In this 21st century, teachers are required to empower students' Higher-Order Thinking Skills (HOTS). Unfortunately, there are still many teachers who have difficulty compiling HOTS questions. The purpose of this community service activity was training in formulating HOTS-based online test instrument for Senior High School (SHS) teachers in Sekayu City. Community service activities were carried out by a team from the Biology Education Study Program, Sriwijaya University through workshops. The workshop was held at Public SHS 2 Sekayu for two days. From the service activities that have been carried out, there has been an increase in the knowledge and skills of teachers in designing and making HOTS-based online evaluation tools. This activity also produced a HOTS question collection document and a google form link containing an online based HOTS question instrument. Based on the series of service activities, it can be concluded that the competence of teachers to conduct online-based HOTS evaluation activities has increased.
This study aims at obtaining pre-service biology teachers’ metacognitive skills in invertebrate zoology. A number of pre-service biology teachers that take invertebrate zoology course at a state university in Sumatera, Indonesia, were involved as participants in this study. Data on metacognitive skills were collected using metacognitive skills instrument test that have been developed. The data obtained were processed by calculating the percentage (%) for each indicator of metacognitive skills. Results show that the value of pre-service biology teachers’ metacognitive skills on invertebrate zoology are 4.86. For each indicator of metacognitive skill composition were no logic, no systemic, no analyse/evaluate/create (64.56%); no logic, no systemic, less analyse/evaluate/create (31.60%); no logic, no systemic, have analyse/evaluate/create (2.53%), and no logic, have systemic, have analyse/evaluate/create (1.27%). Based on the results of this study, it is suggested that pre-service biology teachers’ metacognitive skills in invertebrate zoology was very low. In order to repair pre-service biology teachers’ metacognitive skills, it is needed revision on instructional strategies for invertebrate zoology course.
This study aims to determine the effect of Problem Based Learning supported by pedagogical agents (PBL-PA) on Higher Order Thinking Skills (HOTS) of preservice teachers in Invertebrate Zoology Learning. This study uses a quantitative approach applied to 77 preservice teacher participating in the Invertebrate Zoology lecture in Biology Education, FKIP, Universitas Sriwijaya in Academic Year 2018/2019. The method used is Quasi Experimental with Nonequivalent Control Group Design. Determination of the sample through Simple Random Sampling so that PBL-AP (26 people), PBL (26 people), and traditional classes (25 people). HOTS ability is measured through pretest and posttest with 25 multiple choice questions that have been tested for validity and reliability. Hypothesis testing using Analysis of Covariance (ANCOVA) uses the SPSS 23 program. The results of the study indicate that the PBL-PA Methos has a significant effectiveness on the HOTS ability of preservice teacher. Furthermore, the PBL-PA is better than the PBL and traditional method in improving HOTS ability of preservice teacher. The PBL-PA Mothod can increase learning motivation and make students confident in formulating problems well in the early syntax of PBL. Keywords: Pedagogical Agents , Higher Order Thinking Skills, Problem Based Learning, Invertebrate Zoology Abstrak Penelitian ini bertujuan untuk mengetahui pengaruh model Problem Based Learning yang didukung agen pedagogi (PBL-AP) terhadap Higher Order Thinking Skills (HOTS) mahasiswa calon guru dalam Pembelajaran Zoologi Invertebrta. Penelitian ini menggunakan pendekatan kuantitatif yang diterapkan terhadap 77 mahasiswa calon guru peserta Perkuliahan Zoologi Invertebrata di Prodi Pendidikan Biologi, FKIP, Unsri pada Tahun Akademik 2018/2019. Metode yang digunakan adalah Quasi Experimental dengan desain Nonequivalent Control Group Design. Penentuan sampel dengan cara Simple Random Sampling sehingga diperoleh kelas PBL didukung agen pedagogi (26 orang), kelas PBL (26 orang), dan kelas tradisional (25 orang). Kemampuan HOTS diukur melalui pre-test dan post-test dengan instrumen 25 soal pilihan ganda yang telah teruji validitas dan reliabilitanya. Uji hipotesis menggunakan Analysis of Covariance (ANCOVA) menggunakan program SPSS 23. Hasil penelitian menunjukkan bahwa Model PBL-AP memiliki pengaruh yang signifikan terhadap kemampuan HOTS mahasiswa calon guru. Selanjutnya, model PBL-AP lebih baik dari pada model PBL dan tradisional dalam meningkatkan kemampuan HOTS mahasiswa calon guru. Model PBL-AP dapat meningkatkan motivasi belajar dan membuat peserta didik percaya diri dalam merumuskan permasalahan dengan baik pada tahap awal sintaks PBL. Kata kunci: Agen Pedagogi, Problem Based Learning, Higher Order Thinking Skills, Zoologi Invertebrata
This study aimed to determine student errors and the factors that caused students to make mistakes in solving PISA-type math problems. Error analysis was carried out based on Newman's analysis through tests and interviews. This research was conducted in one of the junior high schools in the Province of the Bangka Belitung Islands, involving 26 students. Subjects were selected based on a purposive sampling technique with three considerations: academic ability, teacher recommendations, and student willingness. This study used the descriptive qualitative method. The PISA math test questions tested consisted of change and relationship, space and shape, quantity and uncertainty, and data content. The results showed that reading errors were 40.21%, comprehension errors were 41.86%, transformation errors were 87.29%, process skill error is 90.26%, and the answer writing error is 88.46%. While uncertain and data is the content with the most significant error percentage, which is 82.31%. In general, errors were caused by students who cannot relate PISA questions to the material they usually study, and students were not accustomed to working on PISA questions.
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