BLOOM’S TAXONOMY REVISED ASPECT ON VISUALIZER AND VERBALIZER’S PROBLEM SOLVING

Abstract

The ability to solve problems is a part of learning mathematics that is very important. Problem solving prefers the processes and strategies undertaken by students in solving problems rather than results. The concept of learning corresponds to the stages in the bloom’s taxonomy revised. The Bloom’s Taxonomy revised has two dimensions, namely the dimensions of the cognitive process and the knowledge dimension. The knowledge dimension has four categories, but this research is only limited to procedural knowledge. The dimensions of cognitive processes are categorized into six types, namely remembering, understanding, applying, analyzing, evaluating, and creating. Learning implementation emphasizes the role of students. In addition, implementation must be balanced with the appropriate tools. In this study, the tools used were open-ended problems. This study aims to provide an overview of how open ended problem can help improve students mathematical abilities through a Bloom’s Taxonomy revised. The results of the study stated that students with visualizer cognitive style had more effective and efficient steps in solving problems well. It shows how it can create a problem from the open ended problem that is given. This can be a teachers consideration in teaching, so that students can get the open ended problem.

Keywords: Problem Solving, Bloom’s Taxonomy Revised, Visualizer, Verbalizer.