Pelatihan Pengembangan Soal Berbasis HOTS bagi Guru Sekolah Dasar
DOI:
https://doi.org/10.36312/sasambo.v4i2.677Keywords:
Keterampilan berpikir kritis, soal berbasis HOTS, pandemi Covid-19Abstract
Pembelajaran daring selama pandemi Covid-19 diindikasi berdampak pada menurunnya keterampilan berpikir kritis siswa, terlebih kecenderungan guru kesulitan dalam mengembangkan soal berbasis HOTS. Pengabdian ini bertujuan melakukan melatih guru sekolah dasar dalam mengembangkan soal berbasis HOTS dalam rangka meningkatkan keterampilan berpikir kritis siswa selama pembelajaran daring. Metode pelaksanaan pengabdian ini mengacu pada analisis situasi dengan pihak sekolah, meliputi diskusi, sosialisasi, pelatihan, workshop, dan praktek langsung. Pengabdian dilakukan selama bulan Juli – September 2021, melibatkan 24 orang guru. Instrumen pengukuran berpikir kritis yang digunakan dalam pengembangan soal HOTS merujuk kepada penelitian Zubaidah. Hasil pengabdian menunjukkan bahwa pengembangan soal berbasis HOTS perlu dikembangkan secara tersistem dari perencanaan hingga evaluasi. Lebih lanjut, hasil pengabdian juga memberikan perspektif yang lebih mendalam tentang bagaimana membelajarkan HOTS dengan menggunakan model pembelajaran inovatif.
HOTS-Based Question Development Training for Elementary School Teachers
Online learning during the Covid-19 pandemic is indicated to impact the decline in students' critical thinking skills, especially for teachers to find it challenging to develop HOTS-based questions. This service aims to train elementary school teachers to develop HOTS-based questions to improve students' critical thinking skills during online learning. Implementing this service refers to situation analysis with the school, including discussions, socialization, training, workshops, and hands-on practice. The service is carried out from July to September 2021, involving 24 teachers. The critical thinking measurement instrument used in developing HOTS questions refers to Zubaidah's research. The service results show that the development of HOTS-based questions needs to be developed systematically from planning to evaluation. Furthermore, the service results also provide a deeper perspective on how to teach HOTS using innovative learning models.
Downloads
References
Andarini, T., Masykuri, M., & Sudarisman, S. (2012). Pembelajaran biologi menggunakan pendekatan CTL (contextual teaching and learning) melalui media flipchart dan video ditinjau dari kemampuan verbal dan gaya belajar. Jurnal Inkuiri, 1(2), 93–104.
Anisa, A. (2017). Meningkatkan keterampilan berpikir kritis peserta didik melalui pembelajaran IPA berbasis potensi lokal Jepara. Jurnal Inovasi Pendidikan IPA, 3(1), 1. https://doi.org/10.21831/jipi.v3i1.8607
Anugrah, D. (2020). Dinamika pembelajaran daring di tengah pandemi Covid-19. Berita Magelang.
Asrizal, F., Amran, A., & Ananda, A. (2017). Need analysis to develop adaptive contextual learning model. Proceeding of the 2nd International Conference on Teacher Education, 1, 78–83. https://osf.io/gxqev/download/?format=pdf
Baety, D. N., & Munandar, D. R. (2021). Analisis efektifitas pembelajaran daring dalam menghadapi wabah pandemi Covid-19. Edukatif: Jurnal Ilmu Pendidikan, 3(3), 880–889. https://www.edukatif.org/index.php/edukatif/article/view/476
Boholano, H. (2017). Smart social networking: 21st Century teaching and learning skills. Research in Pedagogy, 7(2), 21–29. https://doi.org/10.17810/2015.45
Bower, M., & Richards, D. (2006). Collaborative learning: Some possibilities and limitations for students and teachers. 23rd Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education: Who’s Learning? Whose Technology?, 256–265. https://doi.org/10.1177/1350507606067173
Budiarti, S., Nuswowati, M., & Cahyono, E. (2016). Guided inquiry berbantuan e-modul untuk meningkatkan keterampilan berpikir kritis. Journal of Innovative Science Education, 1(1), 1–9. http://journal.unnes.ac.id/sju/index.php/jise
