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All Journal International Journal of STEM Education for Sustainability Jurnal Literasi Pendidikan Fisika (JLPF)
Aryaputra, Akmal Raiky
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Education Physics Social Sciences

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Assessment of Competence of Pre-service Mathematics and Science Teachers in Classifying Cognitive Processes and Knowledge Dimensions through the Revised Bloom's Taxonomy Qadar, Riskan; Efwinda, Shelly; Syam, Muliati; Haerani, Rosita Putri Rahmi; Dinurrohmah, Syayidah; Aryaputra, Akmal Raiky; Farida, Saphira Devina Widya Putri
International Journal of STEM Education for Sustainability Vol 5, No 2 (2025)
Publisher : Gemilang Maju Publikasi Ilmiah (GMPI) 

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53889/ijses.v5i2.725

Abstract

Effective assessment plays a critical role in fostering students' cognitive development and academic achievement. To achieve this, pre-service mathematics and science teachers must demonstrate competencies in classifying cognitive processes and knowledge dimensions through the Revised Bloom’s Taxonomy (RBT). This study investigated the competencies of 156 pre-service teachers from mathematics, biology, physics, and chemistry education programs at a public university in Indonesia in classifying test items according to RBT. Employing a quantitative descriptive design, participants were evaluated on their ability to accurately identify both cognitive levels (C1–C6) and knowledge dimensions (factual, conceptual, procedural, and metacognitive). The results revealed strong proficiency in analyzing (C4), but notable weaknesses in applying (C3) and creating (C6)—two domains essential for developing higher-order thinking skills (HOTS). Moreover, no statistically significant differences were found between male and female participants. These findings underscore the need for strengthening teacher education curricula by integrating targeted training on RBT-based assessment design. Equipping pre-service teachers with such competencies is vital for enhancing students’ critical thinking and problem-solving abilities.
Perbandingan Efektivitas Model Pembelajaran Problem Based Learning dan Project Based Learning Ditinjau dari Aspek Kemampuan Berpikir Kritis Peserta Didik SMA Negeri 4 Samarinda Aryaputra, Akmal Raiky; Qadar, Riskan; Subagiyo, Lambang; Zulkarnaen
Jurnal Literasi Pendidikan Fisika (JLPF) Vol. 6 No. 2 (2025): November
Publisher : Program Studi Pendidikan Fisika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30872/jlpf.v6i2.5217

Abstract

Kemampuan berpikir kritis merupakan salah satu keterampilan abad ke-21 yang penting dikembangkan dalam pembelajaran fisika. Penelitian ini bertujuan membandingkan efektivitas model pembelajaran Problem Based Learning (PBL) dan Project Based Learning (PjBL) ditinjau dari aspek kemampuan berpikir kritis peserta didik kelas XI SMA Negeri 4 Samarinda. Metode yang digunakan adalah quasi eksperimen dengan desain nonequivalent control group. Sampel terdiri dari dua kelas eksperimen (PBL dan PjBL) serta satu kelas kontrol, masing-masing berjumlah 34 peserta didik. Instrumen berupa tes pilihan ganda berjumlah 25 soal dengan reliabilitas 0,606. Hasil uji Wilcoxon Signed Rank menunjukkan peningkatan signifikan dalam semua kelas (p < 0,05), dan uji Mann-Whitney U menunjukkan tidak ada perbedaan signifikan antara PBL dan PjBL (p = 0,575), meskipun keduanya secara signifikan terdapat perbedaan dengan kelas kontrol. Temuan ini menunjukkan bahwa baik PBL maupun PjBL memiliki efeknya yang sama terhadap kemampuan berpikir kritis peserta didik.
Co-Authors Dinurrohmah, Syayidah Efwinda, Shelly Farida, Saphira Devina Widya Putri Haerani, Rosita Putri Rahmi Lambang Subagiyo Muliati, Muliati Riskan Qadar, Riskan Zulkarnaen