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All Journal International Journal of Evaluation and Research in Education (IJERE) Jurnal Pendidikan Vokasi Cakrawala Pendidikan Journal of Education and Learning (EduLearn) JEJAK JURNAL EVALUASI PENDIDIKAN JURNAL ILMIAH EDUCATIONAL MANAGEMENT Jurnal Akuntabilitas Manajemen Pendidikan Jurnal Manajemen & Supervisi Pendidikan Al Ishlah Jurnal Pendidikan REiD (Research and Evaluation in Education) Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal PAJAR (Pendidikan dan Pengajaran) Pendas : Jurnah Ilmiah Pendidikan Dasar Sosio e-kons JABE (Journal of Applied Business and Economic) Journal of Vocational Education Studies (JOVES) RESEARCH AND DEVELOPMENT JOURNAL OF EDUCATION (RDJE) IJECA (International Journal of Education and Curriculum Application) Bulletin of Counseling and Psychotherapy Didaktik : Jurnal Ilmiah PGSD STKIP Subang Leadership:Jurnal Mahasiswa Manajemen Pendidikan Islam JagoMIPA: Jurnal Pendidikan Matematika dan IPA STRATEGY : Jurnal Inovasi Strategi dan Model Pembelajaran Jurnal PkM (Pengabdian kepada Masyarakat) Multidiciplinary Output Research for Actual and International Issue (Morfai Journal) Jurnal Pendidikan Ilmu Pengetahuan Alam (JP-IPA) Journal of Academia Perspectives JURNAL PENDIDIKAN INDONESIA: Teori, Penelitian, dan Inovasi Jurnal Multidisiplin Madani (MUDIMA) Jurnal Pengabdian Masyarakat Formosa (JPMF) Jurnal Pendidikan dan Ilmu Sosial JOMPA ABDI: Jurnal Pengabdian Masyarakat YASIN: Jurnal Pendidikan dan Sosial Budaya MASALIQ: Jurnal Pendidikan dan Sains Publikasi Pengabdian Masyarakat Komputer dan Teknologi (PUNDIMASKOT) Jurnal Pemberdayaan Masyarakat TARBIYATUNA : Jurnal Kajian Pendidikan, Pemikiran dan Pengembangan Lembaga Pendidikan Islam Eduvest - Journal of Universal Studies BULLET : Jurnal Multidisiplin Ilmu AMMA : Jurnal Pengabdian Masyarakat Jurnal Pengabdian Kepada Masyarakat Bangun Cipta, Rasa, & Karsa (Jurnal PKM BATASA) Herodotus: Jurnal Pendidikan IPS Indonesian Journal of Innovation Multidisipliner Research Jurnal Cendekia Ilmiah Jurnal Pendidikan Progresif Berbakti
Hendro Prasetyono
Universitas Indraprasta PGRI
Religion Aerospace Engineering Agriculture, Biological Sciences & Forestry Arts Humanities Automotive Engineering Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Mechanical Engineering Medicine & Pharmacology Neuroscience Nursing Physics Public Health Social Sciences Other

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When Learning Processes Fail Novices: Technology Acceptance Through Mediation-Moderation Analysis in High School AI-Coding Education Bagus Sulasmono; Yuliana Friska; Hendro Prasetyono
Jurnal Penelitian Pendidikan IPA Vol 12 No 1 (2026)
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i1.13669

