Teachers' Understanding of Cognitive Process and Knowledge Dimensions in Learning Tool Development

Abstract

Despite mandates under Curriculum 2013, many Indonesian primary school teachers struggle to develop learning tools that integrate the cognitive process and knowledge dimensions of the Revised Bloom's Taxonomy. This study examines the depth of teachers' taxonomic understanding at SDN 3 Lenek Lauk during the 2020/2021 academic year. A qualitative descriptive design was employed. Twelve teachers were selected through purposive sampling. Data were collected via Likert-scale questionnaire, classroom observation, semi-structured interviews, and document analysis of syllabi and lesson plans (RPP). Analysis followed Miles and Huberman's interactive model, with triangulation across instruments to ensure credibility. All twelve teachers (100%) produced lesson plan objectives exclusively using C1–C2 cognitive verbs. None included metacognitive knowledge strategies, and all lesson plans showed evidence of adaptation from external sources without independent Basic Competency analysis. Only 16.7% of informants demonstrated partial independent curriculum analysis. The findings reveal a multi-layered taxonomic literacy deficit operating at conceptual, technical, and epistemic levels. Misconceptions about HOTS being developmentally inappropriate, combined with administrative overload, perpetuate lower-order instructional design. Restructuring Teacher Working Group (KKG) programs with taxonomy-focused modules is essential to bridging the gap between curriculum policy and classroom practice.