15 conceptual knowledge is more abstract than factual knowledge, Metacognitive
knowledge is more abstract than procedural knowledge, and so on.
a. Knowledge Dimension
In Blooms Taxonomy, knowledge dimension is divided into four categories. They are Factual Knowledge, Conceptual Knowledge, Procedural
Knowledge, and Metacognitive Knowledge.
1 Factual Knowledge
Factual knowledge is related to knowledge of terminology and specific detail. Anderson et al. 2001 define factual knowledge as knowledge of the basic
elements that experts use in communicating about their academic discipline, understanding it, and organizing it. The students should master the factual
knowledge of certain subject first before they are able to deal with the subject and solve the problem in it. Factual knowledge is considered as low level of
abstraction p. 45.
2 Conceptual Knowledge
Conceptual knowledge builds the students concept of a certain topic. Anderson et al. 2001 define conceptual knowledge as knowledge about
categories and classifications and the relationship among them. Conceptual knowledge means the students are able to interrelate and interconnect in
systematic manner and how the bits of knowledge are functioned together pp. 48- 49.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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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
