Pelatihan Pembelajaran dan Penilaian Berbasis HOTS Bagi Guru SD Se-Kecamatan Mantrijeron Kota Yogyakarta

Wangid, Muhammad Nur; Mustadi, Ali; Syamsudin, Amir; Hastuti, Woro Sri; Perwitasari, Ningrum; Noor, Ady Ferdian; Kusrini, Eni; Prihandoko, Yogi

doi:10.33084/pengabdianmu.v5i4.1197

Cited by 4 publications

(4 citation statements)

References 10 publications

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“…Nevertheless, teachers' ability to construct measurement tools and assess learning outcomes still needs to be studied because measurement and evaluation are inseparable parts of the learning process. How could reliable data on students' real abilities or competencies be produced when the measuring instruments used are not reliable (Ruhimat, 2018).This is in line with Wahid's statement which claimedthe teachers stated that they understood HOTS but still experienced difficulties in its implementation (Wangid et al, 2020).…”

Section: Introductionsupporting

confidence: 53%

Analysis on Factors Influencing Geography Teachers’ Ability in Constructing High-Order Thinking Skills (HOTS) Assessment Instrument

2021

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The teacher's ability to construct assessment instruments is a focus that needs to be considered. Furthermore, the demand of the 21st century directs teachers to set questions that are oriented to train students' abilities in higher-order thinking. However, several factors affect the ability to construct HOTS-oriented assessment instruments. This study aims to investigate what factors influence geography teachers’ ability to develop higher-order thinking skills (HOTS) instruments to measure learning outcomes. This study used a survey method with a quantitative approach. The data collection technique was field observation, and multiple linear regression was used for analysis. The results showed the linearity of teacher education regarding the length of teaching geography was 0.904, the tertiary institution was 0.009, and the background of education was 0.019. Also, teachers' certification was 0.007, their training was 0.032, and their experience in making HOTS questions was 0.047. The coefficient value of determination R, namely 0.635 means the relationship between teaching length, the linearity of their education in tertiary institutions, background, certification, training, and experience regarding the ability to develop HOTS-oriented assessment instruments is 63.5%. This means the relationship is strong, and 36.5% is another factor. This study concludes that the factors that significantly affect the ability of geography teachers in developing HOTS-oriented assessment instruments are the linearity factor of teacher education in universities, education background, certification, teacher training and experience in making HOTS questions. Keywords: Teacher ability factors; Assessment, Higher-order thinking skills Copyright (c) 2021 Geosfera Indonesia and Department of Geography Education, University of Jember This work is licensed under a Creative Commons Attribution-Share A like 4.0 International License

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Section: Introductionsupporting

confidence: 53%

Analysis on Factors Influencing Geography Teachers’ Ability in Constructing High-Order Thinking Skills (HOTS) Assessment Instrument

2021

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“…Meskipun begitu, model PBL perlu perancangan dan bimbingan dari pendidik secara ketat karena perlu meminimalisir hilangnya minat peserta didik selain dari kurangnya pengalaman yang dimiliki oleh peserta didik (Tâm, 2021). (Wangid et al, 2020) mengungkapkan bahwa HOTS merupakan cara mengedepankan nilai-nilai kritis dan kreatif agar menunjang kemajuan proses pembelajaran peserta didik. Hal ini sejalan dengan pernyataan (Junnah, 2023) bahwa HOTS adalah proses berpikir yang berada pada level kognitif yang lebih tinggi dari level berpikir biasa.…”

Section: Pembahasanunclassified

Pengaruh Model PBL Dan Evaluasi Berbasis Hots Terhadap Hasil Belajar Bilangan Bulat Kelas VI SD Negeri Desa Dodap

Rorimpandey

Tuerah²

2023

JEE

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This study aims to determine the effect of the model problem-based learning and HOTS-based evaluation of mathematics learning outcomes for grade VI students at Elementary School in Dodap Village. The population in this study amounted to 36 students. This study used a quantitative approach research design. The analysis used multiple regression analysis to see the effect of the model problem-based learning and hots-based evaluation of mathematics learning outcomes in integer material. The research results obtained (1) model problem-based learning effect on the results of learning mathematics this is evidenced by the value themselves 0.00 <0.05 which means there is an influence. (2) HOTS-based evaluation has an effect on mathematics learning outcomes, this is evidenced by grades themselves namely 0.00 <0.05 which means there is an influence of (3) model problem-based learning and HOTS-based evaluations simultaneously affect the results of learning mathematics, this is evidenced by gradesR Square is 0.669 or 66.9%. This means that the ability of the learning model problem-based learning and the results of the HOTS evaluation are able to explain the learning outcomes of 66.9%, the remaining 33.1% is explained by other variables not explained in the study. The same thing with research conducted by (Agustin et al., 2019) the PBL model can improve learning outcomes because of problem solving activities. (Sari & Rakhmawati, 2023) HOTS-based evaluation can improve mathematics learning outcomes if continuously trained and studied. (Mustofa, 2022) model problem-based learning and HOTS-based evaluation can simultaneously improve mathematics learning outcomes.

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“…HOTS yang menuntut seseorang untuk mampu berpikir kritis, berpikir logis, reflektif, metakognitif, dan kreatif (Dinni, 2018). Bahkan HOTS telah diajarkan kepada siswa sejak Sekolah Dasar (Wangid et al, 2020). Dalam taksonomi Bloom, HOTS berada pada 3 dimensi teratas dari 6 dimensi yang ada yaitu pada kriteria kognitif menganalisis, mengevaluasi, dan mencipta yang dapat dilihat pada Gambar 1 (Ariyana et al, 2018).…”

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Pelatihan Penyusunan Soal HOTS untuk Guru di SMK Kota Medan

Sitompul,

Matondang,

Daryanto

et al. 2023

Pengabdianmu J Ilmiah Pengabdian Masyarakat

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HOTS is a fundamental skill that prospective workers must possess. Vocational High Schools, as workforce printers, must pay attention to the HOTS of prospective graduates so that they can be absorbed in the world of work. However, Vocational High Schools experience many obstacles in forming prospective HOTS graduates. One of them is the teacher's ability to prepare HOTS questions. Based on the results of initial observations, similar obstacles were also faced by SMKN 14 Medan and SMKS Al-Fattah. The purpose of this activity is to provide training on the preparation of HOTS questions to teachers in SMK. The activity method used presentation, discussion, demonstration, and assignment techniques. Activities were grouped into three stages, namely preparation, implementation, and evaluation—the results of activities run effectively by the plan. The participants participated in the activity enthusiastically. The results of the FGD showed an increase in the ability of teachers to prepare HOTS questions. The skills of preparing HOTS vocational teachers still need to be considered because HOTS is one of the key skills of prospective workers.

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Pelatihan Pembelajaran dan Penilaian Berbasis HOTS Bagi Guru SD Se-Kecamatan Mantrijeron Kota Yogyakarta

Cited by 4 publications

References 10 publications

Analysis on Factors Influencing Geography Teachers’ Ability in Constructing High-Order Thinking Skills (HOTS) Assessment Instrument

Analysis on Factors Influencing Geography Teachers’ Ability in Constructing High-Order Thinking Skills (HOTS) Assessment Instrument

Pengaruh Model PBL Dan Evaluasi Berbasis Hots Terhadap Hasil Belajar Bilangan Bulat Kelas VI SD Negeri Desa Dodap

Pelatihan Penyusunan Soal HOTS untuk Guru di SMK Kota Medan

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