Journal of Indonesian Impressions (JII)

Vol. 4, No. 1, January 2025

p-ISSN: 2828-1284 e-ISSN: 2810-062x

Website: https: //rivierapublishing.id/JII/ index.php / jii /index

Doi: 10.58344/jii.v4i1.6189 1003

ANALYSIS OF BIOLOGY PROBLEMS IN GRADE X SCIENCE

TEXTBOOKS BASED ON BLOOM'S TAXONOMY ON ANDERSON'S

REVISION AND COMMUNICATION SKILLS

Mela Yayu Apriangi1, Hadiansah2, Epa Paujiah3

Universitas Islam Negeri Sunan Gunung Djati Bandung, Indonesia

yayuapriangimela@gmail.com

Keywords

Abstract

Analysis Questions,

LOTS, HOTS

Study This analyze problem biology in class X science book based on

Anderson's revised Bloom's Taxonomy and skills communication

students. Challenges learning the 21st century demands development

think critical and communication, but majority question in book text Still

focuses on Lower Order Thinking Skills (LOTS). Research aiming

evaluate conformity question with dimensions cognitive Bloom's

Taxonomy and identifying support to skills communication. Research

This use approach quantitative descriptive with analyze question in book

text based on LOTS and Higher Order Thinking Skills (HOTS)

categories, as well as supporting elements communication scientific.

Research result show that 66.32% of the questions in virus chapter and

72.29% of questions in chapter diversity creature life is at in LOTS

category, with domination level cognitive remembering (C1) and

understanding (C2). The proportion of HOTS, such as analysis (C4) and

creation (C6), very low, indicating limitations in facilitate think critical.

Support to skills communication is also minimal, limited to discussion

simple without strengthening presentation or debate.

Study This highlight the need improvement amount question HOTS

based and enrichment element communication in book text For support

learning holistic. Findings This give implications important for

development more teaching materials balanced and relevant with

demands Independent Curriculum. Books text expected can push student

For think critical, creative, and communicative, supporting scientific

literacy in the era of modern learning.

Corresponding Author : Mela Yayu Apriangi

E-mail: Universitas Islam Negeri Sunan Gunung Djati Bandung

INTRODUCTION

In the era of globalization, education has become element key in determine quality source

Power man a nation. Global issues regarding education highlight the need system adaptive

learning to changes, including in aspects curriculum and methods evaluation. One of the the

approach that gets attention wide is implementation Bloom's Taxonomy, in particular revisions

made by Anderson and Krathwohl (2001). Revisions This emphasize importance achievement

competence cognitive through analysis, evaluation, and creation, which are relevant with

demands 21st century (Anderson & Krathwohl, 2001).

In the Indonesian context, the issue specific that often appear is How Biology textbooks,

especially at the high school level, are able to reflect demands competence cognitive said.

Analysis questions biology in book text often show mismatch with level expected cognitive.

For example, Apriangi (2024) found that Lots question in science books for class X only focus

Mela Yayu Apriangi1, Hadiansah2, Epa Paujiah3

Analysis Of Biology Problems In Science Books Class X Based On Bloom's Taxonomy Of Anderson's Revision

And Communication Skills

Journal of Indonesian Impressions (JII) Vol. 4, No. 1, January 2025 1004

on the level of understanding basic, so that No push student For develop skills think critical

and communication. This is show the need update in compilation questions and evaluation

learning.

Urgency study This is also supported by the findings (Tony, 2021), which shows that

book school electronics (BSE) high school biology often No fulfil criteria level cognitive

Anderson's revised Bloom's Taxonomy. While that, Hasanah (2017) highlighted that

implementation evaluation learning biology at Blitar City High School Still use approach less

traditional effective in increase competence students. Both studies This underline the need

more analysis deep For ensure that textbooks meet standard expected education.

Review literature show that implementation Anderson's revised Bloom's Taxonomy in

textbooks have potential For increase quality learning. Juhanda, (2016) take notes that analysis

question based on level cognitive help teachers understand level difficulty appropriate question

with ability students. More Furthermore, Mulyasa (2021) emphasized importance

implementation The 2013 curriculum demands integration between competence cognitive and

skills communication. Therefore that, analysis This No only important For evaluate quality

textbooks, but also for increase effectiveness learning in a way overall.

Updates offered in study This is a more approach comprehensive in analyze question

biology based on Anderson's revised Bloom's Taxonomy.Nugraha & Jamilah, (2024) mention

that revision This give clear guidance for educator in to design question that is not only test

knowledge factual, but also ability analytical and synthetic. With Thus, research This

contribute in provide a more comprehensive evaluation model relevant with need modern

education.

Based on existing references, Rahmawati and Nugroho (2021 ) highlighted importance

evaluation skills communication student through question biology based on Bloom's revised

taxonomy . This is relevant with findings Sapitri, Kurniati, and Yuliawati (2022), who showed

that that quality biology final exam questions often not reflect need student For think critical.

Sari and Ulfa (2022) also noted that Lots high school biology textbook failed measure skills

think critical student in a way adequate.

