PELATIHAN KETERAMPILAN GURU MATEMATIKA DALAM MENYUSUN INSTRUMEN EVALUASI PEMBELAJARAN BERBASIS HIGHER ORDER THINKING SKILL (HOTS)

Pelatihan penyusunan instrumen Instrumen evaluasi pembelajaran matematika Berbasis Higher Order Thinking Skill (HOTS) bertujuan untuk: (1) Memberikan pemahaman kepada guru tentang konsep dasar penyusunan instrument evaluasi pembelajaran berbasis HOTS. (2) Meningkatkan keterampilan guru dalam menyusun instrument evaluasi pembelajaran berbasis HOTS. Sasaran dari pelaksanaan kegiatan ini adalah seluruh guru MA. Sirajul Huda Pringgarata terutama guru bidang studi matematika. Pelatihan penyusunan evaluasi pembelajaran ini berisikan tentang tekhnik penyusunan kisi-kisi soal, soal-soal berbasis HOTS dan rubrik penskoran pada ranah kognitif. Metode yang digunakan dalam pelatihan ini untuk mencapai tujuan sebagaimana yang telah dirumuskan yaitu metode ceramah, diskusi, dan latihan yang dilaksanakan dalam bentuk pelatihan dan seminar. Hasil Pelatihan pada kriteria keaktifan peserta dengan indikator: 1) Memperhatikan penjelasan pemateri rata-rata 100%; 2) Mencatat penjelasan pemateri rata-rata 92%; 3) Aktif bertanya/menjawab rata-rata 58%. Hasil penilaian kerjasama kelompok dengan indikator: 1) Berusaha memberikan pendapat rata-rata 82%; 2) Terlibat aktif dalam diskusi rata-rata 100%; 3) Menghargai pendapat sejawat rata-rata 100%. Hasil Penilaian Pemahaman dalam Penyusunan Soal HOTS dengan kriteria Baik sekali rata-rata 32%, Baik rata-rata 33%, Cukup rata-rata 12%.

Systematic Literature Review on the Elements of Metacognition-Based Higher Order Thinking Skills (HOTS) Teaching and Learning Modules

Contemporary educational approaches which enculturate higher order thinking skills (HOTSs) through teaching and learning have become the latest trend in teaching. Knowledge clarity, understanding mastery, and teaching readiness are the catalysts for successfully implementing HOTS elements in teaching. However, even though HOTS learning is inextricably linked to metacognitive skills, teachers frequently underutilize metacognitive skills as an effective method of teaching HOTSs. Therefore, teachers face difficulties regarding their skills in integrating HOTSs into their teaching. Numerous studies on HOTS teaching and learning modules to guide teachers in applying these have been conducted; however, only a few researchers have conducted systematic literature reviews on the same subject. This article aims to produce a systematic literature review on the elements of a metacognition-based HOTSs teaching and learning module. The systematic literature review (SLR) writing process was conducted in accordance with the PRISMA (Preferred Reporting Items for Systematic Review and Meta-Analysis) framework. Using 2 databases, namely, Web of Sciences (WoS) and Scopus, 15 articles were extracted out of 252, from 2017 to 2021, with exclusion and inclusion criteria taken into consideration. Based on the study’s thematic analysis, 3 main themes were identified: (1) HOTS, (2) metacognitive, and (3) inquiry. This study suggests that these three elements should be included in the contribution element of metacognition-based HOTSs teaching modules in school. This study contributes knowledge and guidelines to the construction of metacognition-based HOTSs teaching modules in schools, teachers’ preparedness to plan, monitor, and evaluate students’ higher order thinking skills, and opportunities for students to learn through HOTSs learning elements, as suggested in metacognition-based HOTS teaching modules.

STUDI KOMPARASI KMA NO. 183 TAHUN 2019 DENGAN KMA NO. 165 TAHUN 2014 TENTANG PEDOMAN KURIKULUM 2013 MATERI PAI DAN BAHASA ARAB

