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All Journal ENGLISH EDUCATION: JOURNAL OF ENGLISH TEACHING AND RESEARCH Prima Abdika: Jurnal Pengabdian Masyarakat
Selamat, Ely Heldydiana
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Arts Humanities Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Implementing Bloom’s Revised Taxonomy in Analyzing the Reading Comprehension Questions Ekalia, Yulian Juita; Selamat, Ely Heldydiana; Jemadi , Fransiskus; Jelimun, Maria Olga; Setiawan, Anjelus A.
English Education:Journal of English Teaching and Research Vol 7 No 1 (2022): English Education
Publisher : Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jetar.v7i1.17823

Abstract

Bloom's revised taxonomy is the most frequently utilized as an instrument for objective-as a basis for assessment and as a representation for producing objects that evaluate processes ranging from memorization to more complex cognitive levels such as knowledge assessment. It is predicted that the mix of cognitive levels in the 2013 curriculum will drive students to think critically, to think creatively, to be problem solvers, and have a decision maker competencies. Using teaching resources such as textbooks as one of the learning media to train students' critical thinking. The goal of this research is to figure out the cognitive levels in the revised Blooms' Taxonomy utilized in The Ministry of Education and Culture's (MOEC) textbook "Bahasa Inggris SMA/MA/SMK,MAK grade X." The qualitative approach and content analysis were used in this study's research design. This study analyzed the proportion of the lower-order thinking (LOT) and the higher-order thinking skills (HOTS) questions based on the cognitive levels Bloom’s taxonomy. The researcher compiled a list of the reading comprehension questions and counted degree of cognition in each book chapter. According to the findings, there are 114 reading comprehension questions. Lower order thinking (LOT) is the most prominent level in this book. Lower-order thinking skills (LOTS) account for 69 percent of the total, whereas higher-order thinking skills (HOTS) account for only 8%. It was suggested that the material of the textbook be expanded upon, with a greater emphasis on Higher Order Thinking Questions. Keywords:Reading Comprehension, Questions, Bloom’s Taxonomy
Pendampingan Pembuatan Media Pembelajaran Menggunakan Canva Kepada Para Guru SMP Jelimun, Maria Olga; Selamat, Ely Heldydiana; Anung, Matilda Saputri; Jumat, Helena Indriyani; Darma, Benedicto Cahya
Prima Abdika: Jurnal Pengabdian Masyarakat Vol. 4 No. 2 (2024): Volume 4 Nomor 2 Tahun 2024
Publisher : Program Studi Pendidikan Guru Sekolah Dasar Universitas Flores Ende

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37478/abdika.v4i2.4073

Abstract

. The fundamental problems in this Community Service activity are (1) the teacher's ability to utilize technology as a learning medium. (2) Teachers tend not to use technology in designing learning media. The method used in implementing PKM is the empowerment model. This activity aims to assist the teachers to design interactive technology based learning media. This model is implemented using the following steps: 1) Observations are carried out to obtain joint agreement regarding the mechanism for mentoring activities. 2) holding a workshop which aims to explain and provide general knowledge regarding learning media and the Canva application. 3) The pretest is carried out to obtain comparative scores before mentoring and after mentoring. 4) Assistance in creating learning media using Canva. 4) The post test was carried out to see the teacher's skills and achievements in creating learning media using Canva. The scores obtained in the two tests created were analyzed statistically using the JAPS application. The scores between the two tests are different from each other. The median value of the pre-test results received a score of 55.0 which is categorized as "Low". Meanwhile, the median value from the post-test results received a score of 80.0 and was categorized as "Good". From these results, it can be concluded that the highest median value was obtained by the post-test value. Apart from that, the mean score obtained by students also varies based on each test given. From the pre-test score obtained by students received a score of 55.33 which is categorized as a "Low" score. Meanwhile, the post-test score obtained was 77.77 which was categorized as "Good". From these results, it can be concluded that the mean post-test score was higher than the pre-test score. It means that the teachers are able to use Canva in designing their learning media.
Co-Authors Anung, Matilda Saputri Darma, Benedicto Cahya Ekalia, Yulian Juita Jelimun, Maria Olga Jemadi , Fransiskus Jumat, Helena Indriyani Setiawan, Anjelus A.