INVESTIGATING HOW BLOOM'S DIGITAL TAXONOMY INFLUENCES STUDENT LEARNING COMPETENCIES IN THE CLASSROOM

Abstract

Bloom's Taxonomy, established by Benjamin Bloom in 1956, categorizes educational objectives into six cognitive stages. Anderson and Krathwohl revised it in 2001 to include Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating. Verbs are used to describe cognitive processes in the revised model, widely applied in designing learning objectives and promoting higher-order thinking skills. Bloom’s Digital Taxonomy by Andrew Churches in 2008 integrates digital tools into education to address the importance of technology in learning. It encourages the use of technology to enhance cognitive processes at different levels. This study investigates the impact of technology integration into Bloom's Taxonomy on secondary school students' learning competencies through a quantitative survey with 211 students from Jamia. Findings from the survey, analyzed through PLS SEM-4, suggest that technology integration enhances various cognitive skills. There is a strong correlation (0.630) between Bloom's Digital Taxonomy and students' learning competencies. The study concludes that technology integration improves cognitive skills and prepares students for future success but highlights the importance of balanced use of digital and traditional methods. In summary, Bloom's Digital Taxonomy enhances learning outcomes and supports essential 21st-century skills for a progressive future.