understand, apply, analyze, evaluate, and create (Kang, 2023;Kilicoglu and Kaplan, 2022;Larsen et al, 2022;Widiana et al, 2023).…”

Section: Introductionmentioning

confidence: 99%

Analysis of Prospective Teacher Students Errors in Making Math Test Instruments Based on Bloom's Taxonomy Revised

Adhitya

2024

eduscape

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This study aims to describe the errors of prospective teacher students in making math test instruments based on cognitive levels from the Bloom’s Taxonomy Revised (BTR). BTR consists of LOTS (C1-C3) and HOTS (C4-C6) levels. This research included descriptive qualitative research. The subjects of this study were 19 prospective teacher students, namely the mathematics education department in the Mathematics Learning Evaluation course. Based on the results of the study, it was obtained that prospective teacher students made mistakes at both levels but more at the HOTS level. At the LOTS level, it is on the error level C3; at the HOTS level, it is spread at all levels, namely C4-C6. An indication of error that often arises is that prospective teacher students cannot compile questions according to their level of cognition. The questions made are often still below the level they should be. The level of the questions made is still below the level that it should be.

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“…Rahmawati et al, 2019;Wanelly & Fauzan, 2020). Creative thinking helps hone their ability to see problems from different points of view, create innovative solutions, and connect concepts (Rahmawati et al, 2019;Wahyudi et al, 2022;Widiana et al, 2023). It is what causes the importance of creative thinking skills in students so they can solve problems with creative solutions (Laura et al, 2022;Yang et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

Ethnomathematics Integrated Student Worksheet on Area Measurement Material Improves Elementary School Students' Creative Thinking Ability

Novelita,

Fauzan,

Yerizon

et al. 2024

International j.of Elementary Education

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The problem in learning mathematics is the low ability to think creatively. Students are less able to produce innovative ideas to overcome new problems. This research aims to develop a valid and practical integrated ethnomathematics student worksheet. The type of research used in this research is development research. The research model used is the Plomp model, which divides the development stage into three phases: the initial investigation, development, and assessment. The subjects of this research were one mathematics material expert, 1 Indonesian language expert, and one art expert, as well as three teachers as a test of media practicality. The trial subjects for this research consisted of individual trials consisting of 3 students and small group trials consisting of 9 students. The methods used to collect data are observation, interviews, questionnaires, and tests. The instruments used to collect data were questionnaires and tests. Data analysis techniques are carried out qualitatively and quantitatively, as well as inferential statistics. The results of this research are validation results of 3.63 with a very valid category. The students' practicality results were 93.05 in the very practical category. The students' practical results were 96.04 in the very practical category. The t-test results show an influence of the Ethnomathematics Integrated Student Worksheet on Extensive Measurement Material on students' creative thinking abilities. It was concluded that the Student Worksheet integrated Ethnomathematics in data area measurement material was very valid and very practical, so it was suitable for use in learning in the fourth grade of elementary school.

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Bloom’s revised taxonomy-oriented learning activity to improve reading interest and creative thinking skills

Cited by 7 publications

References 66 publications

Performance assessment: Improving metacognitive ability in mathematics learning

Performance assessment: Improving metacognitive ability in mathematics learning

Analysis of Prospective Teacher Students Errors in Making Math Test Instruments Based on Bloom's Taxonomy Revised

Ethnomathematics Integrated Student Worksheet on Area Measurement Material Improves Elementary School Students' Creative Thinking Ability

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