THE UNLOCKING HIGHER-ORDER THINKING: BLOOM'S TAXONOMY AND TEACHER QUESTIONS IN INDONESIAN LANGUAGE INSTRUCTION
Abstract
Teacher questioning plays a crucial role in fostering cognitive development among students. This study investigated the cognitive level of teacher questions in Indonesian language learning interactions, specifically examining the prevalence of higher-order and lower-order questions based on Anderson and Krathwohl's Revised Bloom's Taxonomy. Classroom observations and recordings were conducted with two Indonesian language teachers at SMK Nasional Malang. Findings revealed that teacher questions spanned both higher-order and lower-order cognitive processes. Higher-order questions effectively stimulated critical and creative thinking, while lower-order questions facilitated initial understanding and served as a foundation for more complex reasoning. However, lower-order cognitive questions were predominantly used compared to higher-order questions. These results underscore the need for teachers to strategically employ a hierarchical approach to questioning, emphasizing higher-order cognitive questions to cultivate students' critical and analytical thinking skills in the Indonesian language classroom.
Abstrak:
Pertanyaan yang diajukan guru dalam interaksi pembelajaran dapat mempengaruhi kemampuan berpikir siswa. Penelitian ini bertujuan mendeskripsikan tingkat kognitif pertanyaan guru dalam pembelajaran Bahasa Indonesia, khususnya pertanyaan tingkat tinggi (HOTS) dan pertanyaan tingkat rendah (LOTS) berdasarkan Taksonomi Bloom Revisi Anderson dan Krathwohl. Penelitian ini melibatkan dua guru Bahasa Indonesia di SMK Nasional Malang dengan menggunakan metode observasi dan perekaman. Hasil penelitian menunjukkan bahwa pertanyaan guru dalam pembelajaran Bahasa Indonesia terbagi menjadi dua kategori: pertanyaan yang merangsang proses berpikir tingkat tinggi dan pertanyaan yang merangsang proses berpikir tingkat rendah. Pertanyaan tingkat tinggi efektif dalam mendorong pemikiran kritis dan kreatif siswa, sedangkan pertanyaan tingkat rendah berfungsi sebagai landasan awal untuk membangun penalaran siswa menuju pemahaman yang lebih kompleks. Namun, temuan penelitian menunjukkan bahwa sebagian besar pertanyaan yang diajukan guru termasuk dalam kategori LOTS. Oleh karena itu, guru perlu memperhatikan hierarki pertanyaan kognitif dan meningkatkan penggunaan pertanyaan HOTS untuk mengembangkan kemampuan berpikir kritis dan analitis siswa secara lebih optimal.
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