根据布鲁姆分类法 2001 年修订版分析伊斯兰宗教教育科目学校考试试题的认知水平

Annisa Siti Nurhaliza, Mochamad Fiqri Mustopa
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引用次数: 0

摘要

本研究旨在基于布鲁姆修订分类法分析伊斯兰宗教教育科目学校试题的认知水平。布鲁姆的修订分类法被用作评估框架来描述每个考试问题所要求的认知复杂性水平。采用的研究方法是对几所学校的伊斯兰宗教教育题库进行内容分析,涵盖中小学教育层次。分析结果表明,大多数伊斯兰宗教教育考试问题仍然集中在较低的认知水平,如记忆和理解。应用型、分析型、评价型、创造性等较高的认知水平在这些问题中很少出现。这表明,学校倾向于使用要求学生记住和理解宗教概念的问题,而不是鼓励批判性和分析性思维技能
本文章由计算机程序翻译,如有差异,请以英文原文为准。
ANALISIS TINGKAT KOGNITIF SOAL UJIAN SEKOLAH PADA MATA PELAJARAN PENDIDIKAN AGAMA ISLAM BERDASARKAN TAKSONOMI BLOOM REVISI 2001
This study aims to analyze the cognitive level of school exam questions on Islamic Religious Education subjects based on Bloom's Revised Taxonomy. Bloom's Revised Taxonomy is used as an assessment framework to describe the level of cognitive complexity requested by each exam question. The research method used was content analysis of Islamic Religious Education question banks from several schools covering primary and secondary education levels. The results of the analysis show that most of the Islamic Religious Education exam questions still concentrate on lower cognitive levels such as remembering and understanding. Higher cognitive levels such as applying, analyzing, evaluating and creating are rarely found in these questions. This indicates a tendency to use questions that tend to ask students to remember and understand religious concepts, rather than encouraging critical and analytical thinking skills
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