Analisis Kata Kerja Operasional Taksonomi Bloom Revisi dalam Pembelajaran Berbasis Proyek
The revised Bloom's Taxonomy, a hierarchical framework for classifying cognitive processes, provides a valuable tool for educators to design and assess learning experiences. This framework, with its six levels of cognitive processes, offers a structured approach to understanding and promoting higher-order thinking skills in students. In the context of project-based learning, the operational verbs associated with each level of the taxonomy become particularly relevant, guiding educators in crafting meaningful and engaging learning activities. This article delves into the analysis of operational verbs within the revised Bloom's Taxonomy, exploring their application in project-based learning environments.
Understanding the Revised Bloom's Taxonomy
The revised Bloom's Taxonomy, introduced in 2001, presents a framework for categorizing cognitive processes into six levels: remembering, understanding, applying, analyzing, evaluating, and creating. Each level represents a progressively more complex cognitive process, building upon the previous level. The taxonomy emphasizes the importance of moving beyond lower-level cognitive skills, such as remembering and understanding, towards higher-order thinking skills, such as analyzing, evaluating, and creating.
Operational Verbs and Project-Based Learning
Operational verbs are action words that describe specific cognitive processes. In the context of the revised Bloom's Taxonomy, these verbs provide educators with a clear understanding of the cognitive demands of learning activities. For example, the verb "remember" might be associated with activities that require students to recall facts or information, while the verb "create" might be associated with activities that require students to generate original ideas or products.
In project-based learning, operational verbs play a crucial role in shaping the learning experience. By carefully selecting verbs that align with the desired cognitive outcomes, educators can ensure that projects challenge students to engage in meaningful and complex thinking processes. For instance, a project that requires students to "analyze" a problem might involve breaking down the problem into its component parts, identifying patterns, and drawing inferences.
Analyzing Operational Verbs for Project-Based Learning
To effectively utilize the revised Bloom's Taxonomy in project-based learning, it is essential to analyze the operational verbs associated with each level. This analysis helps educators identify the specific cognitive processes that students are expected to engage in during the project.
* Remembering: Verbs such as "define," "list," and "recall" are associated with the remembering level. In project-based learning, this level might involve tasks such as researching background information or summarizing key concepts.
* Understanding: Verbs such as "explain," "interpret," and "summarize" are associated with the understanding level. Project-based learning activities at this level might involve tasks such as explaining a concept in their own words or paraphrasing information.
* Applying: Verbs such as "apply," "demonstrate," and "use" are associated with the applying level. Project-based learning activities at this level might involve tasks such as using a concept in a new situation or solving a problem using a specific skill.
* Analyzing: Verbs such as "analyze," "compare," and "contrast" are associated with the analyzing level. Project-based learning activities at this level might involve tasks such as breaking down a complex problem into its component parts, identifying patterns, and drawing inferences.
* Evaluating: Verbs such as "evaluate," "judge," and "critique" are associated with the evaluating level. Project-based learning activities at this level might involve tasks such as assessing the strengths and weaknesses of a solution or making judgments based on criteria.
* Creating: Verbs such as "create," "design," and "produce" are associated with the creating level. Project-based learning activities at this level might involve tasks such as developing a new product or solution, designing a system, or composing a piece of art.
Conclusion
The revised Bloom's Taxonomy, with its emphasis on higher-order thinking skills, provides a valuable framework for designing and assessing learning experiences in project-based learning environments. By carefully analyzing the operational verbs associated with each level of the taxonomy, educators can ensure that projects challenge students to engage in meaningful and complex cognitive processes. This approach not only enhances student learning but also promotes the development of essential skills for success in the 21st century.