Pengenalan Four Square Concept Map dan Metode What, So What, Now What

Summary

This Indonesian educational video script discusses the knowledge dimensions and cognitive processes within Anderson's Taxonomy. It breaks down the learning process into factual, conceptual, procedural, and metacognitive levels, providing examples and exercises to deepen understanding. The script aims to guide educators in designing statements and questions to effectively achieve educational goals, engaging viewers with interactive examples like classifying words into knowledge dimensions and exploring the concept of 'family'.

Takeaways

• 📚 The script discusses the knowledge dimensions and cognitive processes in the Anderson's Taxonomy of Educational Objectives.
• 🌐 It explains that there are two main parts in the taxonomy: the knowledge dimension and the cognitive process dimension, which together form 24 categories.
• 🔍 The knowledge dimension is broken down into four parts: factual, conceptual, procedural, and metacognitive.
• 📝 Factual knowledge is the basic level of thinking ability, involving simple recognition and recall of information through the senses.
• 💡 Conceptual knowledge involves understanding and classifying information into categories, principles, theories, and models.
• 🛠 Procedural knowledge pertains to the application of knowledge through methods, specific skills, techniques, and criteria for problem-solving.
• 🧠 Metacognitive knowledge is the highest level of knowledge dimension, involving self-awareness and the ability to reflect on one's own thinking processes.
• 📖 The script provides examples of terms that can be used to create questions or statements to enhance students' thinking from the lowest to the highest level.
• 📝 For factual knowledge, terms like 'definition', 'symbol', 'name', and 'shape' are used, which are easily identifiable without much thought.
• 🔑 In the conceptual level, terms evolve to include 'classification', 'principle', 'theory', and 'model', indicating a deeper understanding of concepts.
• 🛑 Procedural terms include 'method', 'specific skill', 'specific technique', and 'criteria', which are crucial for executing appropriate problem-solving strategies.
• 🔄 The metacognitive level uses terms like 'strategy', 'cognitive task', 'contextual approach', 'conditional', and 'self-knowledge', reflecting a high level of self-awareness in learning.

Q & A

What are the four dimensions of knowledge according to Anderson's Taxonomy?

The four dimensions of knowledge in Anderson's Taxonomy are Factual, Conceptual, Procedural, and Metacognitive.

How are factual knowledge and conceptual understanding differentiated in the script?

Factual knowledge is the basic level of thinking ability, represented by simple responses that can be captured by the senses. Conceptual understanding is more advanced, where students' comprehension is formulated through rational thinking, such as understanding the concept of a 'volunteer' or 'day and night'.

What is the significance of the Procedural dimension in the context of learning?

The Procedural dimension is significant as it involves the experience or actions taken after understanding through the senses and comprehension. It is about executing methods or skills based on the understanding gained, such as 'learning', 'sleeping', 'drinking', 'driving', and 'bathing'.

Can you explain the highest level of knowledge dimension, the Metacognitive?

Metacognitive is the highest level of knowledge dimension, which involves self-awareness and reflection on one's own cognitive processes. It is about understanding strategies, cognitive tasks, and self-knowledge, and cannot be captured through factual, conceptual, or procedural knowledge alone.

What is the role of terminology in creating questions or statements to enhance students' thinking?

Terminology plays a crucial role in crafting questions or statements that can elevate students' thinking from the lowest to the highest level. It helps in directing students' thoughts towards a deeper understanding of the subject matter.

How does the script use the example of 'family' to demonstrate the application of knowledge dimensions?

The script uses the example of 'family' to demonstrate how different knowledge dimensions can be applied. For instance, 'father' and 'mother' are factual, 'head of the family' and 'spouse' are conceptual, 'nuclear family' and 'extended family' are procedural, and 'ideal family' and 'genealogy' are metacognitive.

What is the purpose of classifying words into different knowledge dimensions?

Classifying words into different knowledge dimensions helps in structuring educational content and designing statements and questions that guide students towards achieving learning objectives in a systematic and comprehensive manner.

How does the script suggest engaging students in the Metacognitive dimension?

The script suggests engaging students in the Metacognitive dimension by asking questions that prompt self-reflection and understanding of strategies, such as 'What does an ideal family mean to you?'

What is the script's approach to teaching the Conceptual dimension using the example of 'family'?

The script's approach to teaching the Conceptual dimension using the example of 'family' involves asking students to understand the roles and functions within a family, such as the roles of a 'father', 'mother', 'spouse', and their significance.

How does the script differentiate between the Procedural and Metacognitive dimensions in the context of 'family'?

The script differentiates between the Procedural and Metacognitive dimensions by associating specific terms with each dimension. For example, 'nuclear family' and 'extended family' require a procedural understanding of family structures, while 'ideal family' and 'genealogy' involve metacognitive reflection on family concepts and ideals.