Taxonomy Of Cognitive Domain Research Articles

Validity and reliability of concept inventory test in human physiology

Biology education plays a vital role in nurturing the understanding of learners about the intricacy of life. Various efforts have emerged to strengthen learning biological concepts but there were still studies that showed that learners have low mastery in some aspects. To determine how well students understood various biological topics, including human physiology, Concept inventory tests (CIT) were used. The concept inventory test may be able to spot students' misconceptions and ultimately lead to improved comprehension. The crafted CIT developed with the aid of a table of specifications based on Bloom’s taxonomy of cognitive domain was assessed according to its validity and reliability. In validation, content validity and item analysis were considered while reliability test was employed through Cronbach’s alpha. Distractor analysis was also performed to determine possible source of misconception per item. The CIT was administered to 120 senior high school STEM students (50.8% from the private schools, 37.5% in regular public schools and 11.7% from public schools with special programs in science). The results displayed high content validity with a mean of 4.83 for content validity and an average Aiken’s validity coefficient of 0.98. It also highlighted that the test is moderately difficult with the test difficulty of 0.58, as well as, discriminatory with a discriminating level of 0.46. After item classification, 63 items were retained (39 accepted, 24 for revisions) and Chronbach’s alpha (α=0.74) indicated good internal consistency. The concept inventory test propounds to be a good classroom test with minor items to be revised.

An In-depth Analysis of Assessment Design: Alignment between Baluchistan English Language Textbooks and Pakistan National Curriculum

Textbooks are the learning and assessment materials developed on the curriculum. It provides practical opportunities for the implementation of the assessment design of the curriculum. This study examines the alignment between the assessment design in Pakistan's English language curriculum and Baluchistan’s English language textbooks of secondary classes. It explores the levels of assessment design envisioned in students' learning outcomes, exercises, strategies, and guidelines in textbooks. The document analysis strategy is applied to Baluchistan’s English language textbooks for secondary classes using Bowen's (2009) procedure. The results show that textbooks cover all SLOs envisioned in Pakistan's national curriculum. The SLOs are poorly clustered for lessons, causing low assessment design and ultimately affecting assessment practices. Most of the assessment strategies were developed on Bloom’s taxonomy cognitive domain lower level indicated the low assessment design. The weightage and significance for developing assessment strategies were mostly given to "Grammar" and, to some extent, “Writing” competencies. Fewer strategies were developed for “Reading Comprehension and Thinking” Skill competency. "Oral communication" competency is nearly overlooked, and listening skills are completely ignored. Teachers' and students' guidelines regarding assessment are completely missing in textbooks.

COGNITIVE FEATURE STAGES OF TASKS IN INTERNATIONAL COMMUNICATION 3 STUDENT’S BOOK BY AMERICAN CORNER UNTAN: A REVISED BLOOM’S TAXONOMY ANALYSIS

This descriptive and qualitative study aims to assess the relevance of the students' materials to the revised Bloom's taxonomy cognitive domain and the prominent cognition aspect in the lesson book. This study focuses on the English student's book "International Communication 3," brought out by American Corner UNTAN. The proof was reviewed using a proof inventory diagram based on the cognitive dimension to categorize the action as either a query or an instructional activity. The outcome revealed that the textbook has 102 activities. The tasks were divided into 80 (78.4%) remembering, 4 (3.9%) understanding, 10 (9.8%) applying, 4 (3.9%) analyzing, 4 (3.9%) evaluating, and 1 (0.98%) creating. The main bulk task was remembering the lowest section of the revised Bloom taxonomy's cognitive pitch. The quantity of low- and high-order thinking skill tasks in every unit is also variable. As a result, it is essential to do more than employ an English lesson book as a teaching tool to upgrade students' critical thinking skills.

