1. 1 1
Table: Mencari Petunjuk Skenario Pembelajaran dalam Taksonomi 2Dimensi
The Knowledge
Dimension
Degree of complexity of the cognitive process
Remember Understand 3. Apply 4. Analyze 5. Evaluate 6. Create
Bloom’s
Definition
Exhibit memory of
previously learned
material by
recalling facts,
terms, basic
concepts, and
answers.
Demonstrate
understanding of
facts and ideas by
organizing,
comparing,
translating,
interpreting, giving
descriptions, and
stating main ideas.
Solve problems to new
situations by applying
acquired knowledge, facts,
techniques and rules in a
different way.
Examine and break
information into parts by
identifying motives or
causes. Make inferences
and find evidence to
support generalizations.
Present and defend
opinions by making
judgments about
information, validity of
ideas, or quality of work
based on a set of criteria.
Compile information
together in a different way
by combining elements in
a new pattern or
proposing alternative
solutions.
A. Factual Ingat gedung
tertinggi di
dunia.
Bandingkan
gedung tertinggi
di dunia dengan
kedalaman rata-
rata lautan.
Gunakan ketinggian
gedung tertinggi di
dunia untuk mengukur
rata-rata kedalaman
laut dalam satuan
gedung tertinggi.
Kelompokkan
beberapa
bangunan/struktur
paling terkenal di
dunia berdasarkan
ketinggian yang
sama/tidak sama.
Tentukan satuan
panjang terbaik
(misalnya, kaki, meter,
lapangan sepak bola)
untuk menggambarkan
ketinggian gedung
tertinggi di dunia.
Buat tabel 20 gedung
tertinggi di dunia
menggunakan kriteria
yang menurut Anda
penting dan berguna
bagi pembaca.
B. Conceptual Ceritakan/
tuliskan definisi
matriks
identitas dalam
aljabar linier.
Berikan contoh
matriks
identitas.
Dengan menggunakan
definisi matriks
identitas, periksa
apakah matriks A
adalah matriks
identitas dari matriks
B.
Tentukan mana dari
matriks berikut yang
merupakan matriks
identitas dan, untuk
masing-masing,
jelaskan mengapa
atau mengapa tidak.
Tentukan mana dari
karakteristik matriks
berikut yang (atau tidak)
diperlukan untuk
mengetahui apakah
matriks A adalah matriks
identitas B, dan untuk
masing-masingnya,
jelaskan mengapa atau
mengapa tidak.
Buat pertanyaan untuk
menentukan apakah
siswa mengetahui apa
itu matriks identitas
dan apakah mereka
dapat
menggunakannya
untuk memecahkan
masalah.
2. 2 2
C. Procedural Ingat langkah-
langkah dari
algoritma
mergesort.
Jelaskan
mergesort kepada
seseorang yang
benar-benar baru
dalam algoritme
pengurutan.
Jalankan mergesort
pada kumpulan
bilangan bulat ini:
{9,2,6,3,8,1,4,7}.
Bedakan mergesort
dari heapsort.
Nilai apakah mergesort
atau heapsort paling
efisien dan jelaskan
alasannya.
Usulkan algoritma
pengurutan baru yang
terinspirasi oleh (tidak
sama dengan)
mergesort.
D.
Metacognitive
Mengidentifikasi
strategi untuk
menyimpan
informasi.
Berikan contoh
bagaimana Anda
telah
menunjukkan
kekuatan tertentu
dari Pencari
Kekuatan Gallup.
Identifikasi strategi
menghafal dan
gunakan teknik yang
paling membantu Anda
menghafal 15 presiden
AS pertama secara
berurutan.
Jelaskan asumsi Anda
tentang individu yang
kekuatannya bersifat
analitis, strategis, dan
futuristik dari Gallup
Strengths Finder.
Tentukan strategi
menghafal mana yang
cocok untuk Anda dan
mana yang tidak.
Jelaskan mengapa
beberapa strategi lebih
efektif untuk Anda.
Tulis esai singkat
tentang gaya belajar
pribadi Anda yang
menggabungkan
kerangka gaya belajar
VARK.
