The Need for Cognitive Domain in Islamic Education Subjects

Abstract

The article explores the importance of the cognitive domain in Islamic education subjects. It examines the use of Bloom's taxonomy as a framework for setting objectives and assessments in education. While Bloom's taxonomy is widely utilized in various educational systems, including Islamic countries like Malaysia, the article argues that it may not fully align with the goals of Islamic education. The cognitive domain, along with its components, is thoroughly discussed, as well as the affective and psychomotor domains. The article proposes a revised version of Bloom's taxonomy specifically tailored to the cognitive domain in Islamic education. This revised taxonomy aims to incorporate Islamic values and principles into the learning process, ensuring that students develop a holistic understanding of their faith. By emphasizing the cognitive domain, the article highlights the significance of critical thinking, analysis, and synthesis in Islamic education, enabling students to apply their knowledge in real-life situations and contribute positively to society.