<![CDATA[This study aims to analyze the distribution of cognitive levels and knowledge dimensions inthe Final Semester Summative Assessment of Hindu Religious Education and CharacterEducation for Grades III, IV, and V of elementary school based on Anderson andKrathwohl’s revised Bloom’s Taxonomy. The study employed a quantitative descriptiveapproach using document analysis as the research method. The data source consisted ofHindu Religious Education and Character Education Final Semester SummativeAssessment items, which were analyzed according to cognitive levels (C1–C6) and thedimensions of factual, conceptual, procedural, and metacognitive knowledge. Data werecollected through documentation and item identification using indicators derived from therevised Bloom’s Taxonomy. The data analysis procedure involved classifying the assessmentitems based on cognitive levels and knowledge dimensions, followed by calculating theirfrequencies and percentages. The findings revealed that the assessment items werepredominantly categorized as Lower Order Thinking Skills (LOTS), particularly at theremembering (C1) and understanding (C2) levels. Conceptual knowledge emerged as themost dominant knowledge dimension, while procedural and metacognitive dimensionsremained relatively limited. Furthermore, no assessment items were identified at the applyinglevel (C3) across all grade levels. These findings indicate that the evaluation practices inHindu Religious Education and Character Education learning remain largely orientedtoward conceptual mastery and have not fully accommodated the development of students’critical, reflective, and applicative thinking skills. Therefore, there is a need to develop moreintegrative and HOTS-oriented assessment instruments]]>
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