DIVERGENT OR CONVERGENT QUESTIONS: AN ANALYSIS IN THE CLASSROOM INTERACTION 1Rahmawati Fitriana,2Sekta Lonir Oscarini Wati Bhakti,3Suminto,4Noor Fachman Tjetje
Politeknik Negeri Samarinda
Abstract
Abstract. As a part of design model in the classroom, the position of questions is part of the successfully instructional design. The aim of this study is to know the types questions used in the form of convergent and divergent and to observe how those questions employ in classroom questions. This is a qualitative Desain study with the respondent is a lecturer, sample is 40 students of D3 Accounting study program in Samarinda State Polytechnic in Samarinda. Theory underpinning of this study is from Wilen ^s theory (1991) with coordinated with Bloom Taxonym. Wilen^ theory Is categorized level of high and low questions classification. Level-1 Low Order Convergent (based on literal/ factual recall/memorization based), Level 2 - High Order Convergent- engaging students in productive thinking, Level 3 - Low Order Divergent- encourage learners to analyze information, draw conclusions, and Level 4-High Order Divergent- involve students into creative and evaluative thinking. Result shown that from 40 students, only 6 students reach on level-6-evaluation/High order divergent, the rest is ranked between Lower Order Convergent (LOC) and Lower Order divergent (LOD). Rephrasing different questions, preparing or using clues of simple words to lead students^ knowledge, designing and preparing clear and brief questions is an effective way of question discussed.
Keywords: convergent and divergent question, Bloom taxonomy level, students^ level of questions
