“CURRICULUM MATERIAL AND DEVELOPMENT”

Name:

1. Mustika Syawalia Kammis (2101020092)

2. Dian Gresari Abi (2101020056)
3. Satria Resly Mbuik (2101020033)
4. Ester Angelina Pit'ay (2101020132)
5. Sandra Sovia D. Penna (2101020159)
6. Vivi Nalle (2101020038)

Semester/Class:4D

Date: 12th of April, 2023

BLOOM'S TAXONOMY

Bloom's taxonomy refers to taxonomies created for educational purposes. This taxonomy
was first introduced by Benjamin S. Bloom in 1956. Etymologically, the word "Taxonomy"
comes from the Greek, namely "Tassein" which means to classify, and "Nomos" which means
rule. So that the meaning of taxonomy can be defined as a classification hierarchy based on basic
principles or rules. Bloom's Taxonomy is a science that studies classifications based on scientific
research data on various matters, in particular identifying matters related to student abilities
ranging from low to high levels, all of which are grouped in an educational systematic.

Bloom's taxonomy is used as a standard for the achievement of learning outcomes. Bloom's
Taxonomy also makes it easier to communicate the intent of teaching and learning activities to
students, so that students can carry out learning activities more independently. This concept also
makes it easier for teachers to choose cognitive levels in determining and compiling material and
mapping concepts in learning content. In addition, this concept has educational goals, which
Bloom divides into three domains/ domains of intellectual abilities (Intellectual Behaviors),
namely the Cognitive Domain, the Affective Domain and the Psychomotor Domain.

The Cognitive Domain contains behaviors that emphasize intellectual aspects, such as
knowledge and thinking skills. The affective domain includes behavior related to emotions, such
as feelings, values, interests, motivations, and attitudes. Meanwhile, the Psychomotor Domain
contains behaviors that emphasize manipulative functions and motor skills / physical abilities,
swimming, and operating machines. Teachers or experts usually associate these three domains
with Knowledge for Cognitive, Skills for Affective and Attitude for Psychomotor (KSA).

In this assignment we will discuss in advance about the cognitive domain.

COGNITIVE DOMAIN

The cognitive domain sorts the skills of thinking in accordance with the expected goals. The
thought process describes the stage of thinking that must be mastered by students to be able to
apply theory into deeds. Therefore, the purpose of this domain is to create students' intellectual
abilities that can be utilized by them to solve a problem that occurs in everyday life through the
process of thinking that connects or combines ideas and methods or procedures previously
studied to solve these problems.

In the cognitive domain, there are six categories or levels in the thought process. There are
two versions of the category of this domain, namely the original version of the Bloom Taxonomy
(Benjamin Bloom 1956) consisting of the category of Knowledge, Comprehension, Application,
Analysis, Synthesis, and Evaluation. Meanwhile, from the version of the Bloom Taxonomy
revision (Krathwohl, D.R. and Lorin Anderson, 2001) which consists of categories of
Remember, Understand, Apply, Analyze, Evaluate, and Create.

Changes in the taxonomy of nouns (in bloom taxonomy) to verbs (in the revision of the
Bloom taxonomy) are made to be in accordance with educational goals that can show that
students will be able to do something (verbs) using or through something (nouns). Changes in the
category from the original version to the revised version, namely the category of Knowledge
changed to Remember, Comprehension changed to Understand, the Application turned into
Apply, Analysis turned into Analyze, Synthesis turned into Create, and Evaluation turned into
Evaluate.

The level for this domain can be described in the form of a pyramid, where the first three
levels (the lowest) are Lower Order Thinking Skills, while the next three levels (top) are Higher
Order Thinking Skills. This scheme shows that the higher the level or category, the more
difficult the ability to think.

1. Remember (Mengingat)
This category plays an important role in meaningful learning processes and problem
solving because it is often used to solve complicated various problems. This category
includes two processes, namely Recognition (Mengenali) related to knowing the
knowledge of past knowledge related to real things; and Recalling (Memanggil kembali)
related to cognitive processes that require past knowledge quickly and precisely.
2. Understand (Memahami)
Understand is related to building an understanding from various sources such as
messages, information or reading and communication. This category is related to
Classification (Mengklasifikasikan) activities that start from recognizing some
information that is a member of a particular category of knowledge more specifically and
then found concepts and principles generally; and also related to Comparing
(Membandingkan) activities related to cognitive processes to find and identify one by one
the characteristics of the object or information compared.
3. Apply (Mengaplikasikan)
This category includes the activities of Executing (Menjalankan prosedur) related to
the cognitive process according to the procedure (may be modified from the original
version) in solving problems and carrying out the experiments whose information is
known; As well as the process of Implementing (Mengimplementasikan) related to
cognitive processes such as understanding, choosing, using procedures, and creating
 solutions for things that are not yet known or are still unfamiliar according to the
problems encountered.
4. Analyze (Menganalisis)
This category is related to cognitive processes such as Attributeing (Memberi
atribut) that direct students to the information of origin and the reasons for a thing found
and created; and Organizing (Mengorganisasikan) related to the process of building a
systematic and appropriate relationship of the pieces of information provided or found.
5. Evaluate (Mengavaluasi)
Evaluate is related to cognitive processes providing assessments based on existing
criteria and standards. The criteria that are usually used are quality, effectiveness,
efficiency, consistency, quantitative and qualitative and can be determined by students
themselves. This category includes Checking (Mengecek) which in the thought process
leads to the determination of the extent to which a plan goes well; As well as Critiquing
(Mengkritisi) which is closely related to critical thinking through the assessment process
by looking at the negative and positive sides of a thing, then conduct an assessment based
on external criteria and standards.
6. Create (Mencipta)
Create leads to cognitive processes put elements together to form a matching unity
and direct students to produce a new work or product by organizing several elements into
different forms or patterns than before. This category includes Generating
(Menggeneralisasikan) which is the core of creative thinking in the form of activities
representing problems and alternative discoveries of hypotheses needed; as well as
Producing (Memproduksi) that leads to planning to solve a problem with factual,
conceptual, procedural, and metacognition knowledge.
The following is a table that contains operational words (verbs) used in each category: