Taxonomy Bloom

He who learns but

does not think is lost
(Chinese Proverb)

Tujuan
Memahami 3 domain pembelajaran
Mengaplikasikan taksonomi Bloom
dalam menyusun domain
pembelajaran

The students of the future should be able

to:

Solve problems
Think creatively
Think critically
Make decisions
Generate new ideas
Analyse information
Plan for the future

 Taksonomi Bloom (1956) developed by

Benjamin Bloom
3 domain:
Pengetahuan dan peningkatan intelektual
(knowledge)
Skill atau ketrampilan (psychomotor)
Perasaan atau emosi (affective)

Toksonomi dipahami sebagai tujuan suatu

training, artinya: setelah training, peserta
didik menguasai pengetahuan, skill dan
sikap yang baru

 Model yang paling sering digunakan

Memberikan cara mengorganisasi
ketrampilan berpikir, bersikap dan trampil
dalam berbagai tingkatan: dasar/rendah
s/d tinggi/advance
1990s- Lorin Anderson (former student of
Bloom) merevisi taxonomy terkait
ketrampilan berpikir

Higher-order thinking
Higher-order thinking by students involves the transformation of
information and ideas.
This transformation occurs when students combine facts and ideas
and synthesise, generalise, explain, hypothesise or arrive at some
conclusion or interpretation.
Manipulating information and ideas through these processes allows
students to solve problems, gain understanding and discover new
meaning.
When students engage in the construction of knowledge, an element
of uncertainty is introduced into the instructional process and the
outcomes are not always predictable; in other words, the teacher is
not certain what the students will produce.
In helping students become producers of knowledge, the teachers
main instructional task is to create activities or environments that
allow them opportunities to engage in higher-order thinking.
(Department of Education, Queensland, 2002, p. 1

Lower-order and Higher-Order Thinking

Skills
The skills of memorizing and recalling facts or
information are called the lower-order thinking
skills as they do not require wide and deep
thinking.
Thinking skills such as clarifying, making analysis,
generating ideas, making decisions, problem
solving, and planning which require wider and
deeper thinking are called the higher-order
thinking skills.

Original Terms

New Terms

Evaluation

Creating

Synthesis

Evaluating

Analysis

Analysing

Application

Applying

Comprehension

Understanding

Knowledge

Remembering

(Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)

Domain kognitif
Category

Example and Key Words

Examples: Recite a policy. Quote prices from memory to a customer. Knows

Knowledge: Recall data or

the safety rules.

information.

Key Words: defines, describes, identifies, knows, labels, lists, matches,

names, outlines, recalls, recognizes, reproduces, selects, states.

Comprehension: Understand

Examples: Rewrites the principles of test writing. Explain in one's own words

the meaning, translation,

the steps for performing a complex task. Translates an equation into a

interpolation, and interpretation

computer spreadsheet.

of instructions and problems.

Key Words: comprehends, converts, defends, distinguishes, estimates,

State a problem in one's own

explains, extends, generalizes, gives Examples, infers, interprets, paraphrases,

words.

predicts, rewrites, summarizes, translates.

Application: Use a concept in a

Examples: Use a manual to calculate an employee's vacation time. Apply laws

new situation or unprompted use

of an abstraction. Applies what

of statistics to evaluate the reliability of a written test.

was learned in the classroom

Key Words: applies, changes, computes, constructs, demonstrates, discovers,

into novel situations in the work

manipulates, modifies, operates, predicts, prepares, produces, relates, shows,

place.

solves, uses.

Category

Example and Key Words

Examples: Troubleshoot a piece of equipment by using logical deduction.

Analysis: Separates material or

concepts into component parts so
that its organizational structure may
be understood. Distinguishes
between facts and inferences.

Recognize logical fallacies in reasoning. Gathers information from a

department and selects the required tasks for training.
Key Words: analyzes, breaks down, compares, contrasts, diagrams,
deconstructs, differentiates, discriminates, distinguishes, identifies,
illustrates, infers, outlines, relates, selects, separates.

