Hots-Based Learning in 2013 Curriculum: Is it Suitable?

Pratiwi, Nita; Mustadi, Ali

doi:10.23887/jpi-undiksha.v10i1.22781

Cited by 13 publications

(15 citation statements)

References 14 publications

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“…Hal ini dikarenakan instrumen AKM berorientasi pada permasalahan kehidupan sehari-hari yang kontekstual sehingga membutuhkan kemampuan higher order thinking (HOT) (Pusmenjar, 2020). Peserta didik harus memahami, menganalisis antara satu dan yang lainnya, mengklasifikasi, memanipulasi, mengkreasi metode baru, dan diaplikasikan untuk menemukan solusi atas persoalan-persolan baru (N. Pratiwi & Mustadi, 2021). Selain itu penelitian yang lebih lanjut menurut (Pangesti, 2018) menunjukan bahwa salah satu peningkatan atau menubuhkan kompetensi literasi dan numerasi ini dapat mengembangkan kemampuan berpikir tingkat tinggi.…”

Section: Tugas 1 Dari Guru Aunclassified

Pelatihan Penyusunan Instrumen Asesmen Kompetensi Minimum (AKM) Di Smk Bina Kusuma Ruteng

Murni¹,

Nendi²,

Jundu³

et al. 2022

Creat J. Cumn Enga

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ABSTRAK Asesmen Kompetensi Minimum merupakan penilaian kemampuan minimum yang dilakukan kepada peserta didik. Kemampuan minimum yang dimaksud adalah kemampuan paling dasar yang harus dimiliki oleh peserta didik pada jenjang tertentu, yaitu literasi membaca dan numerasi. AKM mengukur kompetensi berpikir atau bernalar peserta didik ketika membaca teks (literasi) dan menghadapi persoalan yang membutuhkan pengetahuan matematika (numerasi). Tidak semua guru memiliki pengetahuan dan keterampilan menyusun instrumen, contohnya para guru di SMK Bina Kusuma Ruteng. Oleh karena itu, tim pengabdian kepada masyarakat melaksanakan kegiatan pelatihan penyusunan instrumen Asesmen Kompetensi Minimum untuk para guru SMK Bina Kusuma Ruteng. Pelatihan dilakukan untuk mengembangkan kompetensi guru dalam menyusun instrumen AKM sehingga mendukung tercapainya tujuan pembelajaran yang diharapkan. Kegiatan pelatihan diikuti oleh 30 guru SMK Bina Kusuma Ruteng. Kegiatan ini dilakukan melalui beberapa tahap, yaitu wawancara, perencanaan, pelaksanaan, dan evaluasi. Kegiatan ini dapat berpengaruh positif terhadap kemampuan dan keterampilan para guru dalam menyusun instrumen Asesmen Kompetensi Minimum. Berdasarkan hasil analisis data ditemukan bahwa pelatihan memiliki kualitas dengan kategori baik sekali (4.75) dan memberikan dampak dalam kategori kategori baik sekali (4.92). Terbukti bahwa para guru bisa menyusun instrumen AKM dengan baik. Sedangkan, dampak pelaksanaan pelatihan masuk dalam kategori baik sekali (4.82). Mitra mampu menyusun instrumen PKM dengan benar, hal ini dapat dilihat pada tugas yang dipresentasikan oleh mitra. Instrumen yang dihasilkan ini diharapkan dapat menjadi penduan bagai para guru dan calon guru untuk mengembangkan dan menggunakan instrumen AKM pada proses pembelajaran dan penilaian di kelas. Jadi, dapat disimpulkan bahwa kegiatan pelatihan ini dapat mengembangkan kompetensi guru dalam menyusun instrumen AKM, sehingga guru mampu menyelenggarakan pembelajaran secara efektif dan efisien. Kata Kunci: Pelatihan, Penyusunan, Instrumen, AKM ABSTRACT Minimum Competency Assessment is a minimum ability assessment carried out on students. The minimum ability in question is the most basic ability that must be possessed by students at a certain level, namely reading literacy and numeracy. AKM measures the thinking or reasoning competence of students when reading texts (literacy) and dealing with problems that require mathematical knowledge (numbering). Not all teachers have the knowledge and skills to compose instruments, for example, teachers at SMK Bina Kusuma Ruteng. Therefore, the community service team carried out training activities for the preparation of Minimum Competency Assessment instruments for teachers of SMK Bina Kusuma Ruteng. The training was conducted to develop teacher competence in compiling the AKM instrument to support the achievement of the expected learning objectives. The training activity was attended by 30 teachers of SMK Bina Kusuma Ruteng. This activity was carried out through several stages, namely interviews, planning, implementation, and evaluation. This activity can have a positive effect on the ability and skills of teachers in preparing the Minimum Competency Assessment instrument. Based on the results of data analysis, it was found that the quality of the training was in the very good category (4.75) and had an impact in the very good category (4.92). It is proven that the teachers can arrange the AKM instrument well. Meanwhile, the impact of the implementation of the training is in the very good category (4.82). It is proven that the teachers can arrange the AKM instrument well. Meanwhile, the impact of the implementation of the training is in the very good category (4.82). Teachers can develop PKM instruments correctly, this can seen in the tasks presented by teachers. The result of instrument is expected to be a guide for teachers and prospective teachers to develop and use the AKM instrument in the learning and assessment process in the classroom. So, it can concluded that this training activity can develop teacher competence in preparing AKM instruments, so that teachers are able to organize learning effectively and efficiently. Keywords: Training, Preparation, Instruments, AKM

