ANALISIS HIGHER ORDER THINKING SKILL (HOTS) SISWA MADRASAH IBTIDAIYAH DALAM MENYELESAIKAN SOAL BAHASA INDONESIA

• Main Author: Untung Setyo Aji
• Format: Article
• Language: Indonesian
• Published: Sekolah Tinggi Agama Islam Negeri (STAIN) Kudus 2020-12-01
• Series: Elementary: Islamic Teacher Journal
• Subjects: higher order thinking skill; siswa; soal bahasa indonesia
• Online Access: https://journal.iainkudus.ac.id/index.php/elementary/article/view/7440
• ISSN: 2355-0155; 2503-0256

Abstract This research was conducted in order to describe the students' ability in higher order thinking (Higher Order Thinking Skill) as an indicator of learning success which is very important to do. One of the offers was to conduct research on student learning outcomes about what-based student learning outcomes assessment was HOTS and how to apply-based student learning outcomes assessments HOTS at Madrasah Ibtidaiyah which can be used to measure students' ability in higher order thinking (HOTS). The purpose of this study was to measure the extent to which students' ability to solve HOTS questions on the daily test assessment questions Thematic subject 7 sub-theme 3 learning 5 Indonesian language. The method used in this research was field research using a descriptive qualitative approach with content analysis techniques  (content analysis). This study involved 14 fourth grade students of MI Muhammadiyah Beji subdistrict Kedungbanteng, Banyumas Regency. Data analysis was performed with item indicators HOTS consisting of levels C4 (analysis), C5 (assessing), and C6 (creating). Based on the results of the analysis, of the 4 test questions, questions number 1 and number 2 all students were able to answer as many as 14 students (100%). Question number 3 students were able to answer as many as 12 students (85%) and students answered briefly as many as 2 students (15%). Question number 4 students were able to answer as many as 11 students (78%), answered briefly as many as 2 students (14%), and wrong answers were 1 student (8%). So, overall it can be concluded that students 'high-order thinking skills have met the criteria HOTS but they are still not evenly distributed among all students, so it needs to be improved again by strengthening students' understanding of higher-order thinking skills at levels C4, C5, and C6.   Abstrak Penelitian ini dailakukan dalam rangka mengetahui gambaran kemampuan siswa dalam berpikir tingkat tinggi (Higher Order Thinking Skill) sebagai salah satu indikator keberhasilan pembelajaran yang begitu penting untuk dilakukan. Salah satu tawarannya adalah dengan melakukan penelitian terhadap hasil belajar siswa tentang apa itu penilaian hasil belajar siswa berbasis HOTS dan bagaimana penerapan penilaian hasil belajar siswa berbasis HOTS di Madrasah Ibtidaiyah yang mana dapat digunakan untuk mengukur kemampuan siswa dalam berpikir tingkat tinggi (HOTS). Tujuan dari penelitian ini adalah untuk mengukur sejauh mana kemampuan siswa dalam menyelesaikan soal HOTS pada soal penilaian ulangan harian mata pelajaran Tematik tema 7 subtema 3 pembelajaran 5 muatan Bahasa Indonesia. Metode yang digunakan dalam penelitian ini adalah penelitian lapangan (field research) menggunakan pendekatan kualitatif deskriptif dengan teknik analisis isi (content analysis). Penelitian ini melibatkan 14 siswa kelas IV MI Muhammadiyah Beji Kecamatan Kedungbanteng Kabupaten Banyumas. Analisis data dilakukan dengan indikator soal HOTS yang terdiri dari level C4 (analisis), C5 (menilai), dan C6 (mencipta). Berdasarkan hasil analisis, dari 4 soal uraian yang diujikan, soal nomor 1 dan nomor 2 semua siswa mampu menjawab sebanyak 14 siswa (100%). Soal nomor 3 siswa mampu menjawab sebanyak 12 siswa (85%) dan siswa menjawab dengan singkat sebanyak 2 siswa (15%). Soal nomor 4 siswa mampu menjawab sebanyak 11 siswa (78%), menjawab dengan singkat sebanyak 2 siswa (14%), dan jawaban salah sebanyak 1 siswa (8%). Jadi, secara keseluruhan dapat disimpulkan bahwa keterampilan berpikir tingkat tinggi siswa sudah memenuhi kriteria HOTS namun masih belum merata pada semua siswa, sehingga perlu ditingkatkan lagi dengan menguatkan pemahaman siswa pada keterampilan berpikir tingkat tinggi pada level C4, C5, dan C6.