Abstract

This study examines an expanded Technology Acceptance Model (TAM) to evaluate the implementation of an AI and coding curriculum in high schools. Specifically, it integrates Perceived Usefulness and Perceived Ease of Use into Student Motivation as a mediator to analyze the relationship between Learning Processes and Learning Outcomes, moderated by Prior Coding Experience. Using an explanatory quantitative design, data were collected from 114 students at HelloMotion High School, a benchmarking school for national curriculum piloting. Structural Equation Modeling (SEM-PLS) revealed three critical findings. First, the learning process positively predicts learning outcomes (β = 0.244, p = 0.005). Second, student motivation functions as a significant partial mediator (indirect effect: β = 0.361, p < 0.001, which is stronger than the direct effect), confirming that the direct impact of pedagogy remains significant alongside psychological factors. Third, while the formal moderation of coding experience was statistically nonsignificant (p = 0.321), exploratory multi-group analysis showed that the learning process significantly impacted students with basic experience (p = 0.026) but failed to significantly impact complete novices (p = 0.160). These findings suggest that a "one-size-fits-all" curriculum is insufficient, highlighting the urgency for differentiated instructional strategies to support novice learners in national policy implementation.
Evaluation of the Effectiveness of Mathematics and Natural Sciences Learning at SMA Negeri 5 Karawang through a Scientific Approach Hikmah Masudah; Hendro Prasetyono
MASALIQ Vol 6 No 1 (2026): JANUARI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/masaliq.v6i1.8113

Abstract

This study evaluates the effectiveness of implementing a scientific approach in mathematics and natural science learning at SMA Negeri 5 Karawang, focusing on its influence on student learning outcomes, learning activities, and teacher competence. Using a mixed-method design with a pretest–posttest model and descriptive observations, the research involved 90 students of class XI MIPA and 6 MIPA teachers. Data were collected through learning outcome tests, student activity observation sheets, and teacher competency evaluations, and analysed using descriptive statistics and gain scores. The findings show that the scientific approach significantly enhances student learning outcomes, with the average pretest score of 70.15 increasing to 82.01 on the posttest, representing a 16.9% improvement and an N-Gain score of 0.47 in the moderate category; the greatest progress was observed in reasoning skills (C4) and the application of concepts (C3), indicating strengthened critical and analytical thinking. Student learning activities also improved at each stage of the scientific process: observation increased from 70% to 88%, questioning from 61% to 84%, experimenting from 65% to 86%, reasoning from 63% to 85%, and communicating from 67% to 86%, resulting in an overall increase of 20.6% in the high category and reflecting more active, creative, and collaborative engagement. From the teacher’s perspective, competence in implementing the scientific approach reached an average score of 3.3 in the good category, with the highest score in lesson planning (3.7) and the lowest in guiding scientific communication (2.9), suggesting the need for further professional development in facilitating student reporting and presentation of experimental findings. Overall, the study concludes that the scientific approach is effective in improving student learning outcomes and classroom activities while supporting teacher competence, and it provides empirical evidence to inform efforts to strengthen teaching practices and targeted capacity-building in scientific communication.
Implementasi Evaluasi Formatif untuk Penilaian Ranah Afektif Siswa dalam Pembelajaran IPA di Sekolah Dasar Nina Husna; Hendro Prasetyono
Jurnal Pendidikan Ilmu Pengetahuan Alam (JP-IPA) Vol 7, No 2 (2026): Mei 2026
Publisher : STKIP HARAPAN BIMA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56842/jp-ipa.v7i2.1212

Abstract

This study aims to describe the implementation of formative evaluation in assessing the affective domain of students in science learning at elementary schools. Affective domain assessment plays an important role in shaping students' character, such as discipline, responsibility, cooperation, and honesty. However, the implementation of affective assessment in elementary schools still faces various obstacles, especially in the observation process and the objectivity of the assessment. Therefore, this study was conducted to determine the implementation of formative evaluation, the obstacles faced by teachers, and the efforts made in assessing students' affective domain. This study used a qualitative descriptive method. The research subjects consisted of elementary school teachers and students. Data collection techniques were carried out through observation, interviews, and documentation. Data analysis used the Miles and Huberman model which includes data reduction, data presentation, and drawing conclusions. The results of the study indicate that the implementation of formative evaluation in the affective domain has been carried out through observation of students' attitudes during the learning process. Formative evaluation has a positive impact on students' character development, such as increased discipline, responsibility, and cooperation. However, the implementation of the assessment still faces obstacles. To overcome these obstacles, teachers use assessment rubrics and work together with parents to monitor the development of students' attitudes.
Implementasi Deep Learning dan TPACK Berbasis Wordwall dalam Evaluasi Pembelajaran Biologi Thoif Marsam; Hendro Prasetyono
YASIN Vol 6 No 3 (2026): JUNI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/yasin.v6i3.10192

