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| Analysis of Mathematics Problem Items on National Examination Elementary School 2018/2019 Based on Bloom's Taxonomy |
Ainun Nurjanah, Ridho Alfarisi, Arik Aguk Wardoyo, Titik Sugiarti, Sunardi
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Abstract:
Bloom's taxonomy is divided into two dimensions, namely the cognitive process dimension and the knowledge dimension which is important as a basis for evaluation. Based on this, this study aims to determine the percentage of items based on the dimensions of cognitive processes, the dimensions of knowledge, and the scope of the material. The object of research used the text of the primary school mathematics national exam questions for the 2018/2019 academic year. The method used is a qualitative descriptive method. The data collection instrument is a data recording sheet in the form of a question distribution table. Based on the data analysis, the results showed that the categories of remembering (C1) were 6 questions (17.14%), understanding (C2) was 13 questions (37.14%), and applying (C3) were 16 questions (45.71%). This shows that the text of the 2018/2019 SD mathematics exam questions still applies Lower Order Thinking Skills (LOTS). In the knowledge dimension, it is found that factual knowledge is 1 question (2.85%), conceptual knowledge is 6 questions (17.14%), and procedural knowledge is 28 questions (80%). The percentage of the scope of mathematics material is obtained that in the material of numbers as many as 13 questions (37.14%), geometry and measurement as many as 15 questions (42.85%), and data processing material as many as 7 questions (20%).
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