TEKNIK PENYUSUNAN INSTRUMEN PENILAIAN HIGHER ORDER THINKING SKILL (HOTS) DALAM PEMBELAJARAN SEJARAH
Abstract
Abstrak:
Instrumen penilaian HOTS sangat penting mengingat standar yang harus dicapai dalam kurikulum 2013. Tujuan penelitian ini adalah mengkaji teknik penyusunan instrumen untuk mengukur kemampuan berpikir tingkat tinggi yang terdiri dari menganalisis (C-4), mengevaluasi (C-5), dan mengkreasikan (C-6). Metode penelitian yang digunakan adalah metode deskriptif, yaitu menggambarkan masalah untuk memperoleh jawaban dengan berbagai kajian pustaka. Metode penelitian deskriptif berusaha mendeskripsikan suatu gejala, peristiwa atau kejadian yang terjadi saat sekarang. Teknik pengumpulan data penelitian berupa data-data kepustakaan yang telah dipilih, dicari, disajikan dan dianalisis berupa teknik penyusunan instrumen penilaian HOTS khususnya dalam pembelajaran sejarah. Hasil penelitian menunjukkan bahwa teknik penyusunan instrumen penilaian berbasis HOTS dalam pembelajaran sejarah terdiri dari (1) menganalisa KD; (2) mengembangkan kisi-kisi; (3) memilih stimulus yang menarik dan konstektual; (4) menulis butir pertanyaan sesuai dengan kisi-kisi soal; (5) menentukan kunci jawaban/pedoman penskoran; (6) melakukan analisis kualitatif; dan (7) melakukan analisis kuantitatif.
Abstract:
HOTS assessment is very important considering the standard that must be achieved in the 2013 curriculum. The purpose of this research was to study the instrument drafting techniques to asses the students’ high-level thinking skills which consisted of analyzing (C-4), evaluating (C-5), and creating (C-6). The research method used was descriptive method which described the problems to obtain answers from various literature studies. Descriptive research tried to describe phenomenon that occured in that time. Data collection were through study literatures of drafting instruments of HOTS assessment which had been choosen, searched, presented, and analyzed especially in History learning. The results of this study showed that instrument drafting techniques base on HOTS assesment in learning History consisted of (1) analysing base competency, (2) developing the main points, (3) choosing the interested and contextual stimulus, (4) making questions base on the main points, (5) deciding the answer form/score form, (6) doing qualitative analysis, and (7) doing quantitative analysis.
Downloads
References
Anderson, & Krtahwohl, D. (2011). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy. New York: Longman Publishing.
Anggara, T. (2015). Kesulitan-Kesulitan Guru Sejarah dalam Mengembangkan dan Menerapkan Penilaian Pembelajaran Sejarah di SMA Islam I Gamping. Universitas Negeri Yogyakarta. Retrieved from https://eprints.uny.ac.id/23753/
Dhewa Kusuma, M. (2017). The Development of Higher Order Thinking Skill (HOTS) Instrument Assessment in Physics Study. IOSR-JRME (IOSR Journal of Research & Method in Education), 7(1). Retrieved from https://www.google.com/url?sa= t&rct=j&q=&esrc=s&source=web&cd=1&ved=2ahUKEwjWrbXP1sPmAhXX6XMBHbEBCDMQFjAAegQIBBAC&url=https%3A%2F%2Fwww.iosrjournals.org%2Fiosr-jrme%2Fpapers%2FVol-7%2520Issue-1%2FVersion-5%2FD0701052632.pdf&usg=AOvVaw0YbecMlHmoMWxZKy2db_u
Kementerian Pendidikan dan Kebudayaan. (2017). Modul Penyusunan Soal Higher Order Thinking Skill (HOTS). Jakarta: Direktorat Jenderal Pendidikan Dasar dan Menengah Departemen Pendidikan Dan Kebudayaan.
King, A. (2010). Psikologi Umum Sebuah Pandangan Apresiatif. Jakarta: Slemba Humanika.
Kochhar, S. (2008). Pembelajaran Sejarah. (Purwanta dan Yofita Hardiwati, Ed.). Grasindo.
Mainali, B. . (2012). Higher Order Thinking in Education. A Multidisciplinary, 2(1), 5–10. Retrieved from https://pdfs.semanticscholar.org/e409/15a12d8b8fba 558db8847a0414e44ed322f6.pdf
Mardapi, D. (1999). Estimasi Kesalahan Pengukuran dalam Bidang Pendidikan dan Implikasinya Pada Ujian Nasional. Yogyakarta.
Murray, E. (2011). Implementing Higher Order Thinking in Middle School Mathematics Classrooms. University of Georgia. Retrieved from https://getd.libs.uga.edu/ pdfs/murray_eileen_c_201105_phd.pdf.
Muhadjir, N. (1998). Metodologi Penelitian Kualitatif. Yogyakarta: Rake Sarasin.
Pi’i. (2016). Mengembangkan Pembelajaran dan Penilaian Berpikir Tingkat Tinggi pada Mata Pelajaran Sejarah. Sejarah Dan Budaya, 10(2). Retrieved from https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&uact=8ved=2ahUKEwiIrfnzz8PmAhVR4jgGHenDDnMQFjAAegQIARAC&url=http%3A%2F%2Fjournal.um.ac.id%2Findex.php%2Fsejarah-dan-budaya %2Farticle%2Fdownload%2F7676%2F3499&usg=AOvVaw3FxOO-49d5P5cq
Sutanto, & Retnawati. (2016). Perangkat Pembelajaran Matematika Bercirikan PBL untuk Mengembangkan HOST Siswa SMA. Riset Pendidikan Dan Matematika, 3(2).
Umi, & Eka. (2015). Pengembangan Insrumen Penilaian HOTS Berbasis Kurikulum 2013 Terhadap Sikap Disiplin. Penelitian Dan Pembelajaran, 1(1). Retrieved from http://jurnal.untirta.ac.id/index.php/JPPI/article/view/330
Wahidmurni. (2015). Pengembangan Penilaian untuk Mengukur Kemampuan Berpikir Tingkat Tinggi (Higher Order Thinking Skills/Hots).
Widana, I. W. (2017). Higher Order Thinking Skills Assessment (Hots). Indonesian Student Assessment and Evaluation, 3(1). Retrieved from http://journal.unj.ac.id/ unj/index.php/jisae/article/view/4859
Zed, M. (2004). Metode Penelitian Kepustakaan. Jakarta: Yayasan Obor Indonesia.
Zulkarnain. (2017). Kebijakan Kurikulum Sejarah di Sekolah Menegah Atas. Universitas Negeri Yogyakarta.
Copyright (c) 2019 ulfah Nury Batubara, Ajat Sudrajat
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms:
1) Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
2) Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
3)Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).