Abstract

The development of 21st-century education demands a paradigm shift in learning evaluation, particularly through the development of digital-based evaluation instruments that are able to promote students’ higher-order thinking skills. This study aims to develop Biology learning evaluation questions based on deep learning and Technological Pedagogical Content Knowledge (TPACK) using the Wordwall platform to improve the Higher Order Thinking Skills (HOTS) of Grade XI students at Madrasah Aliyah Mathlaul Falah Lempuyang. This study used a Research and Development (R&D) approach with a qualitative descriptive design. The research subjects consisted of 30–36 students and a Biology teacher. Data were collected through observation, semi-structured interviews, and documentation. The research stages included needs analysis, question design, expert validation, product revision, trials, and field implementation. The evaluation instrument was developed based on deep learning principles that emphasize conceptual understanding, analysis, problem-solving, and the connection between Biology material and real life, and was integrated with the TPACK framework through the use of Wordwall. The results show that the developed product obtained a highly feasible category based on validation by material, construction, and media experts. The implementation of Wordwall-based evaluation received positive responses from students because it was able to create an interactive, engaging, and enjoyable evaluation atmosphere through game features, leaderboards, and immediate feedback. The use of this evaluation instrument also improved students’ learning outcomes, as reflected in the increase in post-test scores compared with pre-test scores. In addition, students became more active, focused, motivated, and able to understand Biology concepts more deeply. The conclusion of this study emphasizes that Biology learning evaluation based on deep learning and TPACK using Wordwall is feasible for use as an interactive digital evaluation instrument oriented toward HOTS. The implications of this study provide a practical basis for Biology teachers in designing learning evaluations that are innovative, contextual, and aligned with the needs of 21st-century learning.
PERFORMANCE OF PRIVATE ISLAMIC ELEMENTARY SCHOOL TEACHERS IN DEPOK CITY IN TERMS OF REWARD, SELF-EFFICACY, AND ORGANIZATIONAL COMMITMENT Lilis Badriah; Zaenul Muttaqin; Hendro Prasetyono; Syahfitri Purnama; Eigis Yani Pramularso; Rozita Che Rodi
Leadership:Jurnal Mahasiswa Manajemen Pendidikan Islam Vol 7 No 2 (2026): Juni
Publisher : STAI Ma'had Aly Al-Hikam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32478/leadership.v7i2.4712

