Penelitian ini bertujuan untuk mengetahui hasil analisis pertanyaan uji kompetensi pada buku biologi SMA/MA penerbit Erlangga. Soal-soal latihan pada buku teks yang digunakan siswa belum diketahui kualitasnya.
Peserta didik belum menguasai soal-soal materi pembelahan sel dan pola-pola hereditas pada penilaian tengah semester dan penilaian akhir semester. Hasil penelitian menunjukkan bahwa model pembelajaran heuristic vee dapat meningkatkan pemahaman konsep siswa pada aspek menafsirkan sebesar 0,7 dengan ketegori tinggi, aspek mengklasifikasikan sebesar 0,3 dengan ketegori sedang, aspek menyimpulkan sebesar 0,6 dengan ketegori sedang, aspek membandingkan dengan ketegori sedang dan aspek menjelaskan sebesar 0,2 dengan ketegori rendah. Populasi dalam penelitian ini adalah kelas VIII SMP Negeri 8 Singkawang dengan jumlah 32 siswa. Sampel yang diambil dalam penelitian ini berupa Cluster sampling yang dipilih satu kelas dari seluruh siswa kelas VIII. Sedangkan non tes berupa lembar observasi keterlaksanaan model dan lembar respon siswa. Instrumen tes berupa soal pre-test dan post-test pemahaman konsep. Teknik pengumpulan data yang digunakan adalah tes dan non tes. Penelitian yang digunakan adalah penelitian kuantitatif, dengan metode weak experiment design dengan desain one group pretest-posttest design. Penelitian ini bertujuan untuk mendapatkan gambaran mengenai peningkatan aspek pemahaman konsep siswa setelah diterapkan model pembelajaran heuristic vee pada materi fluida statis. Using national-level results in international exams such as PISA (Programme for International Student Assessment) and TIMSS (Trends in International Mathematics and Science Study), we concluded that Turkey had not been successful enough in developing the examined curricula. Moreover, there was significant parallelism among the examined curricula in terms of the dimensions of the taxonomy. The analyses showed that the teaching curricula decreased the intensity of the focus on knowledge and cognitive skills rather than making fundamental changes. 89 according to the equation proposed by Miles and Huberman. The reliability score of the classifications was. We classified a total of 2,613 learning outcomes in our analyses, which were limited to those related to the cognitive domain. In this study, the document analysis method was used. For this purpose, we carried out a technical and taxonomic examination of the learning outcomes listed in the science curricula that were introduced in 2000, 2005, 2013, and 2017 concerning Revised Bloom Taxonomy (RBT). The purpose of this study is to comparatively investigate the science teaching curricula in Turkey, which have undergone changes four times since the millennium. In the study by Akbulut Taş and Karabay (2019), examining the pre-service teachers' analysis skills (N=130) in the cognitive domain objectives in regard to revised Bloom's taxonomy was aimed. Few studies have examined in-or pre-service teachers' skills in analysing achievements or objectives in regard to the revised Bloom's taxonomy (Akbulut Taş & Karabay, 2019 Altıntaş & Yanpar Yelken, 2016 Kocakaya & Kotluk, 2016 Näsström, 2009). Additionally, studies have examined teachers' or pre-service teachers' planning, teaching, or questioning skills based on this taxonomy (Arseven, Şimşek, & Güden, 2016 Ayvacı & Türkdoğan, 2010 Bümen, 2007 Çalık & Aksu, 2018 Çintaş Yıldız, 2015 Erdoğan, 2017 Kara, Karakoç, Yıldırım, & Bay, 2017 Motlhabane, 2017 Şanlı & Pınar, 2017 Tanık & Saraçoğlu, 2011), and still other studies have used it to analyse pre-service teachers' knowledge and skills (Başbay, 2007 Kurtuluş & Ada, 2017 Nkhoma, Lam, Sriratanaviriyakul, Richardson, Kam, & Lau, 2017 Ruggiero & Mong, 2013). Teachers groups' classifications, (c) the standards which are broad and vague were Taxonomy for classification of standards, the differences between individuallyĬlassification and the groups' and, differences between the pre-service and in- service We compared their all classification of standards. The standards using RBT individually, then, they classified the standards with their group. Included eight in-service physics teachers, in Turkey. The first group included eight pre-service physics and the second group Grade Physics Syllabus, were categorized by the 16 participants, who were divided into Teachers' and in-service teachers' classification of the same standards and (c) toĭetermine which standards are vague and broad. The aim of this study is (a) to investigate the usefulness of Bloom's revised taxonomy (RBT)įor classification of standards, (b) to examine the differences and similarities between preservice
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