knowledge. In addition, it requires students to know remember and then understand either knowledge or information Reeves, 2011. When students are
given apply questions, they need to implement certain concepts or knowledge in finding answers and solutions.
There are two cognitive processes in the applying level. They are executing and implementing. Mayer 2002 says that executing requires students to apply a
procedure to a familiar task. In this type, students need to make a choice about what steps are used and they are determined to modify it if the chosen procedure goes
wrong. To illustrate the situation, here is the example given by Mayer. A sample objective in elementary level mathematics is learn to divide one
whole number by another, both with multiple digits. Then, in order to assess the objective teacher gives worksheet to students containing 15 whole
number division exercises and ask them to find the quotients p.229.
The second cognitive process of apply is implementing. According to Mayer 2002, implementing occurs when a student applies one or more procedures to an
unfamiliar task. Anderson et al. 2001 argues that since students need selection, they must possess an understanding of the type of problem encountered as well as
the range of available procedures. It means that students need to know and understand the problem then solve the problem using the selected procedures.
Implementing has correlation with understand and create levels. Here is the sample
objectives and corresponding assessments. A corresponding assessment is to present students with a problem in which
they must choose the most economical financing package for a new car. In the natural sciences, a sample objective could be to learn to use the most
effective, efficient, and affordable method of conducting a research study to address a specific research questions Anderson et al, 2001, p. 79.
d. Analyze
Anderson et al. 2001 says that analyze involves breaking a material into its constituent parts and determining how the parts are related to each other and to
an overall structure. Most of courses insist students to have a good analyze ability. Therefore, this category is often used in teaching-learning activity and students are
hoped to be able to differentiate facts and opinions then make conclusions for supportive information. In 2002, Mayer adds the objective of analyze learning is to
determine relevant or important pieces of a message differentiating, the ways in which pieces of a message are configured organizing, and the underlying purpose
of the message attributing. Differentiating
involves distinguishing the parts of a whole structure in terms of their relevance or importance Anderson et al. 2001. It means that
differentiating requires students to determine relevance or essential things with the overall structure. Mayer 2002 adds that this cognitive process occurs when
students discriminate relevant from irrelevant parts or important from unimportant parts of presented materials. For instance, in differentiating apples and oranges, the
relevant thing in the context of fruit is internal seeds, not colors or even shapes. Discriminating, selecting, distinguishing, and focusing are alternative terms for
differentiating. Mayer 2002 states that organizing involves determining how elements fit
or function within a structure. In this cognitive process, students need to identify and recognize elements to form solid structure within which elements that fit. The
third is attributing. It happens when a student is able to ascertain the point of view,
biases, values, or intention underlying communications Anderson et al. 2001. p.82. They add that attributing involves a process of deconstruction, in which
students determine the intentions of the author of the presented material.
e. Evaluate
Evaluate is defined as making judgments based on criteria and standards
Mayer, 2002. There are a few criteria used in evaluating such as quality, effectiveness, efficiency, and consistency and the use of those criteria are
determined by students or other factors. Anderson et al. 2001 state that not all judgments are evaluative. Therefore, evaluating focuses on the criteria related to
effectiveness of a result then it is compared with planning and procedures which are being used. The cognitive processes of this category are checking and critiquing.
In 2002, Mayer states that checking happens when students detect inconsistencies or fallacies within a process or product, determines whether those
things has internal consistency as it is being implemented p.230. Anderson et al. 2001 find that when checking is combined with planning and implementing, it
involves determining how well the plan is working. This cognitive process is usually called as testing, detecting, monitoring, and coordinating. The second is
critiquing . Mayer 2002 argues that it requires students to find inconsistencies
among products, detect internal consistency, and even make judgment. When making critique, students have to use external criteria and judge it.
f. Create
According to Anderson et al. 2001, create involves putting elements together to form a coherent whole. The objective is to make students produce a new
