RELEVANSI TAKSONOMI BLOOM DALAM KONTEKS KURIKULUM MERDEKA: TELAAH KRITIS TERHADAP DOMAIN KOGNITIF
Keywords:
Taksonomi Bloom, Domain Kognitif, Kurikulum MerdekaAbstract
Transformasi paradigma pendidikan abad ke-21 menuntut pendekatan pembelajaran yang fleksibel, kontekstual, dan berpusat pada peserta didik. Menanggapi hal tersebut, Indonesia merancang Kurikulum Merdeka yang menekankan pembelajaran berbasis proyek dan penguatan karakter melalui Profil Pelajar Pancasila. Penelitian ini bertujuan untuk menelaah secara kritis relevansi Taksonomi Bloom, khususnya domain kognitifnya, dalam konteks Kurikulum Merdeka. Dengan menggunakan metode studi pustaka kualitatif, penelitian ini menganalisis literatur utama mengenai Taksonomi Bloom versi asli dan revisinya, serta dokumen kebijakan Kurikulum Merdeka. Hasil penelitian menunjukkan bahwa Taksonomi Bloom masih berguna sebagai kerangka konseptual dalam merancang tujuan pembelajaran, namun sifatnya yang hierarkis dan linier dinilai kurang sesuai dengan karakter pembelajaran yang non-linier, terintegrasi, dan reflektif sebagaimana ditekankan dalam Kurikulum Merdeka. Oleh karena itu, diperlukan reinterpretasi yang mencakup fleksibilisasi struktur kognitif, integrasi dimensi sosial-afektif, dan keselarasan dengan asesmen autentik serta pembelajaran berbasis proyek. Penelitian ini menyimpulkan bahwa Taksonomi Bloom tetap relevan secara konseptual, tetapi penerapannya perlu disesuaikan agar sejalan dengan orientasi pendidikan Indonesia yang dinamis, holistik, dan berbasis nilai.
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