AbstrakKemampuan berpikir tingkat tinggi mengajarkan siswa untuk mampu mengaplikasikan kemampuan yang mereka miliki dalam menghadapi permasalahan yang ada dalam kehidupan sehari-hari. Higher Order Thinking Skills (HOTS) merupakan suatu kemampuan yang erat kaitannya dengan penalaran yang bukan hanya sekedar mengingat kembali, ataupun menyatakan kembali, kemampuan ini menitik beratkan pada kemampuan untuk menganalisis, membuat keputusan yang tepat dan memecahkan suatu masalah. Berdasarkan observasi yang dilakukan ditemukan permasalahan guru belum terlatih mengembangkan soal-soal yang berorientasi HOTS pada muatan IPA, guru masih kesulitan memahai soal soal berdasarkan kategori tingkatan kognitif siswa sesuai dengan taksonomi bloom terbaru. Untuk mengembangkan kemampuan guru dalam menyususn soal-soal berbasis HOTS maka diperlukan pelatihan yang dapat mengaktifkan guru dalam membuat soal-soal yang berorientasi HOTS. Pelaksanaan pengabdian masyarakat, dalam bentuk kegiatan pelatihan, diskusi,praktik dan monitoring serta evalusi. Pelaksanaan pengabdian dilakukan dengan mitra kelompok guru gugus Pandanaran Dabin IV UPTD Semarang Tengah yang bertempat di SDN Pekunden jalan Pandanaran 1 No.28 Pekunden Peserta terdiri dari guru-guru se-gugus Pandanaran sejumlah 50 peserta. Tingkat antusiasme dalam mengikuti kegiatan pengabdian sangatlah tinggi. Adapun materi yang diberikan saat pelatihan meliputi Pengertian HOTS, Karakteristik HOTS, Penyusunan soal-soal muatan IPA berbasis HOTS dan praktik membuat soal-soal berbasis HOTS. Kegiatan pengabdian berlangsung selama 2 bulan pada bulan Juli sampai Agustus 2019 dimulai dari observasi ke lokasi pengabdian, identifikasi masalah sampai dengan pelatihan. Dari kegiatan pengabdian yang sudah dilaksanakan ada harapan dari pihak mitra untuk menindaklanjuti kegiatan ini dengan kegiatan pelatihan penyusunan soal yang tidak hanya terfokus pada muatan IPA saja tetapi pada �muatan pelajaran yang lain.Kata kunci: Higher Order Thinking Skills; IPA; kelompok kerja guru�AbstractHigher-order thinking skills teach students to be able to apply the abilities they have in dealing with problems that exist in everyday life. Higher Order Thinking Skills (HOTS) is an ability that is closely related to reasoning that is not merely recalling, or restating, this ability focuses on the ability to analyze, make the right decision and solve a problem. Based on observations made, it is found that teachers have not been trained in developing HOTS-oriented questions on science content, teachers are still having trouble understanding questions based on students' cognitive level according to the latest bloom taxonomy. To develop the teacher's ability to prepare HOTS-based questions, training is needed to enable the teacher to create HOTS-oriented questions. Implementation of community service, in the form of training, discussion, practice and monitoring and evaluation activities. Community service is carried out with teacher groups of Pandanaran Dabin IV UPTD Semarang Tengan group located at SDN Pekunden, Pandanaran 1 street No.28 Pekunden -Pandanaran group of 50 participants. The level of enthusiasm in participating in community service activities is very high. The material provided during the training included Understanding HOTS, HOTS Characteristics, Compilation of HOTS-based science content questions and the practice of making HOTS-based questions. Community service activities last for 2 months in July to August 2019 starting from observation to the location of service, problem identification to training. From the service activities that have been carried out there is an expectation from the partners to follow up on this activity with the training activities of the preparation of questions not only focused on the content of science but in the grasp of other lessons.Keywords: Higher Order Thinking Skills; natural sciences; teacher working groups
Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran struktural analitik sintetik terhadap kemampuan menulis permulaan siswa kelas 1 SD Negeri Sembungharjo 02. Metode yang digunakan dalam penelitian adalah metode Quasi Eksperimen dengan Nonequivalent Control Group Design. Data yang diperoleh dianalisis menggunakan 2 buah uji hipotesis yakni, uji t berpasangan, dan uji beda rata-rata kemampuan menulis permulaan. Dari analisis data diperoleh bahwa uji hipotesis kemampuan menulis permulaan berupa yang pertama uji t berpasangan pada kelas eksperimen diperoleh thitung -15,45 dan ttabel 2,0518 dengan kriteria thitung ≤ -ttabel maka Ho diterima. Sedangkan untuk kemampuan menulis permulaan di kelas kontrol diperoleh thitung -4,16 dan dan ttabel 2,0518 dengan kriteria thitung ≤ -ttabel maka Ho diterima. Uji t dua pihak berdasarkan perhitungan uji kesamaan dua rata-rata kemampuan menulis permulaan diperoleh thitung 3.065 dan ttabel 2.0211. dengan kriteria pengujian yang berlaku adalah Ho diterima jika -ttabel ≤ thitung ≤ ttabel karena perolehan nilai t hitung 3.065 berada pada area penolakan Ho yaitu -2.0211 ≤ 3.065 ≥ 2.0211 maka Ho ditolak yang dapat disimpulkan ada pengaruh metode struktural analitik sitentik terhadap kemampuan menulis permulaan.
