The Journal of Islamic Studies (Rumeli) is a publication that focuses on Islamic research. In the April 2021 issue, Volume 4, Issue 7, David R. Krathwohl revisits Bloom's Taxonomy, an educational classification system that categorizes learning objectives into six domains: knowledge, comprehension, application, analysis, synthesis, and evaluation. The original taxonomy, developed in 1956, was widely used but had limitations, particularly in its binary structure that combined nouns and verbs. The revised taxonomy, published in 2001, addresses these issues by separating the knowledge and cognitive process dimensions into distinct categories. The revised taxonomy includes four knowledge dimensions: factual knowledge, conceptual knowledge, procedural knowledge, and metacognitive knowledge. The cognitive process dimensions include six categories: remembering, understanding, applying, analyzing, evaluating, and creating. The revised taxonomy is presented in a two-dimensional table, with knowledge as the vertical axis and cognitive processes as the horizontal axis. This table allows for the classification of learning objectives into specific cells based on their knowledge and cognitive process dimensions. The revised taxonomy is more comprehensive and flexible, allowing for a more accurate representation of learning objectives. The article also provides examples of how the revised taxonomy can be applied in educational settings, such as in a unit on pre-independence prison history. The revised taxonomy is a valuable tool for educators to classify and evaluate learning objectives, and it is widely used in educational research and practice.The Journal of Islamic Studies (Rumeli) is a publication that focuses on Islamic research. In the April 2021 issue, Volume 4, Issue 7, David R. Krathwohl revisits Bloom's Taxonomy, an educational classification system that categorizes learning objectives into six domains: knowledge, comprehension, application, analysis, synthesis, and evaluation. The original taxonomy, developed in 1956, was widely used but had limitations, particularly in its binary structure that combined nouns and verbs. The revised taxonomy, published in 2001, addresses these issues by separating the knowledge and cognitive process dimensions into distinct categories. The revised taxonomy includes four knowledge dimensions: factual knowledge, conceptual knowledge, procedural knowledge, and metacognitive knowledge. The cognitive process dimensions include six categories: remembering, understanding, applying, analyzing, evaluating, and creating. The revised taxonomy is presented in a two-dimensional table, with knowledge as the vertical axis and cognitive processes as the horizontal axis. This table allows for the classification of learning objectives into specific cells based on their knowledge and cognitive process dimensions. The revised taxonomy is more comprehensive and flexible, allowing for a more accurate representation of learning objectives. The article also provides examples of how the revised taxonomy can be applied in educational settings, such as in a unit on pre-independence prison history. The revised taxonomy is a valuable tool for educators to classify and evaluate learning objectives, and it is widely used in educational research and practice.