Learning scenarios are needed as operational technical guidance for teachers in developing learning both inside and outside the classroom. Designing well-organized learning scenarios is essential for impactful, beneficial learning experiences, teaching, learning, and evaluation. Understanding theoretical aspects is key for teachers to create learning scenarios. Bloom's Taxonomy, an educational planning framework, plays an important role in shaping meaningful scenarios by categorizing cognitive processes into levels, and stimulating diverse thinking skills. Based on the background that has been described, the research questions asked by the author are (1) How are the learning scenario made by student prospective teachers viewed from the cognitive level of revised Bloom's taxonomy? (2) How are the responses of students' prospective teachers to the application of learning scenarios viewed from the cognitive aspect of revised Bloom's taxonomy? The objectives of this study are (1) To investigate the learning scenario made by student prospective teachers viewed from the cognitive level of revised Bloom's taxonomy. (2) To investigate the responses of students' prospective teachers to the application of learning scenarios viewed from the cognitive aspect of revised Bloom's taxonomy. The research method used in this study is a descriptive analysis method with a qualitative approach. Data sources are obtained through documentation studies and interviews. The data analysis technique used by researchers is a data classification guideline, which is used to analyze learning scenarios using cognitive domain classification tables to obtain the cognitive level of learning scenarios. Based on the results of data analysis using data classification guidelines in the discussion, the analysis is presented with tables. From the results of this research and discussion,showed that the learning scenario made by student prospective teachers was at the C6 level or could be said to be at the High Order Thinking Skill (HOTS) level And the response of student prospective teachers to the revised Bloom's taxonomy was very good despite some challenges faced in its implementation.

Keyword: Learning Scenario, Student Prospective Teachers, Revised Bloom’s Taxonomy