kognitif

Summary

In this lecture on educational evaluation, the focus is on evaluating different domains of learning in Islamic Religious Education. The instructor discusses three primary areas of evaluation: cognitive (knowledge), affective (attitudes), and psychomotor (skills). The cognitive domain is broken down into levels of thinking, ranging from remembering to evaluating and creating, based on Bloom's Taxonomy. The session explains how to design learning objectives and assessments using operational verbs corresponding to these levels, with a particular emphasis on high-order thinking skills (HOTS). The lecture also explores how various dimensions of knowledge, such as factual, conceptual, procedural, and metacognitive, play a role in assessments.

Takeaways

• 😀 The lecture discusses the three main domains of learning evaluation: cognitive, affective, and psychomotor.
• 😀 Cognitive evaluation focuses on assessing students' knowledge, thinking processes, and intellectual abilities.
• 😀 Bloom's Taxonomy outlines six levels of cognitive thinking: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation.
• 😀 Bloom's Taxonomy was later revised by Anderson, adding the 'Creating' level, making it seven levels of cognitive processes.
• 😀 Lower-Order Thinking Skills (LOTS) include the first three levels: Knowledge, Comprehension, and Application.
• 😀 Higher-Order Thinking Skills (HOTS) involve the last three levels: Analysis, Evaluation, and Creating.
• 😀 The operational verbs used in learning objectives and assessment items are crucial in determining the level of cognitive skills being assessed.
• 😀 In the cognitive domain, there are four knowledge dimensions: factual, conceptual, procedural, and metacognitive.
• 😀 The script emphasizes the importance of aligning assessment questions with specific levels of Bloom's Taxonomy to test various cognitive skills.
• 😀 The lecture stresses that in Islamic Education, topics like Akidah Akhlak, Al-Qur'an Hadith, and Fiqh are evaluated using the same cognitive principles.
• 😀 Teachers can create assessments (multiple choice or essay) based on different cognitive levels to encourage both LOTS and HOTS in students.

Q & A

What are the three domains of learning evaluation mentioned in the script?

The three domains of learning evaluation mentioned in the script are cognitive, affective, and psychomotor.

How does the script define 'cognitive' in the context of learning?

Cognitive refers to the knowledge or thinking process that involves the mastery of material by the students. It involves levels of thinking, such as remembering, understanding, applying, analyzing, synthesizing, and evaluating.

What are the six levels of cognitive skills according to Bloom's Taxonomy as mentioned in the script?

The six levels of cognitive skills according to Bloom's Taxonomy are: 1. Knowledge, 2. Comprehension, 3. Application, 4. Analysis, 5. Synthesis, and 6. Evaluation.

What is the difference between 'low-order thinking skills' (LOTS) and 'high-order thinking skills' (HOTS)?

Low-order thinking skills (LOTS) are the initial three levels of cognitive skills, such as remembering, understanding, and applying. High-order thinking skills (HOTS) involve the final three levels, such as analyzing, evaluating, and creating.

How did Anderson revise Bloom's Taxonomy?

Anderson revised Bloom's Taxonomy by adding a new level, 'Create' or 'Cement,' at the top of the taxonomy, which was not part of the original Bloom’s framework.

What role does the 'affective' domain play in the evaluation of learning?

The affective domain in learning evaluation is concerned with students' attitudes, feelings, and values, including their behavior and interactions during the learning process.

What is the 'psychomotor' domain in learning evaluation?

The psychomotor domain evaluates students' physical skills or abilities to perform tasks, such as practical skills or hands-on activities that require motor coordination.

What is an example of a question that tests 'remembering' in cognitive evaluation?

An example of a question that tests 'remembering' is: 'What are the pillars of wudu?' This falls under the first level of cognitive evaluation, which is remembering or recalling facts.

Can you give an example of a 'higher-order thinking' (HOTS) question?

A higher-order thinking question could be: 'How would you evaluate the moral implications of a character’s actions in an Islamic context?' This question involves analyzing and evaluating, which are higher levels of thinking.

What are the four types of factual knowledge mentioned in the script?

The four types of factual knowledge mentioned are: 1) Terminology (e.g., definitions or terms), 2) Details and elements of events, 3) Specific occurrences, and 4) Knowledge of the past or specific historical facts.