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Section: Tugas 1 Dari Guru Aunclassified

Pelatihan Penyusunan Instrumen Asesmen Kompetensi Minimum (AKM) Di Smk Bina Kusuma Ruteng

Murni¹,

Nendi²,

Jundu³

et al. 2022

Creat J. Cumn Enga

View full text Add to dashboard Cite

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“…As the main parties controlling learning activities, Lecturers and students should have an independent spirit in thinking and acting [33]. HOTS-based lectures require both parties as determinants of learning to have new habits always to be independent [34]. The habit of thinking and doing be autonomous requires habituation from an early age.…”

Section: Independence In Learningmentioning

confidence: 99%

Implementation of HOTS-Based Learning in Higher Education

Herianto¹

2022

Proceedings of the Annual Conference on Research, Educational Implementation, Social Studies and History (AREISSH 2021)

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This study uses a phenomenological perspective to determine the implementation of HOTS-based learning in universities. The research subjects came from 198 students who took the Student Development course at the Program Studi PPKN PIPS FKIP Universitas Mataram. Collecting data through observation (implementation of HOTS-based learning), questionnaires (response of lecturers and students to HOTS-based learning), and tests (student learning outcomes in HOTS-based learning).The results showed the implementation of HOTS-based learning through communication skills, collaboration, critical thinking, creative thinking, computational logic, compassion, and civic responsibility. Lecturers argue that HOT-based learning helps students in solving problems. Active participation in HOTS-based learning and the active involvement of students in these activities impact their learning outcomes. Students feel a significant change in themselves in participating in HOTS-based learning. Learning like this is a challenge for them. Those who are active in learning contribute to their learning outcomes. 74% of students get good and excellent categories in their learning outcomes.

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“…Multimedia technology is developing with rapidly growing science and technology (Sökmen, 2021;Shin & Bolkan, 2021;Nurzaelani et al, 2018). 21st century skills have several features to require students to think critically (Dishon, 2021;Pratiwi & Mustadi, 2021;Rusmono & Alghazali, 2019). By looking at the importance of students' interest and science process skills from the questionnaire attachment, this study aims to find out the comparison of female and male students' interest in science subjects, to find out the comparison of female and male students' interests in science subjects and understand the relationship between interest and science process skills in students with science subjects.…”

Section: Introductionmentioning

confidence: 99%

A study of interests and science process skills

Budiarti

Kurniawan

Rivani

2022

jipi

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This study aims to determine the differences and the relationship between interest and science process skills with 80 female students and 56 male students. This research uses quantitative methods so that this research is more systematic and objective. The sampling technique used in this study used simple random sampling. Analysis of the data used using hypotheses in the form of normality, linearity and homogeneity tests and assumption tests in the form of T test and correlation test. From the results of the T test and correlation test, it was found that there were differences and relationships between the sexes in the interests and skills of class VIIA and VIIB. In this case it is evidenced by a significant value 0.05. Thus, the higher the interest of students, the higher the skills of students according to their gender. It can be said that success can be seen from the level of understanding, mastery of the material, and student achievement. The higher the understanding and mastery as well as learning achievement, the higher the level of learning success.

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Hots-Based Learning in 2013 Curriculum: Is it Suitable?

Cited by 13 publications

References 14 publications

Pelatihan Penyusunan Instrumen Asesmen Kompetensi Minimum (AKM) Di Smk Bina Kusuma Ruteng

Pelatihan Penyusunan Instrumen Asesmen Kompetensi Minimum (AKM) Di Smk Bina Kusuma Ruteng

Implementation of HOTS-Based Learning in Higher Education

A study of interests and science process skills

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