[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-185470-113":3,"detail-sidebar-cat-0-id-113":85,"doc-detail-185470-id":132},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":78,"head_meta":80,"extra_data":82,"updated_unix":84},113,"id","teachers-competency-in-developing-usbk-questions-based-on-hots-school-action-research-20192020","Kompetensi Guru Menyusun Soal USBK Berbasis HOTS - Penelitian Tindakan Sekolah 2019/2020","","Kemampuan guru menyusun butir soal penalaran/keterampilan berpikir tingkat tinggi (HOTS) masih rendah karena belum berfokus pada kualitas butir: pertanyaan-jawaban, eksplorasi dan analisis, penalaran berbasis informasi non-ingatan, asesmen, kritik, serta interpretasi. Guru juga kesulitan mengkontekstualisasikan konsep agar relevan dengan siswa. Penelitian tindakan sekolah melalui tiga siklus menelaah tahapan penyusunan soal USBK SMA/SMK, strategi pendampingan In-On-In, kriteria validasi, serta peningkatan kompetensi MGMP pada tahun pelajaran 2019/2020.",{"@graph":14,"@context":77},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/id/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/id/document/penelitian-laporan/","Penelitian & Laporan",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/id/document/teachers-competency-in-developing-usbk-questions-based-on-hots-school-action-research-20192020/185470/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/teachers-competency-in-developing-usbk-questions-based-on-hots-school-action-research-20192020/185470.png","ImageObject",300,407,{"name":42,"@type":43},"Clementine","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-06","2026-09-02",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",9,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69,73],{"name":60,"@type":61,"acceptedAnswer":62},"Mengapa kemampuan guru menyusun soal HOTS masih rendah?","Question",{"text":63,"@type":64},"Karena guru belum memfokuskan penyusunan butir pada aspek pertanyaan-jawaban, eksplorasi dan analisis, penalaran informasi non-ingatan, penilaian, kritik, dan interpretasi. Selain itu guru kesulitan mengkontekstualisasikan konsep agar relevan dengan siswa.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Apa tujuan utama penelitian tentang USBK berbasis HOTS?",{"text":68,"@type":64},"Mengetahui tahapan penyusunan soal ujian sekolah berbasis komputer (USBK) SMA/SMK, strategi pendampingan In-On-In, kriteria validasi butir soal, serta peningkatan kompetensi guru MGMP pada tahun pelajaran 2019/2020.",{"name":70,"@type":61,"acceptedAnswer":71},"Bagaimana rancangan penelitian dan alur tiap siklusnya?",{"text":72,"@type":64},"Penelitian menggunakan penelitian tindakan sekolah (PTS) dengan tiga siklus. Setiap siklus diawali kegiatan In (diskusi) dan diakhiri On (praktik), dengan subjek masing-masing siklus: 364 guru (siklus I), 728 guru (siklus II), dan 132 guru (siklus III).",{"name":74,"@type":61,"acceptedAnswer":75},"Apa ringkasan hasil validasi butir soal USBK pada jenjang SMA dan SMK?",{"text":76,"@type":64},"Pada jenjang SMA dari 8.010 butir: valid 3.181 (39,71%), edit 2.903 (36,24%), move 267 (3,33%), delete 1.734 (21,65%), dan sisa 6.276 (78,35%). Pada jenjang SMK dari 4.408 butir: valid 1.497 (33,96%), edit 1.553 (35,23%), move 172 (3,90%), delete 1.321 (29,97%), dan sisa 3.087 (70,03%).","https://schema.org",{"og:url":32,"og:type":79,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":81,"canonical":32},"index,follow",{"doc_id":83,"site_id":7},185470,1788367276,{"code":4,"msg":86,"data":87},"success",[88,93,97,101,105,109,112,116,120,124,128],{"id":89,"doc_module":4,"doc_module_name":25,"category_name":90,"show_sort_weight":91,"slug":92},55,"Agama & Spiritualitas",60,"religion-spirituality",{"id":94,"doc_module":4,"doc_module_name":25,"category_name":95,"show_sort_weight":91,"slug":96},48,"Cerita & Novel","story-novel",{"id":98,"doc_module":4,"doc_module_name":25,"category_name":99,"show_sort_weight":91,"slug":100},56,"Gaya Hidup","lifestyle",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":91,"slug":104},51,"Komik","comic",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":91,"slug":108},53,"Layanan Kesehatan","healthcare",{"id":110,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":91,"slug":111},54,"research-report",{"id":113,"doc_module":4,"doc_module_name":25,"category_name":114,"show_sort_weight":91,"slug":115},49,"Sastra","literature",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":118,"show_sort_weight":91,"slug":119},52,"Teknologi","technology",{"id":121,"doc_module":4,"doc_module_name":25,"category_name":122,"show_sort_weight":91,"slug":123},50,"Ujian","exam",{"id":125,"doc_module":4,"doc_module_name":25,"category_name":126,"show_sort_weight":91,"slug":127},57,"Umum","general",{"id":129,"doc_module":4,"doc_module_name":25,"category_name":130,"show_sort_weight":4,"slug":131},181,"Formulir","formulir",{"code":4,"msg":86,"data":133},{"doc_id":83,"user_id":134,"nickname":42,"user_avatar":135,"doc_module":4,"category_id":110,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":136,"file_id":137,"file_url":138,"file_type":139,"file_size":140,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":141,"language":142,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":143,"faqs":144,"seo_title":145,"seo_description":12,"update_tm":84,"read_time":146},1374391974564,"https://ap-avatar.wpscdn.com/avatar/14000253aa45c000a9e?x-image-process=image/resize,m_fixed,w_180,h_180&k=1779874745381141002","| ARTIKEL INFO\u003Cbr>Diterima April 2020\u003Cbr>Dipublikasi Mei 2020\u003Cbr>*e-mail :\u003Cbr>[sarmanwayan@yahoo.com](sarmanwayan@yahoo.com) | ABSTRAK\u003Cbr>Kemampuan guru menyusun butir soal penalaran/keterampilan berpikir tingkat tinggi (HOTS) masih rendah karena belum fokus pada (1) pertanyaan dan jawaban, (2) eksplorasi dan analisis, (3) penalaran informasi bukan ingatan, (4) menilai, (5) mengkritisi, dan (6) menginterpretasi. Penyebabnya adalah guru-guru masih kesulitan mengkontekstualisasikan konsep yang telah dipahami agar relevan dengan siswa. Penelitian ini bertujuan mengetahui (1) tahapan penyusunan soal ujian sekolah berbasis komputer (USBK) jenjang SMA/SMK oleh guru-guru perwakilan MGMP Dinas Pendidikan Provinsi Kalimantan Tengah, (2) strategi pendampingan In, On, In penyusunan soal USBK jenjang SMA/SMK, (3) kriteria validasi butir soal USBK jenjang SMA/SMK, dan (4) peningkatan kompetensi guru-guru perwakilan MGMP melakukan penyusunan butir soal USBK tahun pelajaran 2019/2020. Rancangan penelitian ini adalah penelitian tindakan sekolah ( PTS) melalui tiga siklus dengan subjek penelitian yaitusiklus I 364 guru, siklus II 728 guru, dan siklus III 132 guru, masing-masing siklus diawali dengan kegiatan In (diskusi) dan diakhiri On (praktik). Guru-guru perwakilan MGMP jenjang SMA telah melakukan validasi 21 mata pelajaran terdiri atas 8.010 butir soal. Hasil rekap validasi menemukan bahwa soal valid 3.181 (39,71%), soal edit 2.903 (36,24%), soal move 267 (3,33%), soal delete 1.734 (21,65%), dan soal sisa 6.276 (78,35%). Guru-guru perwakilan MGMP jenjang SMK melakukan validasi 10 mata pelajaransebanyak 4.408 butir soal. Hasil rekap validasi menemukan soal valid 1.497 (33,96%), soal edit 1553 (35,23%), soal move 172 (3,90%), soal delete 1.321 (29,97%), dan soal sisa 3.087 (70,03%).\u003Cbr>Kata kunci: kompetensi, USBK, MGMP, pendampingan In On In.