Implementasi Strategi Pembelajaran Active Knowledge Sharing Terhadap Penguasaan Konsep

The background of this research is because the students' academic scores are still below the KKM score. This is because students are passive in learning activities resulting in low student mastery of concepts. The purpose of this research is to apply an active learning strategy to share knowledge to improve students' mastery of concepts. research subjects namely students of class XI MIPA SMAN 1 Sukahaji. The research design used a pretest-posttest control group design. The research instrument was a multiple choice test with a taxonomy cognitive domain developed to measure students' mastery of concepts. The results of the research showed that the application of the active knowledge sharing learning strategy through the non-parametric Mann-Whitney statistical test obtained a Sig (2-tailed) value of 0.000<0.005, meaning there was a significant difference between the experimental class and the control class. This shows that the active knowledge sharing learning strategy can be used as an effort to increase students' mastery of concepts.
 Keywords: Active Knowledge Sharing, Mastery of Concepts

Determining the Validity and Reliability of Business Studies Achievement Test for Senior Secondary Schools in Nigeria

The study aimed at ascertaining the validity and reliability of business studies achievement test for senior secondary schools in Nigeria. The study adopted an instrumentation design. The area of the study was Anambra State. The population of the study consisted of all the 23,077 students and 586 business studies teachers in two hundred and sixty-one senior secondary schools in Anambra State. Multi-stage sampling techniques involving two stages were adopted for this study. Thus proportionate stratified and purposive sampling techniques were employed at the first and second stages respectively. This was used to determine the sample size of the study, which was 630 made up of 393 students in senior secondary school one and 238 business studies teachers in Anambra State. The instrument Business Studies Acheivement Test (BSAT) was face validated by five experts, while the content validation was carried out by using a table of specifications which consisted of content areas and behavioral objectives structured after Bloom's taxonomy of cognitive domain. To generate items for Business Studies Achievement Test, the instruments were distributed to 238 business studies teachers by the researcher and his assistants in their respective schools during the 2021/2022 session. Business Studies Acheivement Test (BSAT) was used for data collection, the BSAT was a single multiple-choice objective test with an expected response of either pass (1) or fail. This helped in determining the construct validity of the instrument as well generating items for the business studies achievement test. The generated instrument was pilot tested in six secondary schools in the six educational zones in Anambra state. The developed instrument was found to be valid and reliable with an estimate of 0.96 obtained for placing students in business studies in senior secondary schools in Nigeria. Based on the findings of the study it was recommended that teachers, researchers, and relevant agencies should Relevant educational agencies, teachers, researchers should endeavor to establish the validity of any instrument they develop for any educational purpose to ensure the items are valid and relevant to the subject objective also instrument for educational purposes should be reliable, this will facilitate the better decision for students’ placement and achievement.

Evaluation of Cognitive Domain in Objective Exam of Physiotherapy Teaching Program by Using Bloom's Taxonomy

Abstract Objective For the development and growth in conceptual understanding of education, evaluation is one of the key factors of it. Improving a student's cognitive level is highly dependent upon the questions being asked in exams. The primary aim of this study is to analyze the cognitive level of physiotherapy exam papers using Bloom's taxonomy. Material and Methods The study was performed in a Private Medical University, Doctor of Physical Therapy Program in all 5 years of mid-term examination of 2019. One thousand and eighty multiple-choice questions were evaluated on revised Bloom's taxonomy of cognitive domain. Results It was found that most lower order cognitive questions were asked from first- and second-year students, whereas third- to fifth-year students were asked higher order cognitive questions ranging from 27.5 to 38%. Conclusion The examination analyzed the efficacy of education being provided. It helped in finding the subject content that needs greater emphasis and clarification. The faculty should give consideration on higher order cognitive level questions to encourage critical thinking among students and the medical colleges should develop the policy on construction of question papers according to the goal of each study year.

Identifying Optimal Baseline Variant of Unsupervised Term Weighting in Question Classification Based on Bloom Taxonomy

