The use of cognitive domain in questions: The perception of students and lecturers of public universities in Aceh

Abstract

The purpose of this study is to investigate the cognitive domain of Bloom's taxonomy used in questions asked by lecturers to their students at two public universities in Banda Aceh, Indonesia. The data for the study were gathered from both the students' and lecturers' perceptions. There are 218 students and 19 lecturers involved in this survey as the respondents. This study found that both lecturers and students from these public universities perceived that the lecturers frequently used all levels of the cognitive domain of Bloom's taxonomy. The students perceived that the most frequent cognitive domain used by the lecturers in questions is the domain of create, followed by the cognitive domain of understand, remember, evaluate, apply and lastly the cognitive domain of analyze. On the other hand, the lecturers believed that they use the cognitive domain of remember as the most frequent cognitive domain in questions. In the second place, the lecturers perceived the use of domain of understand while in the third, and fourth place there are the domain of create and the domain of evaluate, followed by the cognitive domain of analyze and apply. Therefore, lecturers are recommended to maintain the quality of questions in classrooms to promote students' critical thinking by using all cognitive domains of Bloom's taxonomy. Universities should frequently survey to have a reliable and valid record of lecturers' performance based on students' and lecturers' opinions to consistently improve the quality of teaching and learning.

Domain kognitif dan pencapaian ungkapan algebra dalam kalangan pelajar Tingkatan Dua

“…Pelbagai jurnal dan artikel telah dijadikan sumber rujukan dan literatur sokongan untuk memperkuatkan lagi soal selidik. Di samping itu, pengkaji juga menjalankan penerokaan terhadap instrumen-instrumen sedia ada yang berkaitan dan jika ada konstruk dan item yang bersesuaian boleh diadaptasi mengikut konteks kajian (Fitriani et al, 2021;Roberts & Clifton, 1992;Sintian, 2013).…”

The Interaction Between Understanding of Critical Thinking and Teaching/Learning of Critical Thinking Skills

“…However, researchers (Arth et al, 2019) note that students likely will not learn better critical thinking skills alone, also, student-centered learning in higher education requires the instructor to guide students to use the course concepts (Wright, 2011), therefore, systematically designed learning activities are crucial to acquire critical thinking. Integration of critical thinking activities into coursework or lectures, creating opportunities for appropriate and effective questioning (Fitriani et al, 2021), referring to content from related disciplines (Norris, 2016) can stimulate students to think at a higher cognitive level. Moreover, by developing critical thinking, teachers also contribute to the development of other soft skills to be applicable at the workplace (Tang, 2019).…”