This research aimed to know about writing mistakes involving capital and italic letters in university students' essay, especially capital and italic letters. The method of this research was qualitative descriptive. The data collected for this research consisted of writing mistakes involving capital and italic letters in university students' essay. The technique of data analysis adopted in this study was a constant comparison. This study found that of 62 essay students analyzed, there were 132 capital letter writing mistakes that were divided into seven types: 1) incorrect capitalization in the first letter of sentences; 2) in writing someone's name; 3) in writing the name of a lesson; 4) in writing title; 5) in the middle of sentences; 6) in writing abbreviation and acronym; and 7) in writing words that stand for abbreviation. Meanwhile, in italic writing, mistakes occurred only when students were writing foreign terms that remain written with an upright letter. This numbered to 123 mistakes. The results of this analysis indicated that there were still many common mistakes made by students, so in the future, there should be a follow-up so that similar mistakes do not happen anymore.
Mitra dalam pengabdian masyarakat ini adalah SD Negeri Bangetayu Wetan 01, Genuk, Kota Semarang. Permasalahan yang dialami SD mitra adalah bahwa guru-guru kelas di SD Negeri Bangetayu Wetan 01 masih mengalami kesulitan dalam menyusun soal-soal berbasis HOTS dan bagaimana mengaplikasikannya dalam penilaian daring selama pandemi ini. Target luaran dalam PKM ini adalah bahwa: (1) terselenggaranya pelatihan penyusunan soal-soal berbasis HOTS dan aplikasinya dalam pembelajaran daring bagi guru SDN Bangetayu Wetan 01 Semarang; (2) mengembangkan kemampuan guru-guru di SDN Bangetayu Wetan 01 dalam menyusun soal-soal berbasis HOTS; dan (3) mengembangkan kemampuan guru-guru di SD Bangetayu Wetan 01 dalam membuat kuis daring sebagai sarana penilaian hasil belajar kognitif siswa. Metode yang digunakan dalam PKM ini adalah dengan metode ceramah, tanya jawab, dan praktik. Kemudian, setelah selesai mempraktikkan, guru dievaluasi apakah penilaian daring yang telah dibuat dapat berfungsi secara optimal. Hasil menunjukkan bahwa semua guru telah mampu menyusun soal-soal berbasis HOTS dan mengaplikasikannya dalam kuis daring menggunakan Quizizz.The partner in this community service is SDN Bangetayu Wetan 01, Genuk, Semarang. The problems are that the teachers still experience difficulties to arrange HOTS-based questions and how they should implement it by using online assignment in this pandemic season. The output of this community service are: (1) the implementation of HOTS-based question arrangement training for teachers of SDN Bangetayu Wetan 01 ; (2) teachers of SDN Bangetayu Wetan 01 can compile HOTS-based questions; and (3) teachers of SDN Bangetayu Wetan 01 can create an online assessment to get result from student work. The methods used in this activity were lecturing, question and answer, and practice method. After practicing, the online assessment created by the teacher was evaluated whether it can be used optimally or not. The result showed that all teachers have been able to compile HOTS-based question and applied it in an online assessment by using Quizziz.
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