Examination is one of the common ways to evaluate the students’ cognitive levels in higher education institutions. Exam questions are labeled manually by educators in accordance with Bloom’s taxonomy cognitive domain. To ease the burden of the educators, several past research works have proposed the automated question classification based on Bloom’s taxonomy using the machine learning technique. Feature selection, feature extraction and term weighting are common ways to improve the accuracy of question classification. Commonly used term weighting method in the past work is unsupervised namely TF and TF-IDF. There are several variants of TF and TFIDF and the most optimal variant has yet to be identified in the context of question classification based on BT. Therefore, this paper aims to study the TF, TF-IDF and normalized TF-IDF variants and identify the optimal variant that can enhance the exam question classification accuracy. To investigate the variants two different classifiers were used, which are Support Vector Machine (SVM) and Naïve Bayes. The average accuracies achieved by TF-IDF and normalized TF-IDF variants using SVM classifier were 64.3% and 72.4% respectively, while using Naïve Bayes classifier the average accuracies for TF-IDF and normalized TF-IDF were 61.9% and 63.0% respectively. Generally, the normalized TF-IDF variants outperformed TF and TF-IDF variants in accuracy and F1-measure respectively. Further statistical analysis using t-test and Wilcoxon Signed also shows that the differences in accuracy between normalized TF-IDF and TF, TF-IDF are significant. The findings from this study show that the Normalized TF-IDF3 variant recorded the highest accuracy of 74.0% among normalized TF-IDF variants. Also, the differences in accuracy between Normalized TF-IDF3 and other normalized variants are generally significant, thus the optimal variant is Normalized TF-IDF3. Therefore, the normalized TF-IDF3 variant is important for benchmarking purposes, which can be used to compare with other term weighting techniques in future work.

Evidence-based teaching practices correlate with increased exam performance in biology.

Evidence-based teaching practices are associated with improved student academic performance. However, these practices encompass a wide range of activities and determining which type, intensity or duration of activity is effective at improving student exam performance has been elusive. To address this shortcoming, we used a previously validated classroom observation tool, Practical Observation Rubric to Assess Active Learning (PORTAAL) to measure the presence, intensity, and duration of evidence-based teaching practices in a retrospective study of upper and lower division biology courses. We determined the cognitive challenge of exams by categorizing all exam questions obtained from the courses using Bloom's Taxonomy of Cognitive Domains. We used structural equation modeling to correlate the PORTAAL practices with exam performance while controlling for cognitive challenge of exams, students' GPA at start of the term, and students' demographic factors. Small group activities, randomly calling on students or groups to answer questions, explaining alternative answers, and total time students were thinking, working with others or answering questions had positive correlations with exam performance. On exams at higher Bloom's levels, students explaining the reasoning underlying their answers, students working alone, and receiving positive feedback from the instructor also correlated with increased exam performance. Our study is the first to demonstrate a correlation between the intensity or duration of evidence-based PORTAAL practices and student exam performance while controlling for Bloom's level of exams, as well as looking more specifically at which practices correlate with performance on exams at low and high Bloom's levels. This level of detail will provide valuable insights for faculty as they prioritize changes to their teaching. As we found that multiple PORTAAL practices had a positive association with exam performance, it may be encouraging for instructors to realize that there are many ways to benefit students' learning by incorporating these evidence-based teaching practices.

An Analysis of Higher-Order Thinking Skills (HOTS) in Malaysian University English Test Report Writing

Thinking skills plays an important role in tertiary education. In the 21st century, students are required to master these skills so that they can deal with the various situations that they come across in the university and later at the workplace. This paper analyses students report writing based on a given set of data written in exam conditions to investigate their reasoning skills especially analyses and synthesis which are the 2 highest levels in the Bloom’s Taxonomy cognitive domain. A total of 30 humanities and 30 science students’ reports were analysed using the Malaysian University English Test (MUET) marking scheme. The preliminary findings indicate that good writers managed to demonstrate analysing and synthesising in their writing while the weak ones failed to integrate both the skills to a certain extent. On one hand, the middle-graded writers could only manage to show one of the skills. The science students managed to incorporate both skills at a better level as compared to the humanities students as they are more exposed to logical thinking in their major courses. For pedagogical intervention, it is suggested that HOT writing lessons must facilitate students’ writing ability and interest and should be clearly instilled in the teaching and learning of writing activities in ESL writing classrooms. Students also need to be taught explicitly how to use the HOTS (higher-order thinking skills) not only in the language course but in all other courses in the university.

