📅 31 October 2024
DOI: 10.26877/jp2f.v15i4.874
Analysis of Students' Questioning Skills During Discovery Learning: A Descriptive Study Based on The Revised Bloom's Taxonomy Framework
Jurnal Penelitian Pembelajaran Fisika
Universitas Persatuan Guru Republik Indonesia Semarang
📄 Abstract
The problem in this study is the lack of questioning skills based on cognitive process dimensions and knowledge dimensions. This research aims to analyze questioning skills through students' written work using the revised Bloom's Taxonomy framework, specifically the cognitive process and knowledge dimensions. The participants were 32 students (15 males and 17 females) from class XI MIPA 3 at a high school in Bandung. This descriptive study employed documentation analysis using Google Forms for individual questions and worksheets for group questions. The results depict students' cognitive processes at the levels of remembering, understanding, applying, analyzing, evaluating, and creating as 18.25%, 47.44%, 9.49%, 18.25%, 2.92%, and 3.65%, respectively. In terms of knowledge dimensions, the percentages for factual, conceptual, procedural, and metacognitive knowledge were 24.82%, 72.99%, 2.19%, and 0%, respectively. It can be concluded that questioning based on cognitive processes is distributed across all levels from remembering to creating, while questions based on knowledge dimensions are predominantly conceptual.
🔖 Keywords
#keterampilan bertanya; discovery learning; taksonomi bloom revisi
ℹ️ Informasi Publikasi
Tanggal Publikasi
31 October 2024
Volume / Nomor / Tahun
Volume 15, Nomor 4, Tahun 2024
📝 HOW TO CITE
Safitri, Salsya Diva; Liliawati, Winny; Suyana, Iyon, "Analysis of Students' Questioning Skills During Discovery Learning: A Descriptive Study Based on The Revised Bloom's Taxonomy Framework," Jurnal Penelitian Pembelajaran Fisika, vol. 15, no. 4, Oct. 2024.
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