Abstract

Reward and self-efficacy are important factors in enhancing organizational commitment to optimize performance, including for private Islamic teachers who work to help shape a future generation of outstanding citizens. The purpose of this study is to examine how reward and self-efficacy influence teacher performance, mediated by organizational commitment, among teachers at private Islamic elementary schools in Depok. This quantitative study involved 105 teachers as respondents, utilizing a survey method for data collection. Data were collected via questionnaires and subsequently analyzed using the Partial Least Squares (PLS) method with the assistance of the SmartPLS 4.0 application. After data analysis, the results showed that teacher performance is partially and positively influenced by reward, although not significantly; self-efficacy has a partial, positive, and significant influence on teacher performance; and organizational commitment also has a partial, positive, and significant influence on teacher performance. Regarding the mediating relationship, it was demonstrated that organizational commitment partially mediates the effects of reward and self-efficacy on teacher performance. The theoretical implications of this study align with previous research, namely that if attention to reward and self-efficacy increases, organizational commitment will strengthen and teacher performance will improve. These findings highlight the importance of enhancing reward and self-efficacy to strengthen long-term commitment to the organization, thereby optimizing teacher performance. Keywords: organizational commitment, private Islamic elementary schools, reward, self-efficacy, teacher performance.   Abstrak Penghargaan dan efikasi diri merupakan faktor penting dalam meningkatkan komitmen organisasi agar kinerja menjadi lebih optimal, termasuk bagi guru swasta Islam yang bekerja untuk berkontribusi mencetak generasi penerus bangsa yang unggul. Tujuan penelitian ini adalah untuk mengkaji bagaimana reward dan efikasi diri memengaruhi kinerja guru yang dimediasi oleh komitmen organisasi para guru sekolah dasar Islam swasta di Depok. Penelitian kuantitatif ini melibatkan 105 guru sebagai responden dengan menggunakan metode survei dalam pengumpulan datanya. Data yang diperoleh dengan mengumpulkannya melalui kuesioner dan kemudian data dianalisis memakai metode Partial Least Squares (PLS) dengan bantuan aplikasi SmartPLS 4.0. Setelah dilakukan pengolahan data diketahui hasil bahwa kinerja guru dipengaruhi oleh penghargaan secara parsial secara positif meski tidak signifikan, efikasi diri secara parsial memiliki pengaruh positif dan signifikan terhadap kinerja guru, dan komitmen organisasi juga secara parsial memiliki pengaruh positif dan signifikan terhadap kinerja guru. Dalam hubungan mediasi, dapat dibuktikan bahwa komitmen organisasi secara parsial memediasi pengaruh penghargaan dan efikasi diri terhadap kinerja guru. Implikasi teoretis penelitian ini sejalan dengan penelitian sebelumnya, yaitu bahwa jika perhatian terhadap penghargaan dan efikasi diri meningkat, komitmen organisasi akan menguat dan kinerja guru akan meningkat. Temuan ini merekomendasikan pentingnya meningkatkan penghargaan dan efikasi diri guna memperkuat komitmen jangka panjang terhadap organisasi sehingga kinerja guru akan lebih optimal. Kata Kunci: efikasi diri, kinerja guru, komitmen organisasi, penghargaan, sekolah dasar Islam swasta.
Analisis Keterampilan Proses Sains Siswa Pada Pembelajaran Berbasis Praktikum Novita Vandrianur; Hendro Prasetyono
Indonesian Journal of Innovation Multidisipliner Research Vol. 4 No. 2 (2026): April - Juni
Publisher : Institute of Advanced Knowledge and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69693/ijim.v4i2.469

Abstract

Science learning does not only emphasize conceptual understanding but also the development of science process skills as an essential competency in the 21st century. Laboratory-based learning is one of the effective approaches to foster these skills through direct observation and experimentation activities. This study aims to analyze Junior High School students’ science process skills in science learning through laboratory-based activities. This research employed a qualitative approach with a descriptive method. The participants were junior high school students engaged in science practicum activities. Data were collected through observation using a science process skills observation sheet covering observing, classifying, interpreting, reasoning, communicating, and asking questions. The data were analyzed descriptively to identify the emergence of each skill during the practicum process. The results revealed that observing, communicating, and asking questions skills were well developed, while interpreting, reasoning, and classifying skills were not yet optimally achieved. Therefore, more structured practicum design and intensive teacher guidance are required to enhance all aspects of science process skills.
Analisis Penggunaan LKPD Berbasis Sikap Peduli Lingkungan Dalam Pembelajaran IPA di SMP Yanti Rusdianti; Hendro Prasetyono
Indonesian Journal of Innovation Multidisipliner Research Vol. 4 No. 2 (2026): April - Juni
Publisher : Institute of Advanced Knowledge and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69693/ijim.v4i2.491