BLOOM’S TAXONOMY ON READING EXERCISES IN ENGLISH TEXTBOOK “ BAHASA INGGRIS” FOR GRADE TEN SENIOR HIGH SCHOOL STUDENTS

BLOOM’S TAXONOMY ON READING EXERCISES IN ENGLISH TEXTBOOK “BAHASA INGGRIS” FOR GRADE TEN SENIOR HIGH SCHOOL STUDENTS*Chintia Theresia**Johannes Jefria Gultom,S.Pd.,M.Hum.**Tiarnita Maria Sarjani Siregar,S.Pd.,M.Hum.ABSTRACTTheresia,Chintia. Registration Number: 216121006. Bloom’s Taxonomy on Reading Exercises inEnglish Textbook “Bahasa Inggris” for Grade Ten Senior High School. A Thesis, EnglishEducation Study Program, Faculty of Languages and Arts,Universitas Negeri Medan,2020.The purpose of this study was to find the types of reading exercises and the distribution of Bloom’s Taxonomy incognitive domain in the third revision of English Textbook for grade ten Senior High School students published byPusat Perbukuan dan Kurikulum . Based on Revised version of Bloom’s Taxonomy (2001) there are 3 domain inBloom Taxonomy such as the cognitive domain, affective domain and psychomotor domain. This study focused oncognitive domain. There are six level of cognitive domain; remember, understand, apply, analyze, evaluate andcreate. Based on Heaton Theory, there are 5 types of reading exercises. Namely, matching test, true false, multiplechoice, completion item, and open ended. This study used the qualitative method to solve the problems. The data ofthis study were taken from 172 questions from 30 reading exercises. For collecting the data this study used onetechnique, that is documentation. Analysis technique used which were data reduction, data displays and conclusiondrawing/ verification. The finding of this study are there are 43% for remember, 32% for understand, 5% for apply,15% for analyze, 3 % for evaluate, and 2 % for create. There are 3 of 5 types of question used in this textbook.Keywords : Bloom’s Taxonomy, Cognitive Domain, Questions, Reading,

Alignment between Curriculum, Textbook and Board of Intermediate and Secondary Education Question Papers of English at Secondary Level

This study deals with the alignment between National Curriculum, Textbooks, and Question papers of Board of Intermediate and Secondary Education (BISE) in the subject of English at secondary level. The purpose of the study was to check the alignment of National Curriculum for English Language, 2006 with the Textbooks of English for Grade IX-X, and to evaluate the Board of Intermediate and Secondary Education (BISE) question papers with reference to cognitive domain of Bloom’s taxonomy and with the corresponding textbooks. This study was done through document analysis. The documents analyzed for the study were the National Curriculum for English Language, Textbooks of English for Grade IX-X, and question papers of BISE of year 2014 and 2015. The instruments used for this study were the 1) Curriculum Textbook Alignment Framework and 2) Curriculum Textbook Alignment Rubric. The question papers of Board of Intermediate and Secondary Education were analyzed through the checklist developed by researcher. It was validated through expert opinion. Findings of the study depict that the SLOs stated in the textbooks of English were not completely matched with the SLOs narrated in National Curriculum Furthermore, the textbooks are not very helpful in achieving those SLOs with the help of the assessment exercises given in the textbook because most of the questions given in the textbook are not related to SLOs of National Curriculum. Findings further report that the all the question papers of Board of Intermediate and Secondary Education (BISE) for year 2014 and 2015 focused on knowledge and understanding level of Bloom’s taxonomy of cognitive domain and very less focus were given on application, analysis, synthesis and evaluation abilities. It was recommended that the same SLOs of National Curriculum of English Language for Grade IX-X should be included in the textbooks otherwise the alignment will suffer and the SLOs of higher order thinking skills should also be included in the textbooks. There should be a balance between the higher level and lower level cognitive skills Paper setters should be well aware of the Bloom’s taxonomy of cognitive domain and question papers should include items of all cognitive levels in accordance with assessment scheme of Board of Intermediate and Secondary Education, and specifications mentioned in the National Curriculum of English.