\u003Cbr>ABSTRACT\u003Cbr>The teacher's ability to compile the items of reasoning / higher order thinking skills (HOTS) is still low because they have not focused on (1) questions and answers, (2) exploration and analysis, (3) reasoning of nonmemory information, (4) assessing, (5) criticize, and (6) interpret. The reason is that teachers still have difficulty contextualizing concepts that have been understood to be relevant to students. This study aims to determine (1) the stages of compiling computer-based school exam questions (USBK) for high school / vocational school level by MGMP representative teachers of the Central Kalimantan Province Education Office, (2) the strategy of assisting In, On, In in compiling USBK questions for high school / vocational high school level, (3) criteria for validation of USBK items in the high school/ vocational high school level, and (4) increasing the competence of MGMP representative teachers to prepare USBK items for 2019/2020 school year. The design of this study was a school action research (PTS) through three cycles with research subjects namely cycle I 364 teachers, cycle II 728 teachers, and cycle III 132 teachers, each cycle begins with an In (discussion) activity and ends with an On (practice). MGMP representative teachers at the high school level have validated 21 subjects consisting of 8,010 questions. The results of the validation recap found that the valid questions were 3181 (39.71%), the edit questions were 2903 (36.24%), the move questions were 267 (3.33%), the delete questions were 1734 (21.65%), and the remaining questions were 6276 (78.35%). The MGMP representative teachers at the Vocational School level validated 10 subjects totaling 4.408 items. The validation recap found 1.497 (33.96%) questions, 1553 (35.23%) edit questions, 172 move questions (3.90%), delete 1321 questions (29.97%), and the remaining 3087 questions (70.03%).\u003Cbr>Keywords: competence, USBK, MGMP, In On In assistance.\u003Cbr>© Universitas Muhammadiyah Palangkaraya |\n| --- | --- |\n\n| Prosentase soal hasil validasi |  |\n| --- | --- |\n| 100,00 80,00\u003Cbr>60,00 40,00\u003Cbr>20,00 0,00 | |\n| Valid Edit M","cbCaigrwjpiLB5lo","https://ap.wps.com/l/cbCaigrwjpiLB5lo","pdf",444771,14,"Indonesian","# Latar Belakang dan Tujuan Penelitian\n## Permasalahan Kompetensi Guru dan Fokus HOTS\n## Tujuan: Tahapan, Strategi Pendampingan, Kriteria Validasi, Peningkatan Kompetensi\n# Metode Penelitian Tindakan Sekolah (PTS)\n## Rancangan Tiga Siklus\n## Subjek dan Alur In (Diskusi) - On (Praktik)\n# Hasil Validasi Butir Soal USBK\n## Validasi dan Rekapitulasi pada Jenjang SMA\n## Validasi dan Rekapitulasi pada Jenjang SMK\n# Kata Kunci dan Ringkasan Temuan","[{\"question\":\"Mengapa kemampuan guru menyusun soal HOTS masih rendah?\",\"answer\":\"Karena guru belum memfokuskan penyusunan butir pada aspek pertanyaan-jawaban, eksplorasi dan analisis, penalaran informasi non-ingatan, penilaian, kritik, dan interpretasi. Selain itu guru kesulitan mengkontekstualisasikan konsep agar relevan dengan siswa.\"},{\"question\":\"Apa tujuan utama penelitian tentang USBK berbasis HOTS?\",\"answer\":\"Mengetahui tahapan penyusunan soal ujian sekolah berbasis komputer (USBK) SMA/SMK, strategi pendampingan In-On-In, kriteria validasi butir soal, serta peningkatan kompetensi guru MGMP pada tahun pelajaran 2019/2020.\"},{\"question\":\"Bagaimana rancangan penelitian dan alur tiap siklusnya?\",\"answer\":\"Penelitian menggunakan penelitian tindakan sekolah (PTS) dengan tiga siklus. Setiap siklus diawali kegiatan In (diskusi) dan diakhiri On (praktik), dengan subjek masing-masing siklus: 364 guru (siklus I), 728 guru (siklus II), dan 132 guru (siklus III).\"},{\"question\":\"Apa ringkasan hasil validasi butir soal USBK pada jenjang SMA dan SMK?\",\"answer\":\"Pada jenjang SMA dari 8.010 butir: valid 3.181 (39,71%), edit 2.903 (36,24%), move 267 (3,33%), delete 1.734 (21,65%), dan sisa 6.276 (78,35%). Pada jenjang SMK dari 4.408 butir: valid 1.497 (33,96%), edit 1.553 (35,23%), move 172 (3,90%), delete 1.321 (29,97%), dan sisa 3.087 (70,03%).\"}]","Kompetensi Guru Menyusun Soal USBK Berbasis HOTS - Penelitian Tindakan Sekolah 2019/2020 | PDF",22]