Cahyaningtyas, A. P., Sari, Y., Yustiana, S., & Jupriyanto, J. (2020). Pelatihan penyusunan soal-soal berbasis HOTS dan aplikasinya dalam pembelajaran daring di sekolah dasar. Indonesian Journal of Community Services, 2(2), 162. https://doi.org/10.30659/ijocs.2.2.162-171
Calleja, J., & Camilleri, P. (2021). Teachers’ learning in extraordinary times: shifting to a digitally facilitated approach to lesson study. International Journal for Lesson and Learning Studies. https://doi.org/10.1108/IJLLS-09-2020-0058
Cheung, S. K. S. (2015). A case study on the students’ attitude and acceptance of mobile learning. Communications in Computer and Information Science, 494, 45–54. https://doi.org/10.1007/978-3-662-46158-7_5
Chinedu, C. C., & Olabiyi, O. S. (2015). Strategies for improving higher order thinking skills in teaching and learning of design and technology education. Journal of Technical Education and Training, 7(2), 35–43. https://doi.org/10.1109/TMI.2011.2171706
Chu, S. K. W., Reynolds, R. B., Tavares, N. J., Notari, M., & Lee, C. W. Y. (2016). 21st century skills development through inquiry-based learning: From theory to practice. 21st Century Skills Development Through Inquiry-Based Learning: From Theory to Practice. https://doi.org/10.1007/978-981-10-2481-8
Dwyer, C. P., Hogan, M. J., & Stewart, I. (2014). An integrated critical thinking framework for the 21st century. Thinking Skills and Creativity, 12, 43–52. https://doi.org/10.1016/j.tsc.2013.12.004
EL-Shaer, A., & Gaber, H. (2014). Impact of problem-based learning on student critical thinking dispositions, knowledge acquisition and retention. Journal of Education and Practice, 5(14), 74–85. https://doi.org/10.1021/ol1022257
Fajrin, N. D., & Sisca, W. (2021). Kendala dan solusi pembelajaran daring selama masa pandemi Covid-19 di sekolah dasar se-Pulau Madura. Briliant: Jurnal Riset Dan Konseptual, 6(November), 874–889. https://doi.org/10.28926/briliant.v6i4.776
Ferreira, M. M., & Trudel, A. R. (2012). The impact of problem based learning (PBL) on student attitudes toward science, problem-solving skills, and sense of community in the classroom. Journal of Classroom Interaction, 47(1), 23–30. https://www.jstor.org/stable/43858871
Fitrianawati, M., Maharani, E. A., & Pramudyani, A. V. R. (2020). Peningkatan kualitas pembelajaran aktif berbasis HOTS bagi guru di Kecamatan Tempel di era pandemi Covid-19. Seminar Nasional Hasil Pengabdian Kepada Masyarakat, 625–630, 625–630. https://semnas.unikama.ac.id/lppm/prosiding/2017/Pengabdian/45.Raymond_Nanik_Pengabdian_Ekonomi_dan_bisnis.pdf
Frolova, E. V., Rogach, O. V., Tyurikov, A. G., & Razov, P. V. (2021). Online student education in a pandemic: New challenges and risks. European Journal of Contemporary Education, 10(1), 43–52. https://doi.org/10.13187/ejced.2021.1.43
Fujii, T. (2016). Designing and adapting tasks in lesson planning: a critical process of Lesson Study. ZDM - Mathematics Education, 48(4), 411–423. https://doi.org/10.1007/s11858-016-0770-3
Gorghiu, G., Dr?ghicescu, L. M., Cristea, S., Petrescu, A.-M., & Gorghiu, L. M. (2015). Problem-based learning - An efficient learning strategy in the science lessons context. Procedia - Social and Behavioral Sciences, 191, 1865–1870. https://doi.org/10.1016/j.sbspro.2015.04.570
Greenstein, L. M. (2012). Assessing 21st Century skills. In Assessing 21st Century Skills (Issue September). Corwin Press. https://doi.org/10.17226/13215
Guleker, R. (2015). Instructional strategies to foster critical thinking: Self-reported practices of the faculty in Albania. International Journal of Teaching and Education, III(4), 6–14. https://doi.org/10.20472/TE.2015.3.4.002