Alignment between Curriculum, Textbook and Board of Intermediate and Secondary Education Question Papers of English at Secondary Level

This study deals with the alignment between National Curriculum, Textbooks, and Question papers of Board of Intermediate and Secondary Education (BISE) in the subject of English at secondary level. The purpose of the study was to check the alignment of National Curriculum for English Language, 2006 with the Textbooks of English for Grade IX-X, and to evaluate the Board of Intermediate and Secondary Education (BISE) question papers with reference to cognitive domain of Bloom’s taxonomy and with the corresponding textbooks. This study was done through document analysis. The documents analyzed for the study were the National Curriculum for English Language, Textbooks of English for Grade IX-X, and question papers of BISE of year 2014 and 2015. The instruments used for this study were the 1) Curriculum Textbook Alignment Framework and 2) Curriculum Textbook Alignment Rubric. The question papers of Board of Intermediate and Secondary Education were analyzed through the checklist developed by researcher. It was validated through expert opinion. Findings of the study depict that the SLOs stated in the textbooks of English were not completely matched with the SLOs narrated in National Curriculum Furthermore, the textbooks are not very helpful in achieving those SLOs with the help of the assessment exercises given in the textbook because most of the questions given in the textbook are not related to SLOs of National Curriculum. Findings further report that the all the question papers of Board of Intermediate and Secondary Education (BISE) for year 2014 and 2015 focused on knowledge and understanding level of Bloom’s taxonomy of cognitive domain and very less focus were given on application, analysis, synthesis and evaluation abilities. It was recommended that the same SLOs of National Curriculum of English Language for Grade IX-X should be included in the textbooks otherwise the alignment will suffer and the SLOs of higher order thinking skills should also be included in the textbooks. There should be a balance between the higher level and lower level cognitive skills Paper setters should be well aware of the Bloom’s taxonomy of cognitive domain and question papers should include items of all cognitive levels in accordance with assessment scheme of Board of Intermediate and Secondary Education, and specifications mentioned in the National Curriculum of English.

SCIENTIFIC KNOWLEDGE OF TEACHER STUDY STUDENTS

This study was conducted with the aim of questioning Integrated undergraduate and graduate university Teacher Study students (N = 132) about their scientific literacy. For this purpose, a questionnaire was prepared with questions from the Science and Social Study textbooks. Questions were grouped according to Bloom's Taxonomy cognitive domain: Group 1 (Level 1 and Level 2 outcomes: list, name, identify), Group 2 (Level 3 and Level 4 outcomes: classify, relate, separate), and Group 3. (Level 5 and Level 6 outcomes: choose, evaluate and select). The research results show a low level of scientific literacy (51% correct answers). Students showed a good level of knowledge in the first group of questions (69%), and inadequate level of knowledge in the third (48%) and second group (38%) of questions. The main problems observed were sorting plants and animals that live in rivers, lakes, and the sea. Students showed an inadequate knowledge of herald of spring. The results of this study can help in students' self- evaluation of knowledge. In order to achieve an appropriate level of scientific literacy for university students, recommendations were made for their development within the curriculum of Integrated undergraduate and graduate university Teacher Study

Quality Analysis of Islamic Education Problem Based on Higher Order Thinking Skill Class V SDS Budi Mulia Medan

The purpose of this study was to analyze the theoretical quality of the subjects of Islamic Education class V SDS Budi Mulia is based on Higher Order Thinking Skill (HOTS) based on aspects of material, construction, language and based on HOTS based on Bloom's Taxonomy of cognitive domains. This research was conducted at SDS Budi Mulia Medan Tanjung Mulia Hilir District Medan North Sumatra Province and the subject and object of research are Islamic Education teacher class V and Islamic Education questions in semester I Class V. The research method used is to use a qualitative approach and use the instrument of semester I Islamic Education questions and interviews with Islamic Education teachers to theoretically analyze the quality of items based on material, construction and language aspects and based on quality analysis of HOTS-based items. The results of the study of 35 multiple choice questions obtained the following results: (1) based on the analysis of the item quality aspects of the material feasibility of 91.42% (32 questions) worth using, there are some questions that do not meet the criteria such as material that is not in accordance with the composition, answer choices which is not homogeneous and logical and the existence of questions that do not have the answer key, (2) based on the analysis of the quality of the aspects of the construction feasibility of 88.57% (31 questions) are suitable to be used, there are some questions that do not meet the criteria such as the subject still gives clues to the answer key and the length of the choice of money answers are not the same, (3) based on the analysis of items about the aspect of language worthiness of 42.85% (20 questions) worth using, there are some questions that do not meet the criteria such as using language that is not in accordance with Indonesian language rules, and the choice of answers repeat the same word / group of words, and (4) Based on an analysis of the quality of items according to the Bloom domain's taxonomy cognitive can be concluded from 35 multiple choice questions obtained that there are 17 questions (48.6%) including the LOTS questions category with details C1 (remembering) = 8 questions (22.8%), C2 (understanding) = 3 questions (8 , 7%), C3 (applying) = 6 questions (17.1%). While the rest included in the HOTS questions category, however all of them were in the C4 criteria (Analysis) = 18 questions (51.4%) while none of the questions were in C5 and C6.

