Kementerian Pendidikan dan Kebudayaan (Kemdikbud) menetapkan Asesmen Nasional untuk mensubtitusi Ujian Nasional. Penelitian ini bertujuan untuk memberikan gambaran sejauh mana guru-guru di sekolah dasar mempersiapkan diri mereka dalam menghadapi Asesmen Nasional, khususnya pada komponen pengetahuan mereka akan literasi membaca. Sebanyak 23 guru tersertifikasi maupun non sertifikasi dilibatkan sebagai responden. Para guru tersebut mengajar peserta didik mulai dari kelas I hingga kelas VI. Rancangan penelitian menggunakan rancangan pendekatan campuran antara kuantitatif dan kualitatif. Guru diminta untuk menjawab soal literasi membaca dan merancang soal literasi membaca mulai dari mode LOTS hingga HOTS. Hasil penelitian menunjukkan bahwa 70% guru mampu menjawab soal literasi membaca yang terdiri dari teks informasi dan teks fiksi. Guru tidak mengalami masalah dalam menyusun soal kategori LOTS, namun guru mengalami kesulitan dalam merancang soal HOTS. Kesulitan yang ditemukan adalah guru belum mampu menyusun stimulan soal secara kohesif dan koheren. Selain itu, 70% soal rancangan guru belum mencerminkan rumusan instruksi soal dengan baik sehingga menimbulkan keambiguan bagi peserta didik yang akan menyelesaikan soal-soal tersebut. Dengan demikian, sekolah menerapkan strategi penanganan khusus dengan menyelenggarakan lokakarya internal yang ditindaklanjuti dengan supervisi, monitoring, dan evaluasi secara berkala.AbstractEducation and Culture Ministry announced Nasional Assessment to replace National Exam. This study purposes to depict elementary teachers’ readiness to face National Assessment, particularly in reading literacy. There were 23 teachers involved as the participants. They, either certified or non-certified, taught students from grade 1 to grade 6. The design of the study applied mixed approaches between qualitative and quantitative study. The participants were asked to answer reading-literacy questions and construct reading-literacy questions consisting both LOTS and HOTS levels. The result showed 70% teachers able to answer the questions consisting information and fiction texts. In other words, teachers found no problem in de-signing LOTS-based question, but they faced difficulty in constructing HOTS-based questions. These findings indicate teachers were not able to design cohesive and coherent texts. Besides, 70% of the questions did not meet the requirement of the well-structured instructions which led to ambiguity for students to solve the questions. Hence, the school management stipulated a special intervention by administering internal workshop followed up by supervision, monitoring, and evaluation carried out periodically.
Network connectivity, communication interaction, and technology enjoyment are the consumption of the digital generation.The application of learning media is interesting in the world of educational teaching especially in teaching reading. The objective of this research is to investigate the effect of gamification on students' reading ability. This research implemented quasi-experiment method with pre-test and post-test nonequivalent group design. In the experimental class, the students were taught using the gamification, while the control class was by conventional method. The researchers used cluster sampling where 24 students became the sample in experiment class and 12 students in control class respectively. The pretest and posttest were used as an instrument to collect data and the test scores were analyzed using IBM SPSS Statistics 20. The results of independent t test showed the (3.334 > 1.694) and the average reading ability value of students taught using the gamification increased significantly. Therefore, gamification was recommended as one of the interesting efficient learning media in rectifying students' reading ability
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