PENERAPAN TAKSONOMI BLOOM PADA EVALUASI FORMATIF DAN SUMATIF: TINJAUAN LITERATUR SISTEMATIS
Kata Kunci:
taksonomi bloom, evaluasi formatif, evaluasi sumatifAbstrak
Penggunaan Taksonomi Bloom dalam evaluasi pembelajaran semakin relevan untuk memastikan asesmen yang sistematis, bermakna, dan sesuai dengan tuntutan pendidikan abad ke-21. Taksonomi Bloom revisi menyediakan kerangka kognitif dari C1 (mengingat) hingga C6 (menciptakan), yang penting dalam merancang instrumen evaluasi yang menilai capaian pembelajaran secara komprehensif. Penelitian ini bertujuan menganalisis secara sistematis penerapan Taksonomi Bloom dalam evaluasi formatif dan sumatif, serta mengidentifikasi tantangan dan strategi pengembangannya di konteks pendidikan saat ini. Metode yang digunakan adalah tinjauan pustaka sistematis terhadap 30 artikel yang diterbitkan antara tahun 2020–2025. Hasil penelitian menunjukkan bahwa evaluasi formatif masih banyak berfokus pada level kognitif rendah (C1–C2), meskipun mulai terdapat upaya peningkatan kemampuan berpikir tingkat tinggi. Pada evaluasi sumatif, penggunaan Taksonomi Bloom terbukti meningkatkan validitas asesmen dan keselarasan dengan capaian pembelajaran melalui penggunaan rubrik serta penilaian autentik. Namun, ditemukan beberapa kendala, seperti keterbatasan kompetensi guru dalam menyusun instrumen berbasis taksonomi dan pemanfaatan teknologi, termasuk kecerdasan buatan, yang belum optimal untuk evaluasi adaptif. Penelitian ini menyimpulkan bahwa integrasi Taksonomi Bloom dalam evaluasi memiliki peluang besar untuk meningkatkan kualitas asesmen, dengan syarat adanya dukungan berupa pelatihan berkelanjutan, penyediaan bank soal berbasis kompetensi, serta inovasi teknologi. Temuan ini berkontribusi pada pengembangan kerangka evaluasi yang objektif, adil, dan relevan dengan kebutuhan pembelajaran modern.
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