Abstract

The purpose of this study is to present the results of an analysis of the implementation of environment-based worksheets for students (LKPD) in science education at the elementary school level, with the aim of encouraging student participation in the learning process as well as their ability to collaborate, think critically, and be creative. The research approach used is descriptive with a qualitative design. The data collected includes qualitative data from feedback provided by teachers and students as users of the teaching materials, observations of the learning process, as well as documentation covering the teaching materials used and photographs of learning activities. The research results indicate that the worksheets were systematically designed using the Canva application to produce visually appealing and environmentally relevant content, while emphasizing student engagement and connections to daily life. In the creation of the worksheets, the integration of sustainability principles, optimal readability, and high accessibility were top priorities. Feedback from teachers indicated a high level of satisfaction with the worksheets’ effectiveness in supporting the learning process, while feedback from students highlighted their enthusiasm and deep understanding of environmental topics.
Dari Kesalahan Ke Pemahaman: Peran Asesmen Formatif Dalam Mendeteksi Kesulitan Operasi Hitung Campuran Siswa SD Maman Maman; Hendro Prasetyono
Indonesian Journal of Innovation Multidisipliner Research Vol. 4 No. 2 (2026): April - Juni
Publisher : Institute of Advanced Knowledge and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69693/ijim.v4i2.582

Abstract

Operasi hitung campuran adalah salah satu kompetensi dasar matematika yang sering menjadi fokus pembelajaran bagi siswa Sekolah Dasar (SD), terutama dalam memahami urutan pengerjaan operasi dan penguasaan fakta aritmatika. Permasalahan ini sering tidak terlihat sejak awal, sehingga baru muncul saat dilakukan evaluasi akhir. Penelitian ini bertujuan untuk mempelajari penggunaan assessment formatif sebagai alat diagnostik dalam mengidentifikasi kesulitan belajar siswa secara langsung dan terus-menerus. Metode yang digunakan adalah pendekatan kualitatif dengan desain studi kasus, didukung oleh tinjauan literatur. Subjek penelitian ini adalah siswa kelas 3 di salah satu sekolah dasar swasta yang terletak di Jakarta Selatan. Operasi hitung campuran merupakan salah satu materi matematika dasar yang sering menjadi kendala bagi siswa SD, khususnya dalam memahami urutan pengerjaan operasi dan kemampuan dalam menguasai fakta-fakta aritmatika. Permasalahan ini sering kali tidak terdeteksi sejak awal, sehingga baru terlihat saat dilakukan evaluasi sumatif. Penelitian ini bertujuan untuk mempelajari cara menggunakan penilaian formatif sebagai alat bantu dalam mengidentifikasi kesulitan belajar siswa secara langsung dan dalam waktu nyata. Metode yang digunakan adalah pendekatan kualitatif dengan desain studi kasus, didukung oleh tinjauan literatur. Subjek penelitian ini adalah para siswa kelas tiga yang belajar di sebuah sekolah dasar swasta yang terletak di wilayah Jakarta Selatan. Teknik pengumpulan data mencakup pengamatan, evaluasi hasil tugas siswa, serta pemberian penilaian formatif berupa soal terbuka dan refleksi singkat. Hasil penelitian menunjukkan ada tiga kategori utama kesalahan siswa, yaitu kesalahan konseptual sebesar 42,9%, yang berarti siswa kurang memahami arti operasi dan urutan pengerjaannya. Kemudian ada kesalahan prosedural sebesar 28,6%, yang menunjukkan langkah-langkah penyelesaian soal tidak tepat. Selain itu, ada kesalahan fakta dasar sebesar 28,6%, yang menunjukkan kelemahan dalam melakukan perhitungan dasar seperti perkalian dan pembagian. Temuan ini menunjukkan bahwa sebagian besar siswa masih merasa kesulitan dalam memahami konsep dasar yang mendasari operasi hitung campuran. Jadi, penilaian formatif terbukti berguna sebagai cara untuk mengetahui kesulitan belajar siswa sejak awal. Dengan memakai peta yang tepat, guru bisa menggunakan cara mengajar yang sesuai dengan kebutuhan siswa, sehingga bisa mencegah kesalahan pemahaman yang terus mengumpul dan meningkatkan pemahaman matematika siswa secara terus menerus.
Analisis Efektivitas Asesmen Diagnostik Terhadap Identifikasi Kebutuhan Belajar Siswa Dalam Pembelajaran Berdiferensiasi IPA SMP Esti Ichtiarni; Hendro Prasetyono
Indonesian Journal of Innovation Multidisipliner Research Vol. 4 No. 2 (2026): April - Juni
Publisher : Institute of Advanced Knowledge and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69693/ijim.v4i2.656

