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All Journal Indonesian Journal of Instruction ARMADA : Jurnal Penelitian Multidisiplin
I Dewa Ayu Made Budhyani
Universitas Pendidikan Ganesha, Singaraja, Indonesia
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Beyond Remembering: Assessment and Evaluation of Middle School Mathematics Learning within the Framework of Bloom's Taxonomy Oktaviana Nirmala Purba; I Gede Ratnaya; I Dewa Ayu Made Budhyani; I Gusti Lanang Agung Partawa
ARMADA : Jurnal Penelitian Multidisiplin Vol. 4 No. 7 (2026): ARMADA : Jurnal Penelitian Multidisplin, July 2026
Publisher : LPPM Sekolah Tinggi Ilmu Ekonomi 45 Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55681/armada.v4i7.3203

Abstract

Mathematics assessment in junior secondary schools should respond to students’ diverse cognitive attainment across Bloom’s Taxonomy, from C1 to C6. However, studies indicate that assessment instruments in textbooks, exercises, daily tests, and end-of-semester examinations remain dominated by C1–C3 questions and inadequately support higher-order thinking skills. This article examines the alignment of mathematics assessment practices with the responsiveness principles of Bloom’s Taxonomy. The study employed a qualitative approach using secondary data and a critical qualitative review design. Data came from articles, research reports, and review documents indexed in Google Scholar, ERIC, and arXiv, and were analysed thematically and critically. The findings reveal a gap between HOTS-oriented curriculum expectations and the cognitive distribution of questions. In one Year 7 mathematics textbook, C2 questions accounted for 75.2%, whereas C6 questions represented only 0.4%. These findings highlight the need for more balanced, adaptive, and responsive mathematics assessments that accommodate variations in students’ thinking abilities.
FlexiThink: Decision Making and Design Thinking through Cognitive Flexibility Learning with a Transformative Multicultural Education Approach in Elementary Schools Kadek Yudiana; I Dewa Ayu Made Budhyani; I Wayan Kertih
Indonesian Journal of Instruction Vol. 6 No. 1 (2025): January
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/iji.v6i1.96632

Abstract

One of the essential skills to be developed among elementary school students is decision-making and design thinking. To enhance decision-making and design thinking skills, innovative learning is required—specifically, Cognitive Flexibility Learning with a Multicultural Education approach. Therefore, the urgency of this study lies in improving these skills to enable students to compete in the era of the Industrial Revolution 4.0. Cognitive flexibility is crucial as it helps students successfully adapt to changing conditions, remain resilient under pressure, and respond effectively to new situations. This study employs a research and development (R&D) approach using the ADDIE model, which consists of five stages: Analysis, Design, Development, Implementation, and Evaluation. Data collection methods in this study include observation, interviews, questionnaires, and tests. The subject of this study is the instructional model, while the object of research includes the validity, practicality, and effectiveness of the model. The validity testing involved expert evaluators, while the practicality testing involved practitioners in elementary education (teachers and students). The results of the analysis showed a Sig. (2-tailed) value of 0.000 > 0.05, indicating a significant difference between pre- and post-implementation outcomes of the Cognitive Flexibility Learning model based on Multicultural Education. This approach enables students to view situations from multiple cultural perspectives, allowing them to think flexibly, understand diverse viewpoints, innovate creatively, and collaborate effectively in a global context. It thus prepares them to face future challenges with improved skillsets.
Co-Authors I Gede Ratnaya I Gusti Lanang Agung Partawa I Wayan Kertih Kadek Yudiana Oktaviana Nirmala Purba