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3 Procedural Knowledge
It is clear that procedural knowledge is related to the procedure or step in doing something. Anderson et al. 2001 state by knowing the procedural
knowledge of the subject, the students are expected to know how to do something related to the matter. Procedural knowledge is mostly in the form of a series or
sequence of step that should be followed. It also includes knowledge of the criteria in determining when to use various procedures. Procedural knowledge
differs from factual and conceptual knowledge. The procedural knowledge focuses on how and the process rather than just what pp. 52-53.
4 Metacognitive Knowledge
the last category in knowledge dimension is metacognitive knowledge. This knowledge is considered as the ability to help the students able to promote
the better learning. Anderson et al. 2001 explain metacognitive knowledge is knowledge about the subject matter in general and also the awareness of and
knowledge about the students own cognition. Acquiring metacognitive
knowledge will make the students more aware of and responsible for their own knowledge and thought p. 55. Bransford, Brown, and Cocking 1999 as cited by
Anderson et al., state that by developing metacognitive knowledge, the students will become more aware of their own thinking and also more knowledgeable
about cognition in general, and this awareness will build a better learning.
b. The Cognitive Process Dimension
In classroom activities, the cognitive process needs to be examined through assessment to foster and assess meaningful learning. Meaningful learning
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17 means learning process should result learning outcome. Through cognitive
dimension process, the teacher can examine the learning process of the students beyond remembering level. In Blooms Taxonomy, the cognitive process
dimension is divided into nineteen specific cognitive processes that belong to six categories of cognitive process; remember, understand, apply, analyse, evaluate,
and create.
1 Remember
Remember is considered as the lowest level of abstraction. Anderson et al.2001 state that to assess students in the simplest way, the students can be
given a recognition or recall task under conditions that are similar to those in which they learn the material. Reaching remember level is important to gain
meaningful learning and problem solving since remember leads to more complex tasks p. 66. Kemp 1977 lists the common action verbs used in remember
category are arrange, define, duplicate, list, memorise, name, order, recognise, label, relate, recall, repeat, and reproduce p.31.
2 Understand
Being understand means the students are able to follow the learning instruction. Anderson et al. 2001 state that understand is considered as the first
step to promote transfer in learning process. When the students can understand the material, they can obtain meaning from instructional messages. The students are
considered understanding the material when they are able to build the connection between the new knowledge to be gained and their prior knowledge. Related to
knowledge dimension, conceptual knowledge provides the basis for understanding
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18 p. 70. Kemp 1977 lists the common action verbs used in understand category
are classify, describe, discuss, explain, express, identify, indicate, locate, recognise, report, restate, select, tell, and translate p. 31.
3 Apply
The next category is apply. Applying has the meaning implementing the appropriate steps. Anderson et al. 2001 explain that apply involves the ability in
implementing the procedures to perform exercises or solve problem. Apply is related to procedural knowledge. For a familiar task, the students should know
what procedural knowledge to use. On the other hand, for an unfamiliar task the students should know what procedural knowledge will be used. Contrast to
executing, implementing requires deep understanding about the problem and the solution procedure as well. For implementing, understanding the conceptual
knowledge is a prerequisite to being able to apply procedural knowledge p. 77. Kemp 1977 lists the common action verbs used in apply category are apply,
choose, demonstrate, dramatise, employ, illustrate, interpret, operate, schedule, sketch, solve, and use p. 31.
4 Analyse
After being able to apply, the students are expected to be able to analyse. Anderson et al. 2001 say that analysing means breaking down material into its
constituent parts and determining how the parts are related to one another and to an overall structure. Analyse is closely related to other levels in cognitive process
such as differentiating, organizing, and attributing. In analysing level, students are expected to be able to determine the relevant or important pieces of messages
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19 differentiating, understand the ways in which the pieces of message are
organised organising, and know the underlying purpose of the message attributing. Analysing is also considered as an extension of understanding or as
an introduction to evaluating or creating p. 79. Kemp 1977 lists the common action verbs used in analyse category are analyse, appraise, calculate, categorise,
criticise, differentiate, discriminate, distinguish, examine, experiment, question, and test p. 31.
5 Evaluate
In evaluating, the students are required to master the criteria in making judgment. Anderson et al. 2001 explain evaluating means making judgments
based on criteria and standards. Evaluating includes the cognitive processes of checking, judgment about internal consistency, and critiquing, judgments based
on external criteria. However, not all judgments are called evaluating. The difference between evaluating and judging is the use of certain criteria in
evaluating p. 83. Kemp 1977 lists the common action verbs used in evaluate category are appraise, argue, assess, compare, defend, judge, select, support,
value, and evaluate p. 31.
6 Create
Create is considered as the highest cognitive ability. Anderson et al. 2001 explain that create involves the ability to put elements together to form a
coherent or functional as a whole. Create makes the students able to produce a new product that has never or implicitly been presented before. Even create
requires the students to have a creative thinking, it does not mean the product is a
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20 result of free creative expression. However, in creating such a creative or different
product, certain demands of learning task or situations are required pp. 84-85. Create is closely related to creativity. However, the concept of creativity is
still unclear sometimes. Anderson et al. 2001 state in some ideas, creativity is the production of unusual products, often as a product of special skill. Although
many indicators in create category focuses on originality, educators must state clearly what it means by being original or unique. In other cases, creating can
involve the ability to synthesize all materials into a whole p. 85. Furthermore, create is also related to be able to produce the new product
and this new product is the original product from the students. Anderson et al. 2001 also explains that unlike the other cognitive categories, create category
requires the students to be able to produce a new and original product. Unlike create category, the other cognitive categories involve working with a part of
information from a whole which should be understood by the students. On the other hand, in create category, the students should be able to make a new product
from many sources based on students prior knowledge p. 85. Kemp 1977 lists the common action verbs used in create category are assemble, construct, create,
combine, design, develop, formulate, plan, set up, and write p. 31.
B. Theoretical Framework