Abstract

Penelitian ini bertujuan untuk mengkaji efektivitas asesmen diagnostik dalam mengidentifikasi kebutuhan belajar peserta didik pada pembelajaran IPA berbasis diferensiasi di tingkat SMP. Penerapan asesmen diagnostik menjadi bagian penting dalam Kurikulum Merdeka karena membantu guru memperoleh informasi mengenai kemampuan awal, minat, kesiapan belajar, serta karakteristik siswa sebelum proses pembelajaran dilaksanakan. Informasi tersebut digunakan sebagai dasar dalam menentukan strategi pembelajaran yang sesuai dengan kebutuhan masing-masing peserta didik. Penelitian ini menggunakan pendekatan kuantitatif dengan metode deskriptif evaluatif. Subjek penelitian terdiri atas guru IPA dan siswa SMP yang terlibat dalam pelaksanaan asesmen diagnostik pada kegiatan pembelajaran. Teknik pengumpulan data dilakukan melalui angket, observasi, wawancara, dan dokumentasi. Analisis data dilakukan secara deskriptif untuk mengetahui tingkat efektivitas asesmen diagnostik terhadap pelaksanaan pembelajaran berdiferensiasi. Hasil penelitian menunjukkan bahwa asesmen diagnostik mampu membantu guru memahami kondisi dan kebutuhan belajar siswa secara lebih menyeluruh sehingga pembelajaran dapat dirancang sesuai dengan kemampuan dan karakteristik peserta didik. Selain itu, asesmen diagnostik juga membantu guru menentukan metode, media, dan bentuk pembelajaran yang lebih tepat. Meskipun demikian, pelaksanaannya masih menghadapi kendala berupa keterbatasan waktu, kesiapan guru dalam menyusun instrumen, serta pengelolaan hasil asesmen yang belum optimal. Dengan demikian, asesmen diagnostik dinilai efektif dalam mendukung pembelajaran berdiferensiasi pada mata pelajaran IPA di SMP.  
Analisis Soal Hots Ranah Kognitif Pada Pembelajaran Biologi Untuk Meningkatkan Kemampuan Berpikir Kritis Siswa SMA Eka Ratna Safitri; Hendro Prasetyono
Indonesian Journal of Innovation Multidisipliner Research Vol. 4 No. 2 (2026): April - Juni
Publisher : Institute of Advanced Knowledge and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69693/ijim.v4i2.674