Under development evaluation education, Sudjana (2019) and Purwanto (2020)

emphasize importance principles and techniques development - oriented evaluation

competence students. Analysis This become base in compile instrument evaluation that is not

only measure results learning, but also supports a more comprehensive learning process.

holistic . Ulfa and Sari (2022) showed that analysis textbooks that focus on scientific literacy

can help increase quality learning biology at high school level.

Overall analysis This aiming For give a comprehensive overview about quality biology

textbook class X. With use Anderson's revised Bloom's Taxonomy as framework work,

research This expected can give solution on existing problems and support development

education more biology good in the future.

RESEARCH METHODS

This study uses a quantitative approach with a descriptive method, which aims to describe

a phenomenon or situation systematically, factually, and accurately. In this study, the

researcher analyzed LOTS (Lower Order Thinking Skills) and Higher Order Thinking Skills

(HOTS) questions in grade X science books on Biology material based on Bloom's revised

Bloom Taxonomy in categories C1 to C6, and analyzed the distribution of communication

skills development in manuscripts contained in grade X science books. This analysis was

carried out using the Bloom Taxonomy framework, where each question and manuscript in the

book was analyzed to identify and describe the form of LOTS and HOTS questions, and to

determine the development of students' communication skills objectively and systematically.

Mela Yayu Apriangi1, Hadiansah2, Epa Paujiah3

Analysis Of Biology Problems In Science Books Class X Based On Bloom's Taxonomy Of Anderson's Revision

And Communication Skills

Journal of Indonesian Impressions (JII) Vol. 4, No. 1, January 2025 1005

Thus, this study provides a clear and detailed picture of the form and cognitive level of LOTS

and HOTS questions in textbooks, as well as how far is the book This support development

ability communication students (Adilah Sabir, 2021).

Time and Place of Research, namely in the even semester at SMA N 1 Taraju in the

2023/2024 academic year, residents used all biology questions and texts in the grade X science

book which were the objects of analysis to see the distribution of questions and scripts in the

LOTS and HOTS categories and Communication Skills and The object of research is the

distribution of questions and scripts in the LOTS and HOTS categories and Communication

Skills.

Then the selected sample was one science book for grade X from the most commonly

used publisher in SMA Negeri 1 Taraju, Tasikamalaya Regency entitled "The World of Natural

Sciences" written by Dra. Maryati, M.Pd, Dr. Endang Susilowati, S.Si., M.Si, and Arinto

Nugroho, S.Si. and in this book is also in accordance with the Merdeka Curriculum. Sample

selection was carried out by purposive sampling, with the criteria of books that are widely used

and recognized by the Ministry of Education, Culture, Research and Technology. And using

Bloom's Taxonomy revised by Anderson and Krathwohl classifies cognitive processes into six

levels: remembering, understanding, applying, analyzing, evaluating, and creating. This

revision adds dimensions of knowledge, namely: factual, conceptual, procedural, and

metacognitive (Anderson & Krathwol, 2001). Meanwhile, supporting data includes

manuscripts or texts in books related to communication skills. In addition, the results of the

analysis of the distribution of questions and manuscripts, for evaluate fulfillment criteria

Bloom's Taxonomy and support skills communication .

RESULTS AND DISCUSSION

From the results of the research on the two materials, there are diagrams including:

1. Presentation of Analysis Results of Questions on the Chapter on Viruses and Their Role

at the Cognitive Level

Figure 1. Presentation of Results of Analysis of Questions on the Chapter on Viruses

and Their Role at the Cognitive Level

Analysis results show that majority question in chapter This is at the LOTS level, with

domination level cognitive C1 (remembering) as many as 36 questions and C2 ( understanding)

as many as 22 questions. The proportion questions at the level cognitive C3 to C6 is very small,

indicating that book text more focus on mastery information base than development skills think

critical and creative. This is reflect that although material about the virus has potential For push

C5 C6

Analysis of the Chapter Questions on Viruses and

Their Role

Mela Yayu Apriangi1, Hadiansah2, Epa Paujiah3

Analysis Of Biology Problems In Science Books Class X Based On Bloom's Taxonomy Of Anderson's Revision

And Communication Skills

Journal of Indonesian Impressions (JII) Vol. 4, No. 1, January 2025 1006

analysis deep, book text Not yet take advantage of it optimally for support learning HOTS-

based (Sabir, 2021; Anderson, 2001).

2. Presentation of Analysis Results of Diversity Chapter Living Things with Cognitive Levels

Figure 2. Presentation of the Results of the Analysis of the Chapter on the Diversity of

Living Things with Cognitive Levels

In chapter diversity creature life, pattern similar seen, with 31 questions at C1 and 22

questions at C2. Questions at levels C3 to C6 are very few, with only 7 questions at C3 level.

Analysis This show that chapter This Not yet push student For think critical or evaluate

concepts diversity life. In fact, the concept This own potential big For associated with global

issues such as conservation environment and sustainability (Zohar, 2023; Utami, 2023).