Table 1: Search Learning Scenario Prompts in 2Dimensional Taxonomy
The Knowledge
Dimension
The Cognitive Process Dimension
Remember Understand 3. Apply 4. Analyze 5. Evaluate 6. Create
A. Factual Recall the
tallest
building in
the world.
Compare the
tallest building in
the world to the
average depth of
the ocean.
Use the height of the
world’s tallest building
to measure the average
depth of the ocean in
units of the tallest
building.
Group some of the
world’s most famous
buildings/structures
based on their
similar/dissimilar
heights.
Determine the best unit
of length (e.g., feet,
meters, football fields)
to describe the height
of the world’s tallest
buildings.
Generate a table of the
world’s 20 tallest
buildings using criteria
you think are important
and useful to readers.
B. Conceptual Recite the
definition of
an identity
matrix in
Provide an
example of an
identity matrix.
Using the definition of
an identity matrix,
verify whether matrix A
Determine which of
the following
matrices are identity
matrices and, for
Determine which of the
following characteristics
of matrices are (or are
not) necessary to know
if matrix A is an identity
Create a question to
determine if a student
knows what an identity
3. 3 3
linear
algebra.
is an identity matrix of
matrix B.
each, explain why or
why not.
matrix of B, and for
each, explain why or
why not.
matrix is and if they can
use it to solve problems.
C. Procedural Recall the
steps of the
mergesort
algorithm.
Explain
mergesort to
someone
completely new
to sorting
algorithms.
Run a mergesort on this
set of integers:
{9,2,6,3,8,1,4,7}.
Distinguish mergesort
from heapsort.
Judge whether
mergesort or heapsort
is most efficient and
explain why.
Propose a novel sorting
algorithm that is
inspired by (not the
same as) mergesort.
D.
Metacognitive
Identify
strategies
for retaining
information.
Exemplify how
you have
demonstrated a
particular
strength from
the Gallup
Strengths Finder.
Identify memorization
strategies and use those
techniques that best
help you to memorize
the first 15 U.S.
presidents in order.
Explain your
assumptions of
individuals whose
strengths are
analytical, strategic,
and futuristic from
the Gallup Strengths
Finder.
Determinewhich
memorization strategies
work well for you and
which do not. Explain
why some strategies are
more effective for you.
Write a brief essay on
your personal learning
style incorporating the
VARK learning style
framework.
6. 6 6
Metacognitive skills (Strategy) typically fit into three distinct categories of the learning process:
1. Planning: The first phase of metacognition, the planning phase, asks individuals to question what they want to learn,
what existing knowledge they can use to help them learn, what they need to focus on to learn and what time frame they
have to achieve comprehension.
2. Monitoring: The monitoring phase occurs throughout the learning process. During this phase, individuals ask questions
relating to how well they're retaining information, whether to slow or quicken the pace at which they learn depending on
the subject's difficulty and whether they need to seek additional guidance to help them learn.
3. Evaluation: The evaluation phase is the final phase during the metacognitive process. During this phase, individuals
evaluate their ability to learn during the monitoring phase. They question whether what they learned could help them in
other areas, determine weak areas where they need to complete additional work and reflect on what they should've done
differently to maximize their learning experience.
Metacognition is often defined as "thinking about thinking"; metacognitive pedagogies focus on the planning, monitoring, evaluation
and regulation of thought. Some writers use the term 'metacognition' more broadly to refer to all forms of student reflection in
relation to their learning process; metacognition generally means higher level thinking about how a learning task will be handled,
and making plans on processes of observing and evaluating comprehension (Livingston, 1997). Scarr and Zanden (1984) define
metacognition as individuals’ awareness and comprehension of processes of regulating their mental state, skills, memory and
behaviour.
Metacognitive regulation refers to what learners do about learning. It describes how learners monitor and control their cognitive
processes. For example, a learner might realise that a particular strategy is not achieving the results they want, so they decide to try
a different strategy.
