Edii: Revised Anderson and Krathwohl (2001: 66-88), name...

Edii: Revised Anderson and Krathwohl (2001: 66-88), name...: Revised Anderson and Krathwohl (2001: 66-88), namely: remember (remember), comprehend / understand (understand), implement (apply), analy...

Revised Anderson and Krathwohl (2001: 66-88), namely:

remember (remember), comprehend / understand (understand), implement (apply), analysis (analyze), evaluated (Evaluate), and create (create)

A.      Remember

Given an attempt to regain the knowledge of the memory or memories which are past, both newly obtained and that has long earned. Given the dimensions of which play an important role in the learning process meaningful (meaningful learning) and problem solving (problem solving). This capability is used to solve various problems are much more complex. Considering includes recognize (recognition) and recall (recalling). Recognizing related to knowing the past knowledge pertaining to concrete things, such as date of birth, home address, and age, while calling back (recalling) is a cognitive process that requires the knowledge of the past quickly and accurately.

B. Understanding / understand (Understand)

Comprehend / understand associated with building a sense of the variety of sources such as messages, reading and communication. Comprehend / understand relating to classify activities (classification) and compare (Comparing). Classify will appear when a student tried to identify the knowledge that is a member of a particular knowledge category.

Classify originated from a sample or specific information subsequently discovered concepts and general principles. Comparing refers to the identification of similarities and differences of two or more objects, events, ideas, problems, or situations. Comparing related to cognitive processes find one by one the characteristics of the object to be compared

C. Apply (Apply)

Applying refers to cognitive processes utilize or employ a procedure to carry out the experiment or solve problems. Apply with regard to the dimensions of procedural knowledge (procedural knowledge). Applying includes performing procedures (executing) and implement (implementing).

Running the procedure is a cognitive process of students to solve problems and carry out an experiment in which students already know the information and is able to establish with certainty what the procedure should be done. If students do not know the procedures that should be implemented to solve the problems the students are allowed to make modifications of standard procedures that have been defined.

Implement arise when students choose and use procedures for matters not yet known or foreign. Because students still feel unfamiliar with this, students need to recognize and understand the problem first and then establish appropriate procedures to resolve the problem. Implement closely related to other dimensions of cognitive processes are understood and created.

Applying a continuous process, starting from the students solve a problem using standard procedures / standards that are already known. These activities are run regularly so that students actually able to perform this procedure easily, then continues to the emergence of new problems that are unfamiliar to students, so that students are required to be familiar with these issues and choose the appropriate procedures to resolve problems

D. Evaluating (Evaluate)

 Evaluation associated with cognitive processes provide an assessment based on the criteria and standards that already exist. The criteria normally used is the quality, effectiveness, efficiency, and consistency. These criteria or standards can also be determined by the student. This standard can be either quantitative or qualitative and may be determined by the student. Keep in mind that not all of the assessment is to evaluate the dimensions, but almost all dimensions of cognitive processes require an assessment. The difference between the assessment of the student with an evaluation assessment is on the standards and criteria established by the students. If the standards or criteria set lead to the effectiveness of the results obtained compared with the planning and effectiveness of the procedures used then what students can do an evaluation.

Evaluation includes checking (checking) and criticized (critiquing). Checking lead to the testing activities of the things that are not consistent or failure of an operation or product. If the thought processes associated with planning and implementing the check will lead to the determination of the extent to which a plan is going well. Criticising lead to the assessment of a product or operation based on external criteria and standards. Criticising closely related to critical thinking. Students are assessed by looking at the negative and positive side of a thing, and then make an assessment using this standard.

E. Analyze (Analyze)

Analyzing is to solve a problem by separating each part of the problem and looking for linkage of each section and find out how these linkages can lead to problems. The ability to analyze the types of capabilities that much is required of learning activities in schools. Various subjects require students to have the ability to analyze well. The charges against the students to have the ability to analyze often tend to be more important than the other dimensions of cognitive processes such as evaluating and creating. The learning activities mostly directed students to be able to distinguish between fact and opinion, lead to the conclusion of a supporting information.

Analyzing associated with cognitive processes giving attributes (attributeing) and organizing (organizing). Giving attributes will appear when the student found the problem and then require activities to rebuild the things that become problems. The activities lead students to the information origin and the reason something is found and created. Organizing shows the identification of the elements of communication result or situation and try to identify how these elements can produce a good relationship. Organizing allow students to build relationships systematic and coherent pieces of information provided. The first thing that must be done by the students is to identify the most important elements and relevant to the issues, and then goes on to establish the appropriate relationship of the information that has been given

f. Create (Create)

Creating lead to cognitive processes put the elements together to form a coherent whole and directs students to produce a new product by organizing several elements into a shape or pattern that is different from before. Creating very closely linked to the students' learning experience at a previous meeting. Although creating leads to creative thought processes, but not the total effect on students' ability to create. Creating here directing students to be able to implement and produce work that can be made by all students. Differences create this dimension of cognitive thinking the other is on another dimension as to understand, implement, and analyze student work with the information that is already known earlier, while on creating student work and produce something new Creates includes generalize (generating) and producing (producing) , Generalize an activity represents a problem and finding alternative hypothesis is needed. This generalizes related to divergent thinking which is the essence of creative thinking. Producing leads to planning to solve the problems given. Producing closely related to the other dimensions of knowledge that is factual knowledge, conceptual knowledge, procedural knowledge, and knowledge of metacognition.