Penerapan Taksonomi Bloom Revisi untuk Meningkatkan Kemampuan Pemahaman Konsep Matematis

Abstract

The ability to understand students' concepts is important. But the ability to understand the concept of students does not grow without just passing on an action from a serious educator in dealing with this problem. Developing learning objectives in general is one of the right steps taken by educators in learning. Bloom Revision Taxonomy that researchers will use in developing learning objectives in this study. so this study aims to describe students' abilities in understanding concepts through Bloom Revision's taxonomy. This type of research uses a qualitative descriptive method to see students' understanding of concepts in the implementation of microteaching in accordance with taxonomic steps of the revised bloom on the Education of Mathematics students at UIN Raden Intan in the sixth semester. Data collection techniques are tests on the implementation of microteaching and interviews. Based on the results of the assessment seen in the results of the observation sheet on the implementation of the learning that the steps of Bloom's Taxonomy can be applied in accordance with the selected indicators and in general students have been able to understand mathematical concepts well. So it can be concluded that the application of Bloom Revised Taxonomy in learning can improve students' ability to understand concepts

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

“…So learning activities based on Revised Bloom's Taxonomy are effective for improving problem-solving skills. Furthermore, the results of this study are strengthened by research, showed that thematic learning in the perspective of Revised Bloom's Taxonomy could make the learning process more active and meaningful for students (Ardiani et al, 2013;Netriwati, 2018;Sari et al, 2017).…”

“…The knowledge dimension is divided into 4, namely factual, conceptual, procedural, and metacognitive. In contrast, the cognitive process dimension consists of 6 dimensions, namely remembering (C1), understanding (C2), applying (C3), analyzing (C4), evaluating (C5), and creating (C6) (Effendi, 2017;Handayani, 2020;Netriwati, 2018).…”

“…Bloom's Revised Taxonomy has two dimensions, namely knowledge, and cognitive dimensions. The knowledge dimension is divided into four, namely factual, conceptual, procedural, and metacognitive, while the cognitive process dimension consists of 6 dimensions, namely remembering (C1), understanding (C2), applying (C3), analyze (C4), evaluate (C5), and create (C6) (Effendi, 2017;Handayani, 2020;Netriwati, 2018). The advantage of using learning activities based on Revised Bloom's Taxonomy is that student activity is maximized, it will lead to adjustments for personal factors such as curiosity, goal structure, and student confidence about the problems given by the teacher and how to solve problems (Kurniasari, 2017;Ningsih, 2016;Suarmika & Faliyandra, 2016).…”

Metode Drill untuk Meningkatkan Hasil Belajar Matematika pada Siswa Kelas IV SD

“…Pembelajarannya harus tahap demi tahap mulai dari pemahaman ide dan konsep yang sederhana sampai kejenjang yang lebih kompleks. Seseorang tidak mungkin mempelajari konsep yang lebih tinggi sebelum ia menguasai konsep yang lebih rendah (Netriwati, 2018;Ningsih, 2016). Hal ini merupakan tantangan yang dihadapi oleh guru untuk menjadikan matematika sebagai sesuatu yang menarik.…”

Pengembangan Instrumen Tes Higher Order Thinking Skill (Hots) Pada Pokok Bahasan Sistem Persamaan Linear Dua Variabel Dan Teorema Pythagoras

“…Agar tujuan mudah dinilai keberhasilannya, maka tujuan itu harus operasional dan terklasifikasikan dengan rinci. Taksonomi yang digunakan dalam pendidikan untuk mengklasifikasi tujuan instruksional dibagi dalam 3 domain, yakni ranah pengetahuan yang berhubungan dengan tujuan orientasi belajar, 2) ranah afektif yang berhubungan pada perasaan, sikap hati, dan emosi, 3) ranah psikomotor yang berhubungan dengan kepiawaian motorik (Netriwati, 2018). Benjamin.…”