Metacognitive knowledge refers to what learners know about learning. This includes:
- the learner’s knowledge of their own cognitive abilities (e.g. ‘I have trouble remembering dates in history’)
- the learner’s knowledge of particular tasks (e.g. ‘The ideas in this chapter that I’m going to read are complex’)
- the learner’s knowledge of different strategies that are available to them and when they are appropriate to the task (e.g. ‘If I scan
the text first it will help me to understand the overall meaning').
7. 7 7
Learning Outcomes The Cognitive Process Dimension
Category Action Verbs and Cognitive Processes Assessment Formats
Remember -
retrieve relevant
knowledge from
long-term memory
Recognizing - comparing knowledge from long-term memory with
presented information.
Sample learning outcome verbs may include: identify, recognize, select,
label, arrange, order, repeat, copy, duplicate, match, associate.
True-false; Multiple choice; Matching items from two lists
Recalling - retrieving knowledge from long-term memory when
presented with a question.
Sample learning outcome verbs may include: recall, locate, retrieve, list,
name, reproduce, state, describe, cite, recite, define, quote
Questions vary depending on the extent of providing hints and
being placed within a larger context
Understand -
construct meaning
from oral, written,
and graphic
communication
Interpreting - moving from one form of representation to another.
Sample learning outcome verbs may include: represent, interpret, clarify,
paraphrase, reproduce, change, modify, convert, transform, translate,
restate, rewrite, quantify.
Construct or selecting given information in a different form (e.g.
transforming a verbal representation of a system into a use-case
diagram)
Exemplifying - finding a specific example of a concept or principle.
Sample learning outcome verbs may include: give example, illustrate.
Asking the student to give a constructed or selected example
Classifying - placing something in category.
Sample learning outcome verbs may include: group, categorize, classify.
Asking a student to pair an instance with a concept, principle, or
category
Summarizing - synthesizing general points.
Sample learning outcome verbs may include: summarize, generalize,
synthesize, assemble, combine, compile, integrate, consolidate.
Asking a student to produce a theme or summary when
presented with an information
8. 8 8
Inferring - drawing a logical conclusion from the presented information.
Sample learning outcome verbs may include: extrapolate, interpolate,
predict, conclude, infer, deduce
Completion tasks - complete a series; Analogy tasks - complete an
analogy; Oddity tasks - determining which of several items does
not belong to a list
Comparing - detecting correspondences between two or more entities.
Sample learning outcome verbs may include: compare, contrast, map,
match, correlate.
Mapping - showing correspondence between respective parts of
two entities
Explaining - constructing a cause-andeffect model of a system.
Sample learning outcome verbs may include: sequence, explain,
diagnose, troubleshoot, repair, redesign, predict, prescribe.
Reasoning - offering a reason for a given event; Troubleshooting -
diagnosing the problem in a malfunctioning system; Redesigning -
making changes in a system to accomplish some goal; Predicting
- determining what effect a change in one part of a system will
have on another part of a system
Apply - carry out
or use a
procedure in a
given situation
Executing (carrying out a procedure with a familiar task) - associated with
the use of skills and algorithms, applies procedural knowledge.
Sample learning outcome verbs may include: carry out, calculate,
compute, operate, process, execute, follow, perform, use, utilize, practice.
Applying a well-known procedure to a familiar problem
Implementing (using a procedure with an unfamiliar task) - associated
with the use of techniques and methods, applies conceptual knowledge.
Sample learning outcome verbs may include: adapt, implement,
demonstrate, determine, conduct.
Determining the procedure necessary for solving an unfamiliar
problem
Analyze - break
material into its
constituent parts
and determine
how the parts
relate to one
another and to an
overall structure
or purpose
Differentiating - distinguishing relevant from irrelevant parts or important
from unimportant parts of presented material.
Sample learning outcome verbs may include: select, discriminate,
distinguish, differentiate, focus on, point out.
Determining which parts in a given material are most important or
relevant
Organizing - determining how elements fit within a structure.
Sample learning outcome verbs may include: analyze, break down,
organize, outline, sketch, draw, diagram, chart, tabulate, parse, separate,
subdivide.
Providing an outline, table, matrix, or hierarchical diagram
9. 9 9
Attributing - determining a point of view, intent, purpose.