Gultepe, N. (2016). High school science teachers’ views on science process skills. International Journal of Environmental and Science Education. https://doi.org/10.12973/ijese.2016.348a
Handayani, F. (2020). Membangun keterampilan berpikir kritis siswa melalui literasi digital berbasis STEM pada masa pandemik covid 19. Cendekiawan, 2(2), 69–72. https://doi.org/10.35438/cendekiawan.v2i2.184
Handayani, S. L., Budiarti, I. G., Kusmajid, K., & Khairil, K. (2021). Problem-based instruction berbantuan e-learning: Pengaruhnya terhadap kemampuan berpikir kritis peserta didik sekolah dasar. Jurnal Basicedu, 5(2), 697–705. https://doi.org/10.31004/basicedu.v5i2.795
Haryono, A., & Adam, C. (2021). The implementation of mini-research project to train undergraduate students’ scientific writing and communication skills. JPBI (Jurnal Pendidikan Biologi Indonesia), 7(2), 159–170. https://doi.org/10.22219/jpbi.v7i2.15838
Hidayah, A. A. F., Adawiyah, R. Al, & Maharani, P. A. R. (2021). Efektivitas pembelajaran daring pada masa pandemi Covid-19. Value, 2(1), 1–10. https://doi.org/10.36490/value.v2i1.177
Hidayat, A. (2021). Efektivitas pembelajaran daring selama pandemi Covid-19. Journal on Teacher Education, 3, 14–23. https://doi.org/10.31004/jote.v3i1.3619
Hira, A., & Anderson, E. (2021). Motivating online learning through project-based learning during the 2020 COVID-19 pandemic. IAFOR Journal of Education, 9(2), 93–110. https://doi.org/10.22492/ije.9.2.06
Huang, R., Yang, J., & Chang, T.-W. (2020). Handbook on Facilitating Flexible Learning During Educational Disruption: The Chinese Experience in Maintaining Undisrupted Learning in COVID-19 Outbreak Technology Enhanced Learning View project Personalized achievement feedback in online learning View p. International Research and Training Center for Rural Education?. https://www.researchgate.net/publication/339939064
Hudha, A. M., Amin, M., Bambang, S., & Akbar, S. (2017). Study of instructional models and syntax as an effort for developing ‘OIDDE’ instructional model. Jurnal Pendidikan Biologi Indonesia, 2(2), 109–124. https://doi.org/10.22219/jpbi.v2i2.3448
Ismail, N. S., Harun, J., Zakaria, M. A. Z. M., & Salleh, S. M. (2017). The effect of mobile problem-based science dictionary application dicscience PBL towards students’ mastery of scientific terms and critical thinking. 2017 International Conference on Learning and Teaching in Computing and Engineering (LaTICE), 69–75. https://doi.org/10.1109/LaTiCE.2017.19
Jonassen, D. (2011). Supporting problem solving in PBL. Interdisciplinary Journal of Problem-Based Learning, 5(2), 95–119. https://doi.org/10.7771/1541-5015.1256
Juhji, J., Rachman, M. S., & Nurjaya, N. (2020). Media daring dan kuantitas pemberian tugas terhadap kepuasan belajar mahasiswa. Al-Tarbawi Al-Haditsah: Jurnal Pendidikan Islam, 5(2), 1–15. https://doi.org/10.24235/tarbawi.v5i2.6802
Kusuma, M. D., Rosidin, U., Abdurrahman, A., & Suyatna, A. (2017). The development of higher order thinking skill (HOTS) instrument assessment In physics study. IOSR Journal of Research & Method in Education (IOSRJRME), 07(01), 26–32. https://doi.org/10.9790/7388-0701052632
Larsson, K. (2017). Understanding and teaching critical thinking—A new approach. International Journal of Educational Research, 84(December 2016), 32–42. https://doi.org/10.1016/j.ijer.2017.05.004
Mailizar, Almanthari, A., Maulina, S., & Bruce, S. (2020). Secondary School Mathematics Teachers’ Views on E-learning Implementation Barriers during the COVID-19 Pandemic: The Case of Indonesia. EURASIA Journal of Mathematics, Science and Technology Education, 16(7), em1860.
Masek, A., & Yamin, S. (2011). The effect of problem based learning on critical thinking ability: A theoretical and empirical review. International Review of Social Sciences and Humanities, 2(1), 215–221.
Melania, E. P. (2020, April). Pembelajaran daring, apakah efektif untuk Indonesia. Kompas.
