Pelatihan Pembuatan Soal Literasi Membaca dan Numerasi Berbasis Asesmen Kompetensi Minimum (AKM) bagi Guru SD Gugus Wahidin Sudirohusodo Kecamatan Jumapolo

Abstract

TRAINING ON MAKING LITERACY QUESTIONS FOR READING AND NUMERACY BASED ON MINIMUM COMPETENCY ASSESSMENT FOR ELEMENTARY SCHOOL TEACHERS GUGUS WAHIDIN SUDIROHUSODO, JUMAPOLO DISTRICT. The direction of government policy in measuring students' cognitive learning outcomes is to replace Ujian Nasional (UN) with an Asesmen Kompetensi Minimum (AKM). What is measured in the AKM is the ability to read and numerate literacy as a result of students' cognitive learning. Based on the results of an interview with the Chairperson of the Gugus SD Wahidin Sudirohusodo Kecamatan Jumapolo, some teachers have understood the AKM but have not understood about making reading literacy and numeracy questions based on the Asesmen Kompetensi Minimum (AKM). The results of observations also show that teachers have not been able to make reading and numeracy literacy questions based on the Asesmen Kompetensi Minimum (AKM). The purpose of this service is to provide training on making reading and numeracy literacy questions based on the Asesmen Kompetensi Minimum (AKM). The method of implementing the service includes: (1) the approach method carried out starting from the survey, licensing, and providing motivation for teachers who will take part in the training (2) program implementation methods, including the preliminary stage, the socialization and hearing stage, the implementation stage, and the final evaluation stage. The results of the analysis of teacher responses to the implementation of community service indicate that training materials for making reading literacy and numeracy questions based on AKM are needed by teachers in developing 21st-century learning. Teachers feel the benefits of community service activities because they can become new scientific insights into the development of learning activities in schools.

Edukasi Asesmen Kompetensi Minimum (AKM) dan Implikasinya terhadap Pembelajaran

“…Penilaian dapat dilakukan dalam bentuk penilaian hasil belajar dikelas dalam bentuk ulangan, penilaian mutu satuan pendidikan berdasarkan dalam bentuk ujian sekolah dan penilaian mutu pendidikan berskala nasional dalam bentuk ujian nasional (Febliza et al, 2020;Oktariani & Febliza, 2019;Zukmadini et al, 2021). Asesmen berskala nasional yang semula dilakukan dalam bentuk ujian nasional diganti menjadi Asesmen Nasional sejak 2021 (Rahayu & Ulya, 2022). Asesmen Nasional merupakan kegiatan yang dirancang untuk mengevaluasi dan memonitoring sistem pendidikan dasar dan menengah oleh pemerintah terhadap sekolah yang dipilih secara acak.…”

Pelatihan Asesmen Kompetensi Minimum Tingkat SMP

“…Ada tiga level pengembangan kompeksitas kognitif soal AKM yaitu pemahaman, penerapan dan penalaran (Rahayu & Ulya, 2022). Pemahaman merupakan kemampuan mengidentifikasi fakta, proses, konsep dan prosedur.…”

Designing of Numeracy Questions for Middle School Level Students

“…Based on the results of interviews with several mathematics teachers, teachers have limitations in creating questions to measure numeracy skills, both in terms of time and ideas in creating them. There are many training or mentoring activities in creating questions to measure numeracy abilities as carried out by Zukhrufurrohmah & Putri (2021), Novita et al (2022, Rahman et al (2022), Fiangga et al (2019 and others, but such training activities are very limited in number. Likewise, research related to the development of numeracy questions has been widely carried out, but is still limited to certain materials or certain contexts (Aulia & Mutaqin, 2022;Kurniawan et al, 2022;Rachma Kurniasi et al, 2023;Susetyawati & Kintoko, 2022).…”