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All Journal EDUSAINS TARBIYA : Journal Education in Muslim Society Jurnal Pendidikan dan Pembelajaran Kimia (JPPK) Jurnal Sosioteknologi JPS Unimus EduChemia: Jurnal Kimia dan Pendidikan Jurnal Penelitian dan Pembelajaran IPA Jurnal Tadris Kimiya Jurnal Penelitian Pendidikan Kimia Jurnal Zarah Dalton : Jurnal Pendidikan Kimia dan Ilmu Kimia AR-RAZI Jurnal Ilmiah Jurnal Riset Pendidikan Kimia (JRPK) JCER (Journal of Chemistry Education Research) Hydrogen: Jurnal Kependidikan Kimia International Journal of STEM Education for Sustainability Jurnal Tahsinia
Dedi Irwandi
Department Of Chemistry Education, Faculty Of Tarbiya And Teaching Sciences, Universitas Islam Negeri Syarif Hidayatullah Jakarta, Tangerang Selatan
Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Education Engineering Environmental Science Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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AN ANALYSIS OF CHEMISTRY HIGH SCHOOL END-OF-YEAR EXAMS ACCORDING TO BLOOM’S COGNITIVE COMPLEXITY Salamah Agung; Amrina Alhumaira; Dedi Irwandi Yuskar; Tika Reformatika Fuadi
EDUSAINS Vol. 13 No. 2 (2021): EDUSAINS
Publisher : Faculty of Education and Teacher Training, UIN (State Islamic University) Syarif Hidayatul

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/es.v13i2.24110

Abstract

ANALISIS UJIAN AKHIR KIMIA BERDASARKAN KOMPLEKSITASKOGNITIF TAKSONOMI BLOOMAbstractSchool exams has been used by teachers to determine the success of students’ learning. This research is aimed to determine the extent of students learning through an analysis of end-of-year exam items based on Bloom’s cognitive complexity. The exam instruments are gathered from chemistry teachers of 5 public schools, consisting of in total 190 5-multiple-choice items. Qualitative approach and theory-driven content analysis method using Bloom’s revised taxonomy of cognitive complexity were employed in the research.  The result of this research showed that the majority of items (82.7%) determined students learning lower order cognitive skills (remember, understand, and apply). Skill of the analysis is the only higher order cognitive skill that has been found in the exam questions (17.3%). With regards to knowledge dimension, it was found that conceptual knowledge weighed the most among other dimensions (54.7%). It is interesting to see, however, that, the highest procedural knowledge was seen in the application skills (27.9%).  This research suggests that chemistry teachers need to carefully determine exam questions according to the cognitive complexity in order to ensure the extent of students learning. For curriculum developer, this research can be used to consider the depth of students’ learning outcomes as they serve as the foundation for exam development. Further research can be done to determine the gap between the exams and the expected learning outcomes. This will be beneficial to understand the extent to which schools can go higher than the minimun learning outcomes determined by the government.AbstrakUjian sekolah telah digunakan oleh guru untuk menentukan keberhasilan belajar siswa. Penelitian ini bertujuan untuk mengetahui sejauh mana siswa belajar kimia melalui analisis materi ujian akhir sekolah berdasarkan kompleksitas kognitif Bloom. Instrumen ujian dikumpulkan dari 5 sekolah umum, yang terdiri dari 190 item soal pilihan ganda. Pendekatan kualitatif dan metode analisis isi yang digerakkan oleh teori menggunakan taksonomi kompleksitas kognitif Bloom yang telah direvisi digunakan dalam penelitian ini. Hasil penelitian menunjukkan bahwa sebagian besar soal (82,7%) merupakan soal-soal dengan tingkat kognitif rendah (mengingat, memahami, dan menerapkan). Keterampilan analisis adalah satu-satunya keterampilan kognitif tingkat tinggi yang ditemukan dalam soal-soal ujian (17,3%). Untuk dimensi pengetahuan, ditemukan bahwa pengetahuan konseptual paling banyak di antara dimensi lainnya (54,7%). Menarik untuk dilihat, bagaimanapun, bahwa pengetahuan prosedural tertinggi terlihat pada keterampilan aplikasi (27,9%). Penelitian ini menyarankan guru untuk mempertimbangkan kompleksitas kognitif untuk memastikan sejauh mana siswa belajar.
Identification of Chemical Science Literacy Skills of Madrasah Aliyah Students in the Environmental Science Competency Aspect Ikmalia, Helwa; Irwandi, Dedi; Bahriah, Evi Sapinatul
Jurnal Pendidikan Sains Universitas Muhammadiyah Semarang Vol 14, No 1 (2026): JURNAL PENDIDIKAN SAINS UNIVERSITAS MUHAMMADIYAH SEMARANG
Publisher : Pendidikan Kimia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26714/jps.14.1.2026.59-66

Abstract

Scientific literacy, particularly environmental science competency, is essential for enabling students to understand and respond to contemporary environmental challenges. However, research on chemical science literacy in Islamic senior high schools (madrasah), especially in suburban regions, remains scarce — particularly studies linking the Fundamental Laws of Chemistry to the PISA 2025 environmental science competency framework. This study aimed to identify the level of chemical science literacy of 578 students from State Islamic Senior High Schools in Bogor Regency using a quantitative descriptive survey. Data were collected through a 40-item science literacy test based on the PISA 2025 framework, assessing three indicators: explaining human interactions with Earth systems, evidence-based environmental decision making, and respecting diverse perspectives in socio- ecological crises. Results showed students achieved a high overall level of chemical science literacy. The highest achievement was explaining human interactions with Earth systems, while evidence-based decision-making was the lowest. These findings imply that chemistry teachers should integrate inquiry-based and socio-scientific strategies into instruction, and that curriculum developers should embed PISA-oriented environmental tasks to strengthen students' scientific decision-making competency.
Co-Authors Ahmad Ali Irfan Ardiansyah Amrina Alhumaira Ananda Mutiara Aulia Ani Syahida Aulia Nurul Aziza Ayu Andini Bahriah, Evi Sapinatul Buchori Muslim Burhanudin Milama Chaerani Azizah Dede Fitriani Dewi Murniati Dewi Murniati Dwi Nur’aini Ihsan Evi Sapinatul Bahriah Fairusi, Dila Ghiska Primayana Mufhtih Humaeroh, Ika Ikmalia, Helwa Jakiatin Nisa Jihan Nisa Amini Luki Yunita Luki Yunita Maried Ayuningtyas Oktavianie Mira Rizki Muthiah Afifah, Intan Nanda Saridewi, Nanda Novela, Dalva Nur Azizah, Dinda Nuraida, Fajriah Oktaviyanti, Nuraini Pardiana Pardiana Pardiana Pertiwi, Diah Ayu Rizki Nurhidayah Salamah Agung, Salamah Sapinatul Bahriah, Evi Septia Marisa Sholihat, Rizqy Nur Siti Annisa Nurulita Tika Reformatika Fuadi Triayuni, Tami Utami Dewi, Lathifa Widya Fitriani Wildan Insan Fauzi Zulfiani Zulfiani