Hots-Oriented Indonesian Language Learning in Senior High School in Jambi

Abstract

The purpose of this research was to describe the competence of the high school teachers in Jambi in designing, implementing, and evaluating HOTS-oriented Indonesian Language learning. To answer this question, the concept of Indonesian Language learning was employed. This study used a qualitative design with case study technique. The data were comprised of the responses, learning process, and action conducted by the teachers. The respondents were selected using purposive sampling method by considering teacher’s academic qualifications. Data collection was performed through interview accompanied by focused group discussion (FGD), observation and document-ation. The results of this study showed that the Indonesian Language teachers had designed, implemented and evaluated students’ performance in HOTS-oriented Indonesian Language learning. Unfortunately, the teachers were less capable of synergizing the HOTS-oriented learning with pedagogical approaches, such as genre-based (text learning), scientificlearning and CLIL.

Mendesain Modul Ajar Bahasa Indonesia Menggunakan Model Poe2We Untuk Meningkatkan Keterampilan Berpikir Kritis (Critical Thinking) Berbasis Project Based Learning (PjBL)

“…Penerapan kompetensi pembelajaran dilakukan sejalan dengan tujuan pembelajaran yang autentik, melibatkan perencanaan dan penyelidikan dengan hasil yang prospektif, dan membantu mahasiswa membangun pengetahuan praktis dalam konteks kehidupan nyata melalui interaksi kognitif interpersonal yang bersifat kolaboratif. Mendesain modul ajar juga difokuskan pada peningkatan kemampuan belajar mandiri dan kompetensi keterampilan berpikir kritis dalam proses perancangan modul ajar di lingkungan satuan pendidikan, 100 Rustam, Untuk Meningkatkan Keterampilan Berpikir Kritis (Critical Thinking) khususnya di sekolah, sebagaimana dikemukakan oleh Rustam (2020). Dengan demikian, proses pembelajaran tidak hanya berpusat pada pemahaman konsep-konsep teoritis, tetapi juga menekankan pada penerapan konsep tersebut dalam situasi dunia nyata melalui tugastugas yang mendorong pemecahan masalah dan kerjasama antarpeserta didik atau mahasiswa.…”

Critical thinking assessment in the teaching of writing Indonesian scientific texts in high school

“…Critical thinking also generates reflective and productive thinking and involves authentic assessment. Critical thinking means an effective mental process that can be used by teachers and students in mastering knowledge related to students' real-world lives (Kumar & James, 2015;Ordem, 2016;Rustam et al, 2020). Jenicek (2006) explains that critical thinking can identify problems, ask questions, give answers or arguments, and find other information.…”