Persepsi guru bahasa Indonesia SMA terhadap penilaian literasi membaca berbasis keterampilan aras tinggi

Abstract

Penelitian ini dilatarbelakangi wacana diberlakukannya kurikulum prototipe di semua jenjang, baik jenjang sekolah dasar maupun sekolah menengah. Ciri khas pembelajaran dan penilaian pada kurikulum tersebut ialah pembelajaran berbasis literasi. Penelitian ini bertujuan menganalisis persepsi Guru Bahasa Indonesia SMA terhadap penilaian literasi membaca berbasis keterampilan berpikir aras tinggi (higher order thinking skill/ HOTS). Metode penelitian ini menggunakan analisis deskriptif kualitatif dengan pendekatan studi kasus eksploratif. Fokus penelitian terhadap penilaian literasi membaca berbasis keterampilan berfikir aras tinggi. Teknik pengumpulan data menggunakan angket semi terbuka dan wawancara. Hasil penelitian menunjukkan bahwa Guru Bahasa Indonesia SMA di Kota Surakarta sudah menyadari pentingnya literasi membaca untuk dibelajarkan, guru juga sudah mengintegrasikan literasi membaca dalam pembelajaran Bahasa Indonesia, guru sudah menerapkan pembelajaran berbasis keterampilan aras tinggi, dan dalam hal penilaian guru sudah menerapkan penilaian literasi membaca berbasis keterampilan aras tinggi. Dengan demikian, penilaian literasi membaca berbasis keterampilan berpikir aras tinggi sudah diimplementasikan dalam pembelajaran, khususnya pembelajaran Bahasa Indonesia SMA di Kota Surakarta.Kata kunci: persepsi guru, penilaian, literasi membaca, keterampilan berpikir aras tinggi, HOTS PERCEPTIONS OF HIGH SCHOOL INDONESIAN TEACHERS TOWARDS READING LITERACY ASSESSMENT BASED ON HIGHER ORDER THINKING SKILLAbstractThis research is motivated by the discourse of the implementation of the prototype curriculum at all levels, both elementary and high school levels. The hallmark of learning and assessment in the curriculum is literacy-based learning. This study aims to analyze the perception of Indonesian high school teachers on reading literacy assessments based on higher order thinking skills (HOTS). This research method uses descriptive qualitative analysis with an exploratory case study approach. The focus of the research is on the assessment of reading literacy based on high-level thinking skills. Data collection techniques used semi-open questionnaires and interviews. The results of the study show that Indonesian high school teachers in Surakarta City have realized the importance of reading literacy to be taught, teachers have also integrated reading literacy in Indonesian language learning, teachers have implemented high-level skills-based learning, and in terms of teacher assessments have implemented reading literacy assessments based on high level skills. Thus, an assessment of reading literacy based on high-level thinking skills has been implemented in learning, especially learning Indonesian in SMA in Surakarta City.Keywords: teacher perception, assessment, reading literacy, high order thinking skills, HOTS