Development of assessment rubric for writing narrative texts in madrasa: The implementation of the Bloom taxonomy
https://doi.org/10.63826/jiire.v1i2.172
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Abstract
This study aims to develop a rubric for assessing narrative text writing skills using Bloom’s Taxonomy in Madrasa. The research method used is a case study, and data were collected through observation, interviews, and analysis of students’ writing. The sample used consisted of five Indonesian language teachers and 40 students who participated in this study. The findings of this study revealed that the development of a rubric for assessing students’ narrative text writing skills using Bloom’s Taxonomy in madrasa includes a more complex cognitive assessment, including the level of knowledge (C1), understanding (C2), application (C3), and analysis (C4). Considering the characteristics of writing narrative texts that require creativity, development of storylines, and understanding of narrative structures. This study identifies five benefits of implementing Bloom’s Taxonomy, especially in motivating students to develop critical and creative thinking skills in writing narrative texts according to the correct writing steps. This assessment helps teachers and students to achieve teaching and learning objectives more effectively, especially in developing narrative text literacy skills. The findings presented have important implications for the development of the Indonesian language learning curriculum in madrasahs, increasing the competence of writing narrative texts that has been carried out in schools, being able to train logical, creative, and critical thinking in sharpening thinking skills to achieve educational goals at the local and national levels.
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