In the world of education, it is very common for curriculum changes to be carried out with various considerations in accordance with changing times. In line with changes in the curriculum in Indonesia, the Ministry of Religion also issued a new curriculum written in KMA No. 183 of 2019 replacing KMA No. 165 of 2014 concerning 2013 curriculum guidelines for PAI and Arabic language materials. In KMA No. 165 of 2014 and KMA No. 183 of 2019, it is stated that the basic framework of the Madrasah Curriculum (PAI and Arabic) has been developed on philosophical, sociological, psycho-pedagogical, and juridical basis. Regarding the assessment of PAI and Arabic, KMA No. 183 of 2019, still has some similarities with KMA No. 165 of 2014, among others, assessment objectives, assessment principles, assessment methods, assessment techniques and tools as well as assessment aspects (attitudes, knowledge and skills). However, the highlight of KMA No. 183 of 2019 is the assessment of aspects of knowledge that require higher-order thinking skills or HOTS which has never been discussed at KMA No. 165 of 2014 before. ABSTRAKDalam dunia pendidikan sangat lumrah jika perubahan kurikulum terus dijalankan dengan berbagai pertimbangan sesuai dengan perubahan zaman. Sejalan dengan perubahan kurikulum di Indonesia, Kementerian Agama juga mengeluarkan kurikulum baru yang tertulis dalam KMA No. 183 tahun 2019 menggantikan KMA No. 165 tahun 2014 tentang pedoman kurikulum 2013 materi PAI dan Bahasa Arab. Dalam KMA No. 165 Tahun 2014 dan KMA No. 183 Tahun 2019, disebutkan bahwa kerangka dasar Kurikulum Madrasah (PAI dan Bahasa Arab) telah dikembangkan atas dasar falsafah, sosiologi, psiko-pedagogis, dan yuridis. Terkait penilaian PAI dan Bahasa Arab, KMA No. 183 Tahun 2019, masih memiliki beberapa kesamaan dengan KMA No. 165 Tahun 2014, antara lain tujuan penilaian, prinsip penilaian, metode penilaian, teknik dan alat penilaian serta aspek penilaian (sikap, pengetahuan dan keterampilan). Namun yang menjadi sorotan dari KMA No 183 Tahun 2019 ini adalah penilaian aspek pengetahuan yang membutuhkan kemampuan berpikir tingkat tinggi atau HOTS yang belum pernah dibahas di KMA No 165 Tahun 2014 sebelumnya.

Pengaruh Model Eliciting Activities (MEA’s) terhadap Higher Order Thinking Skills (HOTS) dan Self Esteem Siswa Sekolah Menengah Pertama

This research aims to know the effect of Model Eliciting Activities (MEAs) and Conventional Learning Models to Higher Order Thinking Skills (HOTS) in mathematics and students self-esteem.The research was conducted at SMPN 200 and SMPN 53 Jakarta in the academic year 2020/2021. Design of this research is a post-test only experiment and control group design. The method used in this research was a quasi experiment. The instruments consist of the Higher Order Thinking Skills test, prior knowledge of mathematics test, and a questionnaire of mathematics self-esteem. The instruments have been checked in terms of validity and reliability. Two-way Anova was used for data analysis. The results show that: (1) Higher Order Thinking Skills of students who are given MEA’s is higher than the students who are given conventional Learning Models. (2) There is an enhancement of Higher Order Thinking Skills of students effected by prior knowledge of mathematics and Mathematics Learning Models. (3) Higher Order Thinking Skills of students with high KAM who are given MEA is higher than the students who are given Conventional Learning Model. (4) There is no significant difference in terms of Higher Order Thinking Skills between students with low KAM given MEA treatment and students given Conventional Learning Model treatment. (5) Mathematics Self Esteem of students given MEA treatment is higher than those given Conventional Learning Model treatment.

HOTSCC-Ichsan: HOTS of Climate Change with Ichsan’s Taxonomy for Elementary Teacher Candidates

It is a necessity to develop environmental learning to solve climate change problems, in particular. One of the focuses is climate change learning at the elementary school level that requires elementary teacher candidates to understand various climate change issues. Skills needed are Higher Order Thinking Skills (HOTS) measurable using Ichsan’s taxonomy as an innovation. Ichsan’s taxonomy consists of six thinking levels, namely identify, compare, implement, criticize problems, solve problems, and develop innovation. The study describes the HOTS of elementary teacher candidates using the HOTS of Climate Change with Ichsan’s taxonomy (HOTSCC-Ichsan). The study uses a descriptive method with a survey as the data collection technique. The study finds that the HOTS scores of the elementary teacher candidates measured using the HOTSCC-Ichsan are in a very low category (28.03). The finding indicates the need to enhance the HOTS-based learning intensively for the elementary teacher candidates. It requires learning media development to address the low HOTS. The research conclusion is that the HOTS of the elementary teacher candidates is low and needs an improvement

Cultivating Visual Analysis and Critical Thinking Skills Through Experiential Art

Employing visual analysis in the production and critique of artwork is an essential task of an art educator. By encouraging the basic principles of Edmund Burke Feldman's Practical Art Criticism in the development of art making and art analysis, art educators can create a learning environment that guides students toward the practice of higher order thinking skills. Examples of immersive art education that activates space and invites participation from the viewer will be cited as systems for inspiring civic engagement in the classroom.