EVALUASI DISTRIBUSI LEVEL KOGNITIF DAN DIMENSI PENGETAHUAN SOAL PENDIDIKAN AGAMA HINDU DAN BUDI PEKERTI BERDASARKAN TAKSONOMI BLOOM REVISI

Abstrak

This study aims to analyze the distribution of cognitive levels and knowledge dimensions in
the Final Semester Summative Assessment of Hindu Religious Education and Character
Education for Grades III, IV, and V of elementary school based on Anderson and
Krathwohl’s revised Bloom’s Taxonomy. The study employed a quantitative descriptive
approach using document analysis as the research method. The data source consisted of
Hindu Religious Education and Character Education Final Semester Summative
Assessment items, which were analyzed according to cognitive levels (C1–C6) and the
dimensions of factual, conceptual, procedural, and metacognitive knowledge. Data were
collected through documentation and item identification using indicators derived from the
revised Bloom’s Taxonomy. The data analysis procedure involved classifying the assessment
items based on cognitive levels and knowledge dimensions, followed by calculating their
frequencies and percentages. The findings revealed that the assessment items were
predominantly categorized as Lower Order Thinking Skills (LOTS), particularly at the
remembering (C1) and understanding (C2) levels. Conceptual knowledge emerged as the
most dominant knowledge dimension, while procedural and metacognitive dimensions
remained relatively limited. Furthermore, no assessment items were identified at the applying
level (C3) across all grade levels. These findings indicate that the evaluation practices in
Hindu Religious Education and Character Education learning remain largely oriented
toward conceptual mastery and have not fully accommodated the development of students’
critical, reflective, and applicative thinking skills. Therefore, there is a need to develop more
integrative and HOTS-oriented assessment instruments