Main Article Content


Islamic education has over the years been taught using traditional methods. One of the modern approaches used in preparation of the lesson is the Bloom’s taxonomy. It has been used for setting objectives and learning outcomes as well as determining the content of the lesson and evaluation. In this paper, the position is that Islamic studies teachers should be equipped with contemporary pedagogical skills, techniques, approaches, strategies and theories such as Bloom’s taxonomy. This will not only enable the instructors of Islam to teach more effectively and efficiently but also it will enable them to have a long-term positive impact on the learners in terms of behaviour and character.


Bloom's taxonomy instruction Islamic education pedagogy

Article Details

Author Biography

AbdulSwamad Gyagenda, Islamic University In Uganda

Department of Curriculum and Instruction, Faculty of Education

How to Cite
Gyagenda, A. (2023). Application of Bloom’s Taxonomy in the Instruction of Islamic Education. Interdisciplinary Journal of Education, 6(1), 29–39.


  1. Al-Attas, S. M. N. (1979). Preliminary thoughts on the nature of knowledge and the definition and aims of education. In S. M. N. Al-Attas, Aims and objectives of Islamic education. Jeddah: King AbdulAziz University.
  2. assessment in the science classroom. Educational Psychologist, 31, 133-140.
  3. Baxter, G. P., Elder, A. D., & Glaser, R. (1996). Knowledge-based cognition and performance assessment in the science classroom. Educational Psychologist, 31(2), 133-140.
  4. Bloom, B. S. (1969). Taxonomy of educational objectives: The classification of educational goals. New York: David Mackay Company.
  5. Bloom, B., Englehart, M. Furst, E., Hill, W., & Krathwohl, D. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. New York, Toronto: Longmans, Green
  6. Bruehler, B. B. (2018, April 2). Traversing Bloom's taxonomy in an introductory scripture course. Teaching Theology and Religion, 21(2), 92-109.
  7. Chandio, M. T., Pandhiani, S. M., & Iqbal, R. (2016, December). Bloom’s taxonomy: Improving assessment and teaching-learning process. Journal of Education and Educational Development, 3(2), 202-221.
  8. Cheng, H. (2019). A Critical review of Chinese theoretical research on moral education since 2000. ECNU Review of Education, 2(4), 561–580.
  9. Clotilda, M. (2022, August 23). What is Bloom’s taxonomy? Importance and uses explained. Retrieved April 2023, from
  10. Coloso, T., & Neal, A. (2018). Hands-on books-closed: Integrating core subjects into Islamic studies for K-6. Retrieved February 2023, from
  11. Commonwealth of Learning. (2005). Creating learning materials for open and distance learning: A handbook for authors and instructional designers.
  12. Cullinane, A. (2009, 10). Bloom’s taxonomy and its use in classroom assessment. Resource & Research Guides, 1(13), 2-3.
  13. Dave, R. (1970). Psychomotor levels in developing and writing behavioral objectives. Arizona: Educational Innovators Press.
  14. Dees, J. (2009, July 9). Using Bloom’s taxonomy to create lesson objectives. Retrieved Feb 2023, from
  15. Faizin, M., Barru, A. A., & Sari, M. B. (2022, December). Pesantren di era digital Abad 21 perspektif restorasi Muhammad Abduh. Jurnal Pendidikan Islam, 4(1), 24-37.
  16. Fastiggi, W. (2019, July 18). Applying Bloom’s taxonomy to the classroom. Retrieved May 2023, from
  17. Gatumu, J. C. (2021). Bloom’s taxonomy in teacher’s pedagogy of religious education during teaching practice in Kenyan secondary schools. Journal of Education and Practice, 12(10), 64-70.
  18. Hashim, R., Hussein, S., Yusof, W. M., Khalid, M., Kamaludden, R., & Zulkifli, H. (2017). Laporan kajian rintis program pedagogi hikmah di sekolah terpilih daerah Gombak. Gombak: International Islamic University Malaysia.
  19. Hoque, M. E. (2016, September). Three domains of learning: cognitive, affective and psychomotor. The Journal of EFL Education and Research, 2(2), 45-52.
  20. Hussien, S., Hashim, R., & Mokhtar, N. A. (2017). Hikmah Pedagogy. In D. Wielzen, & I. T. Avest, Interfaith education for all: Theoretical perspectives and best practices for transformative action (pp. 97-106). Rotterdam: Sense Publishers.
  21. Hussien, S., Wahab, M. K., & Hashim, R. (2021). Improving students’ inquiry skills in Islamic education through Hikmah pedagogy and community of inquiry. Malaysian Journal of Learning and Instruction, 18 (2), 189-214.
  22. Ibn-Kathir. (2016). Tafsir Ibn Kathir. Darussalam.
  23. Ibrahim, C. (2022). Community-based learning for Muslim leadership development. Retrieved March 2023, from
  24. Jailani, M., & Suyadi. (2022). The Impact of neuroscience-based modern Islamic education on the aspect of creative imagination and development of religious moderation on Madura Island. Islam Transformatif: Journal of Islamic Studies, 6(2), 157-172.