Abstract

Pada abad ke-21, penguatan kemampuan berpikir kritis menjadi keterampilan utama yang wajib dimiliki siswa, khususnya dalam pembelajaran Biologi yang memuat konsep-konsep abstrak, kompleks, dan sangat berkaitan dengan berbagai fenomena dalam kehidupan sehari-hari. Salah satu upaya yang dapat dilakukan untuk mengembangkan kemampuan tersebut adalah melalui penerapan soal Higher Order Thinking Skills (HOTS) pada ranah kognitif dalam proses pembelajaran. Soal HOTS tidak hanya menuntut siswa untuk mengingat serta memahami konsep, pembelajaran juga diarahkan agar siswa mampu melakukan analisis, evaluasi, serta merancang solusi terhadap berbagai permasalahan yang dihadapi. Berkaitan pada hal tersebut, kajian mengenai tingkat ketercapaian soal HOTS dalam pembelajaran Biologi di tingkat Sekolah Menengah Atas (SMA) menjadi penting untuk dilakukan, khususnya dalam melihat sejauh mana soal-soal yang digunakan mampu mendukung pengembangan kemampuan berpikir kritis siswa. Dalam penelitian ini diterapkan pendekatan kualitatif deskriptif melalui teknik analisis isi guna menelaah soal-soal evaluasi Biologi pada jenjang SMA. Data diperoleh melalui teknik dokumentasi, yaitu dengan mengumpulkan soal-soal evaluasi, Data penelitian berupa 60 butir soal Biologi yang berasal dari soal Ulangan Tengah Semester (UTS) dan Ulangan Akhir Semester (UAS) kelas X SMA. yang relevan untuk kemudian dianalisis setiap butir soal dianalisis dan dikelompokkan berdasarkan Taksonomi Bloom revisi yang terdiri dari level C1 sampai C6 untuk melihat tingkat kemampuan berpikir yang diukur, baik pada kategori berpikir tingkat rendah (LOTS) maupun berpikir tingkat tinggi (HOTS). Hasil analisis mengungkapkan bahwa sebagian besar butir soal masih berada dalam tingkat LOTS, yaitu mulai dari C1 hingga C3, yang lebih menekankan pada kemampuan mengingat, memahami, dan menerapkan konsep. Sementara itu, soal yang termasuk dalam kategori HOTS, yaitu C4 sampai C6, jumlahnya masih lebih sedikit. Kondisi ini memaparkan kemampuan berpikir kritis siswa belum sepenuhnya dilatih melalui instrumen evaluasi yang digunakan dalam pembelajaran Biologi.
Co-Authors Abdillah, Agus Abdillah, Agus Abdillah, Agus Abdul Munir Adawiyah Adawiyah Agus Abdillah Agus Abdillah Agus Abdillah Agus Tri Sutoyo Akhmad Sefudin Ami, Aminah Andriani Andriani Anita, Tri Anna Nurfahana Anna Nurfarhana Anna Nurfarkhana Ari Whindayati Arif Mulyanto Arif Sasmoko Arif Vidiarto Asikin, Iin Asikin, Iin Azizah, Aviaska Bagus Sulasmono Burhanudin Burhanudin Burhanudin, Burhanudin Cahyo, Ismail Dwi Darno Raharjo Dedeh Kurniasari Desnaranti, Laila Diana Lestari, Rina Dicky Kurnia Dika Ayuning Dodo Murtado Dona Fitria Dwi Handayani Eigis Yani Pramularso Eka Rahmantika, Laila Eka Ratna Safitri Eryanto, Dwi Esti Ichtiarni Farabi, Muhammad Nur El fatimah Fatimah Fatimah, Fatimah Febry Marindra Cysbya Erdlanda Hapsari, Vinandri Hardian Mursito Hasbullah Hendra Wijaya Heri Nurranto Hertanto, Yudhi Heru Sriyono Hikmah Masudah Iin Asikin Indriyani Indriyani Ira Pratiwi Ramdayana Ira Pratiwi Ramdayana Ira Pratiwi Ramdayana Irham Ramdani Ismail Dwi Cahyo Isnaeni, Yulia Iwan Koerniawan J. Sabas Setyohadi J. Sabas Setyohadi Jatut Yoga Prameswari JEMAH, MUHAROH Lanti Mustika Lilis Badriah Maman Maman Maria Immaculata Adhisti P.D Maria Immaculata Adhisti Prima Maria Immaculata Adhisti Prima Dewi Maria Immacullata Adhisti Prima Meidilah Melda Rumia Rosmery Simorangkir Merry Lapasau Muhammad Noor Mulyadi, Arif Mulyaningrum, Vicihayu Dyah Nardiyanto, Nardiyanto Nasir, Hamidah Nina Husna Novita Vandrianur Nurdin Nurdin Nurfarhana, Anna Nurfarkhana, Anna Nurul Hikmah Nurul Viah Tsania Rahman Pane, Medyawati Pratiwi, Elisabet Yudith Dian Purnama, Syahfitri Rahman, Nurul Viah Tsania Rahmi Nur Salamah Ramdayana, Ira Pratiwi Ramdayana, Ira Pratiwi Ramdayana, Ira Pratiwi Rani Nurhayati Rosida Ratih Lailathi Prajamukti Rendika Vhalery Retty Rizda Ismaillah Rhisma Putri Oktaviani Risma Uly Manalu, Risma Uly Ritiauw, Samuel P. Rizka Juniarti