TESTS OF LITERATURE COURSES OF ENGLISH DEPARTMENT AND THEIR RELEVANCE TO THE REVISED BLOOM’S TAXONOMY AND CRITICAL THINKING THEORY

NURUL RAFIKAH DEWI, . (2011) TESTS OF LITERATURE COURSES OF ENGLISH DEPARTMENT AND THEIR RELEVANCE TO THE REVISED BLOOM’S TAXONOMY AND CRITICAL THINKING THEORY. Sarjana thesis, UNIVERSITAS NEGERI JAKARTA.

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Chapter I.pdf
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Chapter II.pdf
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Acknowledgement.pdf
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Abstract.pdf
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Cover.pdf
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Lembar Pengesahan.pdf
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Chapter III.pdf
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Chapter IV.pdf
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Chapter V.pdf
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Table of Content.pdf
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SAP LIT-2-SP.pdf
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SAP SURVEY OF ENG.LIT.pdf
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SAP History of Eng Lit.pdf
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Abstract

Penelitian ini dilakukan untuk mengetahui cakupan dimensi kognitif dan pengetahuan dalam Revised Bloom’s Taxonomy (RBT) pada butir soal kelompok mata kuliah (KMK) Literature, yakni English Literature 1 (Literature 1), English Literature 2 (Literature 2), Survey of English Literature, dan History of English Literature di Jurusan Bahasa dan Sastra Inggris (JBSI). Penelitian ini juga bertujuan untuk mengetahui pengaplikasian berpikir kritis siswa berdasarkan tiga tingkatan tertinggi RBT dan tingkatan yang paling dominan, dominan, dan kurang dominan pada tes yang diberikan. Metode yang digunakan dalam penelitian ini adalah metode deskriptif-analisis. Penelitian ini dilakukan pada bulan November 2010 – Maret 2011. Data dalam penelitian ini yaitu butir-butir soal pada Ujian Tengah Semester (UTS) dan Ujian Akhir Semester (UAS) dalam KMK Literature, pada semester 088 – 093. Butir-butir soal tersebut dianalisis dengan menggunakan tabel Revised Bloom’s Taxonomy dimensi kognitif. Kemudian 30% dari keseluruhan jumlah butir soal pada setiap mata kuliah dalam KMK Literature dianalisis dengan menggunakan tabel Revised Bloom’s Taxonomy dimensi pengetahuan. Hasil penelitian ini menunjukkan bahwa sebanyak 62,1% dari keseluruhan butir soal mencapai level C4 dan C5 yang termasuk dalam tiga level teratas dalam dimensi kognitif Revised Bloom’s Taxonomy, oleh karena itu, siswa perlu berpikir kritis untuk menjawab butir-butir soal tersebut. Level yang paling mendominasi adalah level keempat, yakni analyzing (51,6%). Level yang kurang mendominasi adalah level kedua, yakni understanding (24,8%); level ketiga, yakni applying (9,8%); dan level kelima, yakni evaluating (10,5%). Level yang paling tidak mendominasi adalah level pertama, yakni remembering (3,3%); dan level keenam, yakni creating (0%). Dalam dimensi pengetahuan Revised Bloom’s Taxonomy, sebanyak 10,87% mencapai pengetahuan faktual, 78,26% mencapai pengetahuan konseptual, 10,87% mencapai pengetahuan prosedural, dan tidak ada yang mencapai pengetahuan metakognitif. This study was conducted to discover the coverage of cognitive and knowledge dimension of Revised Bloom’s Taxonomy (RBT) in the test items of Literature courses that are English Literature 1 (Literature 1), English Literature 2 (Literature 2), Survey of English Literature, dan History of English Literature at English Department. This study was also conducted to know the application of critical thinking by referring to the highest three levels of RBT and the most, less, and the least dominant levels of RBT applied in the tests. This study used descriptive-analytical study. This study was conducted from November 2010 – March 2011. Data in this study are the test items in mid term tests and final tests of Literature courses from semester 088 – 093. Those test items were analyzed by using Revised Bloom’s Taxonomy table in cognitive dimension. Then, 30% of the total numbers of test items in each course of Literature courses were analyzed by using Revised Bloom’s Taxonomy table in knowledge dimension. The result of this study showed that 62,1% from all of test items comprise C4 and C5 level which are included in the highest three levels of Revised Bloom’s Taxonomy. This means that the students need to apply their critical thinking to answer those test items. The cognitive level that is applied most dominantly is the fourth level, analyzing (51,6%). The cognitive levels that are applied less dominantly are the second level, understanding (24,8%); the third level, applying (9,8%); and the fifth level, evaluating (10,5%). The cognitive levels that are applied least dominantly are the first level, remembering (3,3%); and the sixth level, creating (0%). In knowledge dimension of Revised Bloom’s Taxonomy, 10,87% cover factual knowledge, 78,26% cover conceptual knowledge, 10,87% cover procedural knowledge, and none of them covers metacognitive knowledge

Item Type: Thesis (Sarjana)
Additional Information: 1) Hasnini Hasra, M.Hum
Subjects: Bahasa dan Kesusastraan > Bahasa Inggris
Divisions: FBS > S1 Pendidikan Bahasa Inggris
Depositing User: sawung yudo
Date Deposited: 26 Jun 2022 21:40
Last Modified: 26 Jun 2022 21:40
URI: http://repository.unj.ac.id/id/eprint/30734

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