3. Presentation of Results of Analysis of HOTS and LOTS Questions in the Chapter on

Viruses and Their Role

Figure 3. Presentation of the Results of the Analysis of HOTS and LOTS Questions in

the Chapter on Viruses and Their Role

Analysis show that Of the total 63 questions, 66.32 % were answered in LOTS category.

Most of be at the level cognitive C1 and C2. Only some small questions that support HOTS,

such as analysis (C4) or evaluation (C5). This is reflect the need improvement amount

prompting questions student For do evaluation critical to the impact of the virus or submit

solution innovative related the role of viruses in ecosystem (Anderson, 2001; Yola, 2022).

37.35%

26.51%

8.43%

12.05%

13.25%, 2.41%

Chapter Questions on Diversity of Living

Things

C1 C2 C3 C4 C5 C6

33.68%

66.32%

HOTS and LOTS Question Analysis on Viruses

and Their Role

Hots Lots

Mela Yayu Apriangi1, Hadiansah2, Epa Paujiah3

Analysis Of Biology Problems In Science Books Class X Based On Bloom's Taxonomy Of Anderson's Revision

And Communication Skills

Journal of Indonesian Impressions (JII) Vol. 4, No. 1, January 2025 1007

4. Presentation of HOTS Questions Chapter Analysis Results about Diversity Living things

Figure 4. Presentation of the Results of the Analysis of HOTS Question Chapters on the

Diversity of Living Things

Of the 60 questions analyzed, 72.29 % were in LOTS category, with domination level

cognitive C1 and C2. Proportion questions at the HOTS level are very low, with only 7

questions on C3 and some small at C4 to C6. This is show that although chapter This potential

big For push analysis deep, like discussion about endangered species extinct, book text Not yet

give Enough support For development of students' HOTS (Setiawan, 2023).

5. Comparative Presentation of HOTS, LOTS, and Communication Skills Analysis Results

Figure 5. Comparative Presentation of HOTS, LOTS, and Communication Skills

Analysis Results

These results indicate that the questions in this book are more likely to test basic skills than

critical thinking and problem- solving skills. communication, which is still can improved For

support development more students holistic. The comparison results show that textbooks focus

more on LOTS than HOTS, with minimal contribution to communication skills. Most of the

questions only involve simple discussions, without facilitating more complex scientific

communication, such as presentations or debates. To support holistic learning, it is necessary

to add problem-based questions that encourage analysis, evaluation, and development of

creative solutions. Activities like this can improve students' communication skills and their

scientific literacy (Yola, 2022; Suparman, 2023).

27.71%

72.29%

HOTS Question Analysis for the Diversity of

Living Things Chapter

Hots Lots

16.63%

37.25%

46.12%

Comparison of HOTS, LOTS, and Skills

Question Analysis Results

HOTS LOTS Ket. Komunikasi

Mela Yayu Apriangi1, Hadiansah2, Epa Paujiah3

Analysis Of Biology Problems In Science Books Class X Based On Bloom's Taxonomy Of Anderson's Revision

And Communication Skills

Journal of Indonesian Impressions (JII) Vol. 4, No. 1, January 2025 1008

The analysis of the distribution of LOTS (Lower Order Thinking Skills) and HOTS

(Higher Order Thinking Skills) questions in grade X Biology textbooks based on Bloom's

Revised Anderson Taxonomy aims to evaluate the extent to which the textbooks support the

development of students' thinking skills. LOTS covers basic skills, such as remembering,

understanding, and applying (C1-C3), while HOTS involves analyzing, evaluating, and

creating (C4-C6), which are important for practicing critical and creative thinking (Anderson

& Krathwohl, 2001). In addition, the evaluation also considers the development of

communication skills, which can be seen through discussion questions, written reports, and

oral presentations (Arifin, 2023).

In biology materials such as viruses and biodiversity, there is potential to build

problem-based questions that not only trigger in-depth analysis but also train students' scientific

communication skills. For example, questions that ask students to analyze the impact of virus

reproduction in an ecosystem or present solutions for biodiversity conservation can improve

evaluative and argumentative thinking skills (Zohar, 2023; Utami, 2023). This analysis

provides insight into whether this book is suitable for the needs of modern education that

emphasizes learning and collaboration based on skills high (Arifin, 2023).

CONCLUSION

Analysis to book Biology class X shows that majority question in book text This Still

dominated by the Lower Order Thinking Skills (LOTS) category, especially at the level

cognitive C1 (remembering) and C2 (understanding) according to Anderson's revised Bloom's

Taxonomy. Only part of it small questions that meet Higher Order Thinking Skills (HOTS)

categories such as analysis (C4), evaluation (C5), and creation (C6). Findings This indicates

that book text the Not yet fully support development skills think critical and creative students.

In addition, although there is elements Supporter For skills communication, its contribution

Still limited to discussion simple and yet give enough space For more activities complex like

presentation or debate. This is show the need improvement in design questions and activities

learning to be more capable support scientific literacy and ability think level relevant height

with challenge 21st century.

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And Communication Skills

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