Abstract
Basic Competence (BC) is a minimum students’ achievement after learning process. Most of the BC in the 2017 revised Indonesian curriculum requires students to have higher order thinking skills (HOTS), therefore teachers have to prepare assessment instruments referring HOTS. However, there are still many teachers who misperceive HOTS and think that HOTS is a difficult problem. This causes the teacher’s understanding of HOTS questions to be low. This study aims to describe chemistry teachers’ competence in evaluating HOTS of students. 19 teachers from 14 Senior High Schools was examined using structured essay test to figure out their ability and problems in compiling HOTS assessment instrument. The data collected was analysed using Miles Huberman methods starting with data reduction, data display and conclusion. Through this evaluation, it is known that only 10.53% of teachers comprehended HOTS and were able to apply it in evaluation, 57,89% of them understood the HOTS but weren’t able to apply in evaluation while 31,58% others didn’t know the comprehensive HOTS evaluation. This fact will certainly disrupt the planning, implementation and assessment of learning. Furthermore, the instrument compiled to assess higher order thinking skills based on BC does not measure expected abilities.
Highlights
This study aims to describe chemistry teachers’ competence in evaluating Higher Order Thinking Skill (HOTS) of students. 19 teachers from 14 Senior High Schools was examined using structured essay test to figure out their ability and problems in compiling HOTS assessment instrument
The data collected was analysed using Miles Huberman methods starting with data reduction, data display and conclusion
It is known that only 10.53% of teachers comprehended HOTS and were able to apply it in evaluation, 57,89% of them understood the HOTS but weren’t able to apply in evaluation while 31,58% others didn’t know the comprehensive HOTS evaluation
Summary
Kemampuan mengadakan penilaian hasil belajar yang merupakan salah satu kegiatan evaluasi pembelajaran adalah salah satu kompetensi pedagogi yang harus dimiliki seorang pendidik[1]. Tuntutan kurikulum ini tentunya harus diikuti oleh proses pembelajaran yang mengacu pada pencapaian tujuan untuk mengembangkan kemampuan berpikir tingkat tinggi siswa. Perencanaan pembelajaran yang tidak sesuai dengan tuntutan pencapaian HOTS akan berdampak pada penyusunan indikator pencapaian kompetensi (IPK) yang tidak menekankan pada kemampuan berpikir tingkat tinggi. Dampak yang bisa ditimbulkan adalah IPK yang disusun merupakan indikator untuk mengukur kemampuan berpikir yang lebih rendah dari pada yang diinginkan KD atau membuat standar yang berada di atas KD. Perencanaan pembelajaran yang tidak tepat akan berakibat lebih jauh pada pelaksanaan pembelajaran karena pembelajaran dilaksanakan untuk mencapai IPK yang telah disusun yang mungkin di bawah atau di atas KD. Masalah pada perencanaan dan pelaksanaan pembelajaran akhirnya akan berpengaruh besar pada penilaian pembelajaran karena indikator soal untuk penilaian harus sesuai dengan IPK yang telah disusun. Pelaksanaan pendidikan di lapangan tentunya akan berakibat pada tidak berjalannya kurikulum yang disusun pemerintah untuk menjawab tantangan revolusi industri 4.0
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