Sample learning outcome verbs may include: attribute, ascribe, depict,
describe, infer, deduce.
Constructing or selecting a description of the author's point of
view or intentions when presented with some written or oral
materia
Evaluate - make
judgments based
on criteria and
standards
Checking - detecting inconsistencies or fallacies within a process or
product (internal inconsistency).
Sample learning outcome verbs may include: detect, monitor,
coordinate, test.
Detecting inconsistencies or logical flaws in presented
information
Critiquing - detecting inconsistencies between a product and external
criteria (external inconsistency).
Sample learning outcome verbs may include: grade, score, judge, reason,
appraise, assess, defend, estimate, argue, rank, rate, support, review,
critique, justify, recommend, prove, disprove, refute, qualify, criticize,
verify, evaluate, discuss.
Evaluating a proposed solution or hypothesis; judging which of
several methods provides a better solution to a problem
Create - put
elements together
to form a structure
or reorganize
elements into a
new structure
Generating - coming up with alternative hypotheses based on criteria.
Sample learning outcome verbs may include: generate, hypothesize,
theorize, research, experiment, explore.
Producing alternatives or hypotheses - generating alternative
methods for achieving a particular result; Consequences tasks -
listing all possible consequences of a certain event; Uses tasks -
listing all possible uses for an object
Planning - devising a procedure for accomplishing some task.
Sample learning outcome verbs may include: design, devise, solve,
propose, formulate, plan, prepare, systematize, improve, innovate,
refine.
Developing a solution method, describing solution plans, or
selecting solution plans for a given problem.
Producing - inventing a product.
Sample learning outcome verbs may include: write, construct, produce,
compose, invent, create, program, build.
Developing a novel product that satisfies a description
10. 10 10
REVISED Bloom’s Taxonomy Action Verbs
Definitions I. Remembering II. Understanding III. Applying IV. Analyzing V. Evaluating VI. Creating
Bloom’s
Definition
Exhibit memory
of previously
learned material
by recalling facts,
terms, basic
concepts, and
answers.
Demonstrate
understanding of
facts and ideas by
organizing,
comparing,
translating,
interpreting, giving
descriptions, and
stating main ideas.
Solve problems to
new situations by
applying acquired
knowledge, facts,
techniques and
rules in a different
way.
Examine and break
information into
parts by identifying
motives or causes.
Make inferences
and find evidence
to support
generalizations.
Present and
defend opinions
by making
judgments about
information,
validity of ideas,
or quality of work
based on a set of
criteria.
Compile
information
together in a
different way by
combining
elements in a new
pattern or
proposing
alternative
solutions.
Verbs • Choose • Classify • Apply • Analyze • Agree • Adapt
• Define • Compare • Build • Assume • Appraise • Build
• Find • Contrast • Choose • Categorize • Assess • Change
• How • Demonstrate • Construct • Classify • Award • Choose
• Label • Explain • Develop • Compare • Choose • Combine
• List • Extend • Experiment with • Conclusion • Compare • Compile
• Match • Illustrate • Identify • Contrast • Conclude • Compose
11. 11 11
• Name • Infer • Interview • Discover • Criteria • Construct
• Omit • Interpret • Make use of • Dissect • Criticize • Create
• Recall • Outline • Model • Distinguish • Decide • Delete
• Relate • Relate • Organize • Divide • Deduct • Design
• Select • Rephrase • Plan • Examine • Defend • Develop
• Show • Show • Select • Function • Determine • Discuss
• Spell • Summarize • Solve • Inference • Disprove • Elaborate
• Tell • Translate • Utilize • Inspect • Estimate • Estimate
• What • List • Evaluate • Formulate
• When • Motive • Explain • Happen
• Where • Relationships • Importance • Imagine
• Which • Simplify • Influence • Improve
• Who • Survey • Interpret • Invent
• Why • Take part in • Judge • Make up
• Test for • Justify • Maximize
• Theme • Mark • Minimize
• Measure • Modify
12. 12 12
• Opinion • Original
• Perceive • Originate
• Prioritize • Plan
• Prove • Predict
• Rate • Propose
• Recommend • Solution
• Rule on • Solve
• Select • Suppose
• Support • Test
• Value • Theory
Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing, Abridged Edition. Boston, MA: Allyn and Bacon.
