E-Journal of the British Education Studies Association, 10 (1). Two taxonomies are better than one: towards a method of analysing a variety of domains and types of thinking in an assessment. Journal of Educational Psychology, 72(3), 293. An integrated approach to the hierarchical order of the cognitive and affective domains. Contemporary Educational Psychology, 21(1), 94–101. Cognitive and affective outcomes of learning from knowledge maps. Educational Technology Publication, Englewood Cliffs Inc. Kapfer (Ed.), Behavioral Objectives in Curriculum Development (pp. Models for Encouraging Creativity in the Classroom by Integrating Cognitive-Affective Behaviors. Edu Sains: Jurnal Pendidikan Sains Dan Matematika, 1(2).įrank E. Perumusan tujuan pembelajaran dan soal kognitif berorientasi pada revisi taksonomi bloom dalam pembelajaran fisika. Pre-Print Digital Library UIN Sunan Gunung Djati Bandung.įatmawati, S. Metode Penelitian Kualitatif Studi Pustaka dan Studi Lapangan. In University of Queensland, Teaching and Educational Development Institute.ĭarmalaksana, W. Taxonomy of Educational Objectives, the classification of educational goals- Cognitive Domain. GRAFTA: Journal of Christian Religion Education and Biblical Studies, 1(1), 12–20.īloom, B. Descriptive Portrait of Teenagers’ Interest in Bible Reading. KAPATA: Jurnal Teologi Dan Pendidikan Kristen, 2(1), 1–12.Īriefin, D., & Prihatiningsih, U. The Bible’s Encouragement to Be Active Implementing Learning Planning. White Plains, NY: Longman, 5(1).Īriefin, D. A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives, abridged edition. The descriptive findings are useful for the preparation of learning objectives.Īnderson, L. Categories with higher complexity will include lower levels of complexity. Two-way support correlations occur in categories in the Cognitive domain with categories in the Affective domain. Meanwhile, in the HOTS category for the Cognitive domain, there is a multi-order correlation. In the LOTS group Cognitive domain learning category and in all Affective domain categories there is a prerequisite graded correlation. Findings were also compared and synthesized with field findings. This descriptive qualitative research examines information in relevant books and journal articles. This study aims to produce a description that clarifies the correlations within and between domains. Clarity of correlations within and between domains is very necessary for setting learning objectives. The Cognitive Domain has a categorization from remembering to creating, while the Affective domain from receiving to characterization.
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