Examples: Write a company operations or process manual. Design a

Synthesis: Builds a structure or

machine to perform a specific task. Integrates training from several sources

pattern from diverse elements. Put

to solve a problem. Revises and process to improve the outcome.

parts together to form a whole, with

Key Words: categorizes, combines, compiles, composes, creates, devises,

emphasis on creating a new

designs, explains, generates, modifies, organizes, plans, rearranges,

meaning or structure.

reconstructs, relates, reorganizes, revises, rewrites, summarizes, tells,

writes.

Examples: Select the most effective solution. Hire the most qualified
Evaluation: Make judgments about
the value of ideas or materials.

candidate. Explain and justify a new budget.

Key Words: appraises, compares, concludes, contrasts, criticizes, critiques,
defends, describes, discriminates, evaluates, explains, interprets, justifies,
relates, summarizes, supports.

Higher-order thinkin

BLOOMS REVISED TAXONOMY

Creating
Generating new ideas, products, or ways of viewing things
Designing, constructing, planning, producing, inventing.
Evaluating
Justifying a decision or course of action
Checking, hypothesising, critiquing, experimenting, judging
Analysing
Breaking information into parts to explore understandings and relationships
Comparing, organising, deconstructing, interrogating, finding
Applying
Using information in another familiar situation
Implementing, carrying out, using, executing

Understanding
Explaining ideas or concepts
Interpreting, summarising, paraphrasing, classifying, explaining
Remembering
Recalling information
Recognising, listing, describing, retrieving, naming, finding

Domain afektif
Menyangkut emosi seperti perasaan,
antusiame, motivasi, nilai, penghargaan
akan sesuatu, sikap.

Category

Example and Key Words

Examples: Listen to others with respect. Listen for and remember

Receiving Phenomena: Awareness,

willingness to hear, selected attention.

the name of newly introduced people.

Key Words: asks, chooses, describes, follows, gives, holds,
identifies, locates, names, points to, selects, sits, erects, replies,
uses.

Responding to Phenomena: Active

Examples: Participates in class discussions. Gives a presentation.

participation on the part of the

Questions new ideals, concepts, models, etc. in order to fully

learners. Attends and reacts to a particular

phenomenon. Learning outcomes may
emphasize compliance in responding,
willingness to respond, or satisfaction in

understand them. Know the safety rules and practices them.

Key Words: answers, assists, aids, complies, conforms, discusses,
greets, helps, labels, performs, practices, presents, reads, recites,

responding (motivation).

reports, selects, tells, writes.

Valuing: The worth or value a person

Examples: Demonstrates belief in the democratic process. Is

attaches to a particular object,

sensitive towards individual and cultural differences (value diversity).

phenomenon, or behavior. This ranges

from simple acceptance to the more
complex state of commitment. Valuing is
based on the internalization of a set of
specified values, while clues to these

Shows the ability to solve problems. Proposes a plan to social

improvement and follows through with commitment. Informs
management on matters that one feels strongly about.
Key Words: completes, demonstrates, differentiates, explains,

values are expressed in the learner's overt

follows, forms, initiates, invites, joins, justifies, proposes, reads,

behavior and are often identifiable.

reports, selects, shares, studies, works.

Category

Example and Key Words

Examples: Recognizes the need for balance between freedom and
responsible behavior. Accepts responsibility for one's behavior.

Organization: Organizes values into

Explains the role of systematic planning in solving problems. Accepts

priorities by contrasting different values,

professional ethical standards. Creates a life plan in harmony with

resolving conflicts between them, and

abilities, interests, and beliefs. Prioritizes time effectively to meet the

creating an unique value system. The

needs of the organization, family, and self.

emphasis is on comparing, relating, and

Key Words: adheres, alters, arranges, combines, compares,

synthesizing values.

completes, defends, explains, formulates, generalizes, identifies,

integrates, modifies, orders, organizes, prepares, relates,
synthesizes.