Steps of Designing a Personal Questions Bank in a Pedagogical Way

Teaching is one of the most important professions that affect different aspects of life. Despite the difference between teaching and testing process, they have a huge interdependent and integrated relation. Teasing information out of them is a complicated process when they are separated. The educational objectives can’t be achieved without the integration between teaching and testing .This paper addresses steps of designing a questions bank that may help teachers come out with perfect tests that evaluate different levels of Bloom’s Taxonomy cognitive domain, backwash the whole process of the course learning, and reflect intended learning outcomes (ILOs). This paper helps teachers design their questions bank while they are teaching and illustrates steps of feeding it with different types of questions using the cognitive domain of Bloom’s Taxonomy, table of specification (TOS) and level of difficulties in a pedagogical way.

Design and User Satisfaction Digital Learning Through Kelana Peribahasa

Kelana Peribahasa is a digital learning approach that includes e-learning, teaching aids, teaching and learning strategies, and assessment tools. The approach used is online learning proverbs through digital devices of smartphones, tablets, and laptops. Module Designs are available in Jom Mengenal, Jom Baca, Jom Main, and Jom Nilai. Jom Kenal is a module that is an introduction to Proverbs. Jom Baca is a module that contains a story proverbs produced by Digital Book Book. Digital Storybook which contains a proverbs story that covers Bloom’s Taxonomy Cognitive Domain (Review). Jom Main is comprised of five activities that include activities through the use of QR Code Reader and Google Cloud technology applications. Activities performed based on Bloom’s Taxonomy Cognitive Domain (Revised) level using the i-THINK thought map. The teaching and learning strategies used are the 21st-century learning approaches of 4C (Communication, Collaboration, Creative & Innovative, and Critical Thinking). It is digitally accessible and online. Assessment of activities (Jom Nilai) also through the use of online digital assessment tools. The testability of the Kelana Peribahasa is measured in terms of user satisfaction. The mean value of 4.81 for user satisfaction indicates that Permanent Discretion is desirable for digital learning. This innovation is a new change to teachers and students to realize the shift to Seven in Malaysia’s Education Development Plan [1].

Question classification based on Bloom's taxonomy cognitive domain using modified TF-IDF and word2vec.

The assessment of examination questions is crucial in educational institutes since examination is one of the most common methods to evaluate students’ achievement in specific course. Therefore, there is a crucial need to construct a balanced and high-quality exam, which satisfies different cognitive levels. Thus, many lecturers rely on Bloom’s taxonomy cognitive domain, which is a popular framework developed for the purpose of assessing students’ intellectual abilities and skills. Several works have been proposed to automatically handle the classification of questions in accordance with Bloom’s taxonomy. Most of these works classify questions according to specific domain. As a result, there is a lack of technique of classifying questions that belong to the multi-domain areas. The aim of this paper is to present a classification model to classify exam questions based on Bloom’s taxonomy that belong to several areas. This study proposes a method for classifying questions automatically, by extracting two features, TFPOS-IDF and word2vec. The purpose of the first feature was to calculate the term frequency-inverse document frequency based on part of speech, in order to assign a suitable weight for essential words in the question. The second feature, pre-trained word2vec, was used to boost the classification process. Then, the combination of these features was fed into three different classifiers; K-Nearest Neighbour, Logistic Regression, and Support Vector Machine, in order to classify the questions. The experiments used two datasets. The first dataset contained 141 questions, while the other dataset contained 600 questions. The classification result for the first dataset achieved an average of 71.1%, 82.3% and 83.7% weighted F1-measure respectively. The classification result for the second dataset achieved an average of 85.4%, 89.4% and 89.7% weighted F1-measure respectively. The finding from this study showed that the proposed method is significant in classifying questions from multiple domains based on Bloom’s taxonomy.

