Significance of the Research
1 Cognitive Aspect
Categorization purposes of cognitive domain by Bloom, posited the existence of 6 six classlevel:
a Knowledge, in this case the student is asked to recall one
or more of the simple facts. b
Understanding, that students are expected to be able to prove that he understands the relationship between simple
facts or concepts. c
Useapplication, students here are required to have the ability to choose or select a generalizationsabstractions
concept, law, evidence, rules, how to by right to be applied in a new situation and apply it correctly.
d Analysis is the students ability to analyzerelationship or a
complex situation or basic concepts. e
Synthesis is the ability of students to combine the staple elements into the new structure.
f Evaluation is the ability of students to apply knowledge
and ability that has been owned to judge a case. In the process of teaching and learning, these cognitive
aspects are the most prominent and can be seen directly from the test results. Where here educator is required to carry out
all these goals. This can be done by educators with how to
enter the item into the given question. The questions are given to the students to meet the goal in terms of cognitive elements,
so that learners can achieve the expected learning goals. 2
Affective Aspects The purpose of the affective domain relates to a
hierarchy of attention, appreciation, attitude, values, feelings, and emotions. Kratwohl, Bloom, and Masia posited goal of
taxonomy of the cognitive domain covering 5 categories namely receiving, responding, valuing, organization, and
characterization. 3
Psychomotor Aspect Psychomotor domain associated with psychomotor,
manipulation of objects or activities that require of nerves and body coordination. Kibler, Barket, and Miles stated the
taxonomy of psychomotor domain includes the striking body movement, the precision of coordinated movement, nonverbal
communication devices, and the ability to speak. In the process of teaching and learning, it is not only cognitive
aspects that must be considered, but also psychomotor and affective aspects. To see the success both of these aspects, the
educator can look at it in terms of attitude and skills performed by the learner after doing the process of teaching and learning.