  25. Khanif, A. (2023). Islamic religious education learning strategy for alpha generation: A case study at Darul Qur'an School Elementary School Semarang City. Islamic Science, Culture, and Social Studies, 3(1), 36-45.
  26. Kosasih, A., Supriyadi, T., Firmansyah, M. I., & Rahminawati, N. (2022). Higher-order thinking skills in primary school: Teachers’ perceptions of Islamic education. Journal of Ethnic and Cultural Studies, 9(1), 56-76.
  27. Krathwohl, D. R. (2002). A Revision of Bloom’s taxonomy: An overview. Theory Into practice, 41(4), 212-218.
  28. Kristiawan, M., Jumeldi, A., Ahmad, S., & Asvio, N. (2016, July 13). The implementation of affective assessment for Islamic education in High School 1 Pariangan. Research Journal of Social Sciences, 9(4), 1-8.
  29. Kumari, G. (2022, February). What is the difference between instructional objectives and learning objectives. Retrieved May 2023, from
  30. Lasley, T. J (2023, May 2). Bloom’s taxonomy. Encyclopaedia Britannica.
  31. Mengki, J., Rijal, S., & Silahuddin. (2023). Hamka's thoughts on educators in Islamic education. Jurnal Inspirasi Pendidikan, 1(2), 219-228.
  32. MuQeet. (2019). Bloom’s taxonomy and Islamic education. Retrieved March 2023, from
  33. Mustafa, Z., & Yakob, N. (2019). Exploring the taxonomy phases of Malik Badri’s thinking process among students enrolled in tauhidic science education for biology subject. International Journal of Education, Psychology and Counseling, 4(33), 1-12.
  34. Mustaffa, A., & Rashid, A. A. (2018). Teaching methodologies in Islamic education in 21st Century: Challenges and perspective. 6th International Conference in Islamic Education: Rabbani Education 2018 (pp. 609-614). Kalantan: IIUM.
  35. Nasution, H. B., Ahyar, S., & Abidin, Z. (2022). Construction of Islamic education curriculum in the philosophy of Islamic education perspective. Edumaspul - Journal of Education, 1792-1795.
  36. Nayef, E. G., Yaacob, N. R., & Ismail, H. N. (2013, September). Taxonomies of educational objective domain. International Journal of Academic Research in Business and Social Sciences, 3(9), 165-175.
  37. Nkonge, A. (2018). Islam and Muslims in Uganda from 1844 to 2018. Kampala: Kyeyune Publishers.
  38. Nurmaliyah, Y., Aripin, S., & Nurdiansyah, N. M. (2023). 2013 Curriculum: Implementation of Islamic religious education learning in schools for children with special needs. International Journal of Islamic Thought and Humanities, 2(1), 124-138.
  39. Nursyamsiyah, S. (2023). Evaluation model of Islamic education learning in schools in the digital age. International Journal of Social Learning, 3(2), 188-201.
  40. Persaud, C. (2021). Bloom’s taxonomy: The ultimate guide. Retrieved May 2023, from
  41. Progler, Y. (2005, May 23). ‘What is Islamic education?’ - Live Dialogue. Retrieved February 2023, from Digital library:
  42. Salleh, M. J. (2009). Integrated Islamic education: Need for thematic approaches. Singapore Islamic Education System- SIES Seminar (pp. 1-13). Wisma: Core.
  43. Setiawan, B. A., & Jatmikowati, T. E. (2020). The effect of hots-based Islamic education on the attitude of religiosity and its impact on improving students’ spirituality. International Conference on Community Development (ICCD 2020). 477, pp. 122-125.
  44. Shabatura, J. (2022, July 26). Using Bloom’s taxonomy to write effective learning outcomes. Retrieved February 2023, from’s-taxonomy/.
  45. Smith, J. I. (2012). Teaching Islam in American theological schools. In M. Ahmad, Z. Bukhari, & S. Nyang (Eds.), Observing the observer: The state of Islamic studies in American universities. Washington: IIIT.
  46. Sudirtha, G., Widiana, W., & Adijaya, A. (2022). The effectiveness of using revised Bloom's taxonomy-oriented learning activities to improve students’ metacognitive abilities. Journal of Education and e-Learning Research, 9(2), 55-61.
  47. Sulistyarini, W., & Maemonah. (2022). Analysis of cognitive aspects of test techniques in Islamic education learning. Edukasi, 10(2), 166-190.
  48. Suyadi. (2022). Learning taxonomy of Islamic education: The development of aql and the brain in Qur’an from a neuroscience perspective. Millah: Journal of Religious Studies, 361–410.
  49. Ulfat, F. (2023). Rethinking Islamic religious education in Europe based on empirical research. Religions, 14(590), 1-13.
  50. Zulkarnain, Makmun, A. R., Hidaya, A. A., & Akbar, E. (2021). Reconciliation of Bloom’s taxonomy and framework of Islamic sciences philosophy: Concepts of al-Jabiri, Khaled M. Abou El Fadl and Soroush. Review of International Geographical Education (RIGEO), 11(2), 740-749.
  51. Zulkifli, H., Zabidi, M. M., & Raduan, N. L. S. (2022). The need for the development of Hikmah pedagogy module to preschool students. International Journal of Academic Research in Business and Social Sciences. 12(6), 1142 – 1151.

Similar Articles

1 2 3 4 5 6 7 8 9 10 > >> 

You may also start an advanced similarity search for this article.