Pemahaman Guru Kimia Sma Tentang Penilaian Kemampuan Berpikir Tingkat Tinggi Dan Implementasinya

Abstract

HIGH-SCHOOL CHEMISTRY TEACHERS' UNDERSTANDING OF HIGHER ORDER THINKING SKILLS AND ITS IMPLEMENTATIONAbstractTeachers play an essential role in attempts to develop students' higher-order thinking skills through the implementation of classroom assessments. This study explores chemistry teachers' understanding of higher-order thinking skills (HOTS) assessments, how they implement the assessments, and what obstacles they face. This study employed a qualitative approach that involved 12 high-school chemistry teachers in South Jakarta. Data collection was conducted in August and September 2019 through semi-structured interviews. The findings of this study show that the chemistry teachers have a different understanding of higher-order thinking assessments. The majority of teachers associate HOTS with the three highest levels of the cognitive dimension of Revision of Bloom's taxonomy, critical thinking, and problem-solving. The levels of implementation of HOTS assessments among teachers vary. Among obstacles faced by the teachers are the lack of teachers' knowledge and experience in applying HOTS assessments, variability in students' cognitive abilities, the scarcity of learning facilities, and the lack of guidance and training about HOTS assessments in chemistry. AbstrakGuru memegang peranan penting dalam upaya mengembangkan kemampuan siswa dalam berpikir tingkat tinggi melalui penerapan penilaian kelas.Penelitian ini menggali pemahaman guru kimia tentang penilaian kemampuan berpikir tinggi tinggi (HOTS), penerapannya, dan hambatan-hambatan yang dihadapi. Penelitian ini menggunakan pendekatan kualitatif yang melibatkan 12 orang guru kimia SMA di Jakarta Selatan. Pengumpulan data dilakukan pada bulan Agustus dan September 2019 melalui wawancara semi-terstruktur. Temuan dalam penelitian ini menunjukkan bahwa para guru kimia memiliki pemahaman yang beragam tentang penilaian HOTS. Mayoritas guru mengaitkan penilaian HOTS dengan tiga jenjang tertinggi dimensi kognitif pada taksonomi Bloom yang telah direvisi, berpikir kritis, dan penyelesaian masalah. Tingkat penerapan penilaian HOTS di kalangan guru bervariasi. Hambatan yang dihadapi para guru Kimia SMA dalam melaksanakan penilaian HOTS, antara lain keterbatasan pengetahuan dan pengalaman guru dalam menerapkan penilaian HOTS, kemampuan kognitif siswa yang bervariasi, keterbatasan fasilitas pembelajaran, dan kurangnya panduan dan pelatihan tentang penilaian HOTS untuk mata pelajaran kimia.

Assessing Students' Higher-Order Thinking Skills: Knowledge and Practices of Chemistry Teachers in Vocational Senior Secondary Schools

“…Besides factors related to students, the interview results also indicated factors related to teachers that impede the HOTS assessments. Teachers in this study found difficulties in developing instruments for assessing HOTS that confirmed findings from previous studies [18], [19], [24]. For example, a study by Dahlan et al [19] among 45 economics teachers from 27 public senior secondary schools in Bandung showed that 47% of the teachers found difficulty in formulating HOTS questions.…”

“…Two teachers (Teacher 8 and Teacher 10) mentioned the lack of reading ability as an obstacle in assessing HOTS. Previous studies, such as among teachers at general senior secondary schools in Jakarta [24] and teachers from kindergarten to grade 9 in Newfoundland and Labrador, Canada, also revealed the same view. The HOTS assessments are also characterized by introductory materials, such as texts [17] that they need to comprehend before answering the questions.…”

“…It is more or less like that." (Teacher 6) Teachers' misconception of HOTS as difficult items also emerged in earlier studies [18], [24]. According to Brookhart [17], it is crucial to differentiate the level of complexity from the level of difficulty in assessing HOTS because misconceptions about the two different concepts will result in items that fail to serve their intended purposes.…”

“…Studies on teachers' knowledge and practices on HOTS have been conducted at different levels of education, such as from kindergarten to grade 9 [20], primary schools [1], [18], [21], junior secondary schools [22], junior secondary and senior secondary schools [23], and senior secondary schools [24]. However, studies focusing on teachers' knowledge and practices of HOTS in vocational senior secondary schools are still limited.…”