A qualitative study on negative attitude toward electrocardiogram learning among undergraduate medical students.

Objective:Negative affect state toward learning has a substantial impact on the learning process, academic performance, and practice of a particular subject, but such attitude toward electrocardiogram (ECG) learning has still received relatively little attention in medical education research. In spite of the significant emphasis in investigating ECG teaching method, the educators would not be able to address ECG incompetency without understanding the negative perception and attitude toward ECG learning. The purpose of this study was to assess the undergraduate students' difficulties in ECG learning and hence help educators design appropriate ECG learning curriculum to instill competent skill in ECG interpretation based on this outcome.Materials and Methods:A total of 324 undergraduate preclinical (year 2) and clinical (year 3–5) medical students participated in this study. The research design used thematic analysis of an open-ended questionnaire to analyze the qualitative data.Results:The thematic analysis detected five major emergent themes: lack of remembering (18.2%), lack of understanding (28.4%), difficulty in applying (3.6%), difficulty in analysis (15.1%), and difficulty in interpretation (17.8%), of which addressing these challenges could be taken as a foundation step upon which medical educators put an emphasis on in order to improve ECG teaching and learning.Conclusion:Negative attitude toward ECG learning poses a serious threat to acquire competency in ECG interpretation skill. The concept of student's memorizing ECG is not a correct approach; instead, understanding the concept and vector analysis is an elementary key for mastering ECG interpretation skill. The finding of this study sheds light into a better understanding of medical students' deficient points of ECG learning in parallel with taxonomy of cognitive domain and enables the medical teachers to come up with effective and innovative strategies for innovative ECG learning in an undergraduate medical curriculum.

Pengembangan Model Pembelajaran Flipped Classroom dengan Taksonomi Bloom pada Mata Kuliah Sistem Politik Indonesia

This study aims to provide the design of the flipped learning instructional model for teaching Indonesian Political System course at an Indonesian higher education institution. A bottom-up of flipped learning model based on Blooms’ taxonomy of cognitive domain was developed. Social media WhatsApp group was employed as a platform to share the recorded YouTube video lectures for students’ learning activities outside-of-class. Before students attend class, they have prepared with the lesson’s content, hence in-class activities are utilized for homework, hands-on activities, and group discussions. In other words, watching, summarizing, and note-taking are the main activities proposed by a researcher outside of the classroom, whereas Socratic questioning through a group discussion is the main activities in the classroom. This study suggests that the bottom-up of flipped learning model is potentially implemented for teaching any social studies course at any higher education institution, with the aim of promoting students’ highest level of cognitive domains or higher-order thinking skills. This study has implications for Ministry of Research, Technology and Higher Education (Ristekdikti) or policymaker to determine the flip-class pedagogy as a contemporary teaching model for teaching any course in Indonesian higher education.

Content Analysis of Student Book When English Rings A Bell (Revised Edition) for Grade VIII of Junior High School

The aim of this study was to analyze the relevance of the materials with the cognitive and psychomotor domains in the 2013 English curriculum competence in English Rings a Bell textbook for grade eight of junior high school. This study used qualitative methodology. The researcher conducted the analysis of textbook based on theory of Anderson and Krathwohl’s (2001) taxonomy of cognitive domain and Simpson’s (1972) taxonomy of psychomotor domain in order to more focus on it relevancy with materials in the textbook. The instrument used to collect the data were observation in the form of checklists and document analysis. The result showed that in term of cognitive domain, there were 23 materials in the book which were relevant or 74.19%, 7 materials which were partly relevant or 22.58%, and only 1 material which irrelevant or 3.2%. Meanwhile, the in term of psychomotor domain, there were 10 materials in the book which were relevant or 32.25%, 10 materials also which were partly relevant, and 11 materials which were irrelevant or 35.48 %. Thus, it can be concluded that the materials in this textbook materials are relevant with 2013 curriculum, in term of cognitive domain. Even though, it lacks of relevant materials of psychomotor domain.
 Keywords: textbook analysis; When English Rings a Bell; 2013 Curriculum; cognitive domain; psychomotor domain