Miharja, F. J., Hindun, I., & Fauzi, A. (2019). Pemberdayaan keterampilan bertanya siswa melalui pembelajaran inovatif berbasis lesson study. Jurnal Inovasi Pembelajaran, 5(1). http://ejournal.umm.ac.id/index.php/jinop
Miharja, F. J., Wahyuningrum, L., Iffah, A. H., & Eskasasnanda, I. D. P. (2020). Tokkatsu: Initiating students’ collaborative activities in lesson study piloting school. Jurnal Pendidikan Progresif, 10(1), 63–72. https://doi.org/10.23960/jpp.v10.i1.202008
Namli, A. K., & Yücekaya, M. A. (2021). Motivation and job satisfaction of physical education teachers during pandemic. OPUS Uluslararas? Toplum Ara?t?rmalar? Dergisi, 17(Pandemi Özel Say?s?), 3148–3172. https://doi.org/10.26466/opus.887856
P.A.K., A. (2019). Advantages and Challenges of Online Project Based Learning. https://scholarworks.rit.edu/theses/10231/
Pakpahan, R., & Fitriani, Y. (2020). Analisa pemanfaatan teknologi informasi dalam pembelajaran jarak jauh di tengah pandemi virus corona Covid-19. Journal of Information System, Applied, Management, Accounting and Research, 4(2), 30–36. http://journal.stmikjayakarta.ac.id/index.php/jisamar/article/view/181/144
Prasetyo, T., & MS, Z. (2021). Proses pembelajaran daring guru menggunakan aplikasi Whatsapp selama pandemik Covid-19. Jurnal Elementaria Edukasia, 4(1), 138–150. https://doi.org/10.31949/jee.v4i1.2769
Putri, C. D., Pursitasari, I. D., & Rubini, B. (2020). Problem-based learning terintegrasi STEM di era pandemi Covid-19 untuk meningkatkan keterampilan berpikir kritis siswa. Jurnal IPA & Pembelajaran IPA, 4(2), 193–204. https://doi.org/10.24815/jipi.v4i2.17859
Putri, M., & Sesunan, F. (2019). Pengembangan modul interaktif menggunakan learning Content Development System (LCDS) pada materi Dinamika Rotasi. Jurnal Pendidikan Teknologi Informasi …, 1(1), 23–31. http://jurnal.fkip.unila.ac.id/index.php/JPVTI/article/view/19963
Raiman, M., Liu, A. N. A. M., & Wolo, D. (2021). Investigation of students’ motivation to learn science while studying from home during a pandemic. Journal of Research in Instructional, 1(1), 33–42. https://doi.org/10.30862/jri.v1i1.10
Ramadhan, A. H., Fadillah, H., Khaliza, R., & Nasution, I. (2022). Penerapan kurikulum darurat sebagai strategi pendidikan dalam kondisi pandemic Covid-19. Edumaspul: Jurnal Pendidikan, 6(1), 401–407. https://doi.org/10.33487/edumaspul.v6i1.2383
Retnawati, H., Djidu, H., Kartianom, K., Apino, E., & Anazifa, R. D. (2018). Teachers’ knowledge about higher-order thinking skills and its learning strategy. Problem of Education in the 21st Century, 76(2), 215–230.
Scott, C. L. (2015). The futures of learning 2: What kind of learning for the 21st Century? https://unesco.org/ark:/48223/pf0000242996
Taskiran, A. (2021). Project-based online learning experiences of pre-service teachers. Journal of Educational Technology and Online Learning, 4(3). https://doi.org/10.31681/jetol.977159
Tosun, C., & Taskesenligil, Y. (2013). The effect of problem-based learning on undergraduate students’ learning about solutions and their physical properties and scientific processing skills. Chemistry Education Research and Practice, 14(1), 36–50. https://doi.org/10.1039/c2rp20060k
Wahyudi, M. (2020, April). Covid-19 dan potret pembelajaran berbasis e-learning. Republika Online.
Waqar, Y. (2013). The impact of learning design on student learning in technology integrated lessons. Procedia - Social and Behavioral Sciences, 93, 1795–1799. https://doi.org/10.1016/j.sbspro.2013.10.119
Zhang, W., Wang, Y., Yang, L., & Wang, C. (2020). Suspending classes without stopping learning: China’s education emergency management policy in the COVID-19 outbreak. Journal of Risk and Financial Management, 13(3), 55. https://doi.org/10.3390/jrfm13030055
Zubaidah, S., Corebima, A. D., & Mistianah, M. (2015). Asesmen berpikir kritis terintegrasi tes essay asesmen berpikir kritis terintegrasi tes essay. Symbion: Symposium on Biology Education, April 2015, 200–213. https://www.researchgate.net/publication/322315188_Asesmen_Berpikir_Kritis_Terintegrasi_Tes_Essay
Downloads
Published
Issue
Section
License
Copyright (c) 2022 Fuad Jaya Miharja, Ahmad Fauzi, Atok Miftachul Hudha
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with Sasambo: Jurnal Abdimas (Journal of Community Service) agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