Internalizing values (characterization):

Examples: Shows self-reliance when working

Has a value system that controls their

independently. Cooperates in group activities (displays teamwork).

behavior. The behavior is pervasive,

Uses an objective approach in problem solving. Displays a

consistent, predictable, and most

professional commitment to ethical practice on a daily basis. Revises

importantly, characteristic of the

judgments and changes behavior in light of new evidence. Values

learner. Instructional objectives are

people for what they are, not how they look.

concerned with the student's general

Key Words: acts, discriminates, displays, influences, listens,

patterns of adjustment (personal, social,

modifies, performs, practices, proposes, qualifies, questions, revises,

emotional).

serves, solves, verifies.

Domain Psikomotor
Ada banyak teori yang menetapkan tujuan
belajar pada domain psikomotor selain
Bloom

Category

Example and Key Words

Examples: Detects non-verbal communication cues. Estimate
where a ball will land after it is thrown and then moving to the

Perception: The ability to use sensory cues

correct location to catch the ball. Adjusts heat of stove to correct

to guide motor activity. This ranges from

temperature by smell and taste of food. Adjusts the height of the

sensory stimulation, through cue selection,

forks on a forklift by comparing where the forks are in relation to the

to translation.

pallet.
Key Words: chooses, describes, detects, differentiates,
distinguishes, identifies, isolates, relates, selects.
Examples: Knows and acts upon a sequence of steps in a

Set: Readiness to act. It includes mental,

manufacturing process. Recognize one's abilities and limitations.

physical, and emotional sets. These three

Shows desire to learn a new process (motivation). NOTE: This

sets are dispositions that predetermine a

subdivision of Psychomotor is closely related with the "Responding

person's response to different situations

to phenomena" subdivision of the Affective domain.

(sometimes called mindsets).

Key Words: begins, displays, explains, moves, proceeds, reacts,

shows, states, volunteers.

Guided Response: The early stages in

Examples: Performs a mathematical equation as demonstrated.

learning a complex skill that includes

Follows instructions to build a model. Responds hand-signals of

imitation and trial and error. Adequacy of

instructor while learning to operate a forklift.

performance is achieved by practicing.

Key Words: copies, traces, follows, react, reproduce, responds

Category
Mechanism: This is the intermediate stage in
learning a complex skill. Learned responses
have become habitual and the movements can
be performed with some confidence and
proficiency.

Complex Overt Response: The skillful

performance of motor acts that involve complex
movement patterns. Proficiency is indicated by a
quick, accurate, and highly coordinated

Example and Key Words

Examples: Use a personal computer. Repair a
leaking faucet. Drive a car.
Key Words: assembles, calibrates, constructs,
dismantles, displays, fastens, fixes, grinds,
heats, manipulates, measures, mends, mixes,
organizes, sketches.
Examples: Maneuvers a car into a tight parallel
parking spot. Operates a computer quickly and
accurately. Displays competence while playing
the piano.

performance, requiring a minimum of

Key Words: assembles, builds, calibrates,

energy. This category includes performing

constructs, dismantles, displays, fastens, fixes,

without hesitation, and automatic

grinds, heats, manipulates, measures, mends,

performance. For example, players are often

mixes, organizes, sketches.

utter sounds of satisfaction or expletives as soon

as they hit a tennis ball or throw a football,
because they can tell by the feel of the act what
the result will produce.

NOTE: The Key Words are the same as

Mechanism, but will have adverbs or adjectives
that indicate that the performance is quicker,
better, more accurate, etc.

Category

Example and Key Words

Examples: Responds effectively to unexpected

Adaptation: Skills are well developed
and the individual can modify
movement patterns to fit special
requirements.

experiences. Modifies instruction to meet the needs of the

learners. Perform a task with a machine that it was not
originally intended to do (machine is not damaged and
there is no danger in performing the new task).
Key Words: adapts, alters, changes, rearranges,
reorganizes, revises, varies.

Origination: Creating new movement

Examples: Constructs a new theory. Develops a new and

patterns to fit a particular situation or

comprehensive training programming. Creates a new

specific problem. Learning outcomes

gymnastic routine.

emphasize creativity based upon highly

Key Words: arranges, builds, combines, composes,

developed skills.

constructs, creates, designs, initiate, makes, originates.

A good teacher makes

you think even when
you dont want to.
(Fisher, 1998, Teaching Thinking)