The Effect Of Revised Bloom's Taxonomy On Mathematical Problem-Solving Skill

The purpose of this research is to show the effect of teaching story problems using revised Bloom's taxonomy on mathematical problem-solving skill. The research uses an experiment method with Randomized Post-Test Only Control Group Design. The sample includes 60 eight-grade students selected through simple random sampling. Data are analyzed by applying t-test to test mean difference previously analyzed using descriptive statistics and data requirements analyses. The normality test uses chi-square test, while the homogeneity test uses Fisher's exact test. Hypothesis test shows t(observed) of 6.55 and t(table) of 2.00, meaning that H-o is rejected. The results show that mathematical problem-solving skill of students taught story problems using revised Bloom's taxonomy is better than those taught using solo taxonomy. In conclusion, there is a significant effect of teaching story problems using revised Bloom's taxonomy on mathematical problem-solving skill of students.