13. 13 13
The knowledge dimension represents a range from concrete (factual) to abstract (metacognitive) (Table 2). Representation of the
knowledge dimension as a number of discrete steps can be a bit misleading. For example, all procedural knowledge may not be
more abstract than all conceptual knowledge. And metacognitive knowledge is a special case. In this model, “metacognitive
knowledge is knowledge of [one’s own] cognition and about oneself in relation to various subject matters . . . ” (Anderson and
Krathwohl, 2001, p. 44).
Table 2. The Knowledge Dimension
Factual
knowledge of terminology
knowledge of specific
details and elements
Conceptual
knowledge of
classifications and
categories
knowledge of principles
and generalizations
Procedural
knowledge of subject-
specific skills and
algorithms
Metacognitive
strategic knowledge
knowledge about
cognitive tasks, including
appropriate contextual
14. 14 14
knowledge of theories,
models, and structures
knowledge of subject-
specific techniques and
methods
knowledge of criteria for
determining when to use
appropriate procedures
and conditional
knowledge
self-knowledge
Bloom’s Revised Taxonomy Model (Responsive)
Note: These are learning
objectives – not learning
activities. It may be
useful to think of
preceding each objective
with something like,
“students will be able
to…:
The Knowledge
Dimension
Factual
The basic elements a
student must know to
be acquainted with a
discipline or solve
problems in it.
The Knowledge
Dimension
Conceptual
The interrelationships
among the basic
elements within a larger
structure that enable
them to function
together.
The Knowledge
Dimension
Procedural
How to do something,
methods of inquiry, and
criteria for using skills,
algorithms, techniques,
and methods.
The Knowledge
Dimension
Metacognitive
Knowledge of cognition
in general as well as
awareness and
knowledge of one’s own
cognition
15. 15 15
The Cognitive Process
Dimension
Remember
Retrieve relevant
knowledge from long-
term memory.
Remember + Factual
List primary and
secondary colors.
Remember +
Conceptual
Recognize symptoms
of exhaustion.
Remember +
Procedural
Recall how to perform
CPR.
Remember +
Metacognitive
Identify strategies for
retaining information.
The Cognitive Process
Dimension
Understand
Construct meaning from
instructional messages,
including oral, written
and graphic
communication.
Understand + Factual
Summarize features of
a new product.
Understand +
Conceptual
Classify adhesives by
toxicity.
Understand +
Procedural
Clarify assembly
instructions.
Understand +
Metacognitive
Predict one’s response
to culture shock.
The Cognitive Process
Dimension
Apply
Carry out or use a
procedure in a given
situation.
Apply + Factual
Respond to frequently
asked questions.
Apply + Conceptual
Provide advice to
novices.
Apply + Procedural
Carry out pH tests of
water samples.
Apply + Metacognitive
Use techniques that
match one's strengths.
16. 16 16
The Cognitive Process
Dimension
Analyze
Break material into
foundational parts and
determine how parts
relate to one another
and the overall
structure or purpose
Analyze + Factual
Select the most
complete list of
activities.
Analyze + Conceptual
Differentiate high and
low culture.
Analyze + Procedural
Integrate compliance
with regulations.
Analyze + Procedural
Integrate compliance
with regulations.
The Cognitive Process
Dimension
Evaluate
Make judgments based
on criteria and
standards.
Evaluate + Factual
Check for consistency
among sources.
Evaluate + Conceptual
Determine relevance of
results.
Evaluate + Procedural
Judge efficiency of
sampling techniques.
Evaluate +
Metacognitive
Reflect on one's
progress.
The Cognitive Process
Dimension
Create
Put elements together
to form a coherent
whole; reorganize into a
new pattern or
structure.
Create + Factual
Generate a log of daily
activities.
Create + Conceptual
Assemble a team of
experts.
Create + Procedural
Design efficient project
workflow.
Create + Metacognitive
Create a learning
portfolio.
