Journal of Science and Science Education Vol. 2 No. 1 May 2018 21–28 ISSN: 2598-3830 (Online) . 21 Applying venn diagram to present bloom’s cognitive level of students of a physics learning about light refraction using developed independent lab work module and PhET simulation “bending light” Nurul H. Astuti, Debora N. Sudjito * , Diane Noviandini Department of Physics Education, Faculty of Science and Mathematics, Universitas Kristen Satya Wacana Jl. Diponegoro 52–60, Salatiga 50711, Jawa Tengah, Indonesia ABSTRACT Evaluation shows the effectiveness of teaching and learning of a class. Mostly teachers provide evaluation in low cognitive level so students are able to achieve the minimum passing grade. Whereas a good evaluation should use Bloom’s Taxonomy as a basis for classifying student’s cognitive level. It leads teacher to provide a learning that facilitates student’s achievement of high cognitive level, including using independent lab work module. Teachers also typically provide a global report evaluation, i.e. providing the final score only, without presenting the distribution of students’ cognitive level. For this purpose, Venn Diagram is used to show the distribution of students’ cognitive level based on Bloom Taxonomy. This research aimed to present the distribution of students’ Bloom cognitive level using Venn Diagram and to investigate whether the development of independent lab work module about light refraction using PhET simulation “Bending Light“ can make students achieve the cognitive levels of knowing, understanding, applying, and analyzing. The obtained data was analyzed using qualitative descriptive method. The respondents were 17 freshmen of Physics Education and Physics Students of UKSW Batch 2016. The post-test showed that all students achieved higher cognitive levels. Thus, the developed independent lab work module was able to improve students’ cognitive level. Venn Diagram could also simplify the presentation of the distribution of students’ Bloom cognitive level for teachers. Keywords : bloom’s cognitive level, light refraction, venn diagram Received: September 28, 2017; Accepted: May 28, 2018; Published online: July 18, 2018 *Corresponding author: debora.natalia@staff.uksw.edu Citation: Astuti, N. H., Sudjito, D. N., & Noviandini, D. (2018). Using venn diagram to present bloom cognitive levels of students of a physics learning about light refraction developed independent lab work module and PhET simulation “Bending Light”. Journal of Science and Science Education, 2(1), 21–28. 1. Introduction Learning evaluation provides learning feedback for students and teachers in order to know the effectiveness of learning in the classroom. In fact, generally the results of physics learning evaluation is lower than other subjects, both for high school and college levels Azar (2005). It often causes teachers make lower cognitive levels of evaluation in order to let all students achieves good grades and beyond the Minimum Criteria for Completion, although the evaluation process should have been based on taxonomy as a standard of the problems so that the actual learning success can be observed Sutiadi & Kurniawati (2015). Other thing is that generally teachers provide global evaluation report, i.e, presenting the final scores only, without the cognitive level of students Maghfiroh et al. (2013), as well as in the