IMPLEMENTASI TAKSONOMI BLOOM DALAM DOKUMEN STANDARD KURIKULUM DAN PENTAKSIRAN (DSKP) PENDIDIKAN ISLAM SEKOLAH MENENGAH: SATU ANALISIS

Abstract

Islamic Education teachers still do not fully understand the components found in Curriculum and Assessment Standard Document (DSKP). This shows that GPI less emphasize on the details of DSKP including the application of Bloom's Taxonomy from the cognitive, affective and psychomotor aspects. Therefore, this article aims to explain in detail the components found in the DSKP including the domains of Bloom's Taxonomy applied in the DSKP as well as analyse the appropriateness of Bloom's Taxonomy used in the Islamic Education DSKP in secondary schools. Based on content analysis from primary and secondary sources, the study found that there are 7 components in DSKP of Islamic Education besides 3 main domains of Bloom's Taxonomy which are cognitive, affective, and psychomotor that applied in the DSKP through content standards, learning standards and performance standards. The findings of the study also show that Bloom's Taxonomy is suitable for implementation in the DSKP of Middle School Islamic Education. However teachers need to be creative in adapting teaching and assessment methods according to the fields of Islamic Education. It is hoped that this article will be able to provide a comprehensive overview of secondary school Islamic Education DSKP as well as provide ideas to GPI in implementing Islamic Education teaching and learning by applying all components in DSKP. The implication of the study is to help GPI, especially novice teachers in understanding DSKP which is the main reference for teachers in the planning and implementation of teaching and learning.