DEVELOPING LEARNING MOTIVATION THROUGH THE USE OF INTERACTIVE METHODS BASED ON BLOOM'S TAXONOMY

Abstract

This article explores the development of learning motivation through the use of interactive teaching methods structured in accordance with Bloom’s Taxonomy. In contemporary education, fostering students’ intrinsic motivation and higher-order thinking skills has become a central objective. The study examines the theoretical foundations of learning motivation and analyzes how interactive instructional strategies—such as problem-based learning, collaborative discussions, case analysis, and project-based tasks—can enhance students’ cognitive engagement when systematically aligned with hierarchical cognitive levels. Bloom’s Taxonomy provides a structured framework that guides learners from lower-order thinking skills (remembering and understanding) to higher-order processes (analyzing, evaluating, and creating). The research findings indicate that integrating interactive methods with clearly defined cognitive objectives increases student engagement, strengthens self-efficacy, and promotes sustained academic motivation. The gradual progression across cognitive levels ensures balanced intellectual development while preventing cognitive overload. Furthermore, the alignment between instructional design and assessment strategies contributes to meaningful learning outcomes. The article concludes that Bloom-based interactive instruction offers a pedagogically effective model for improving both motivational and cognitive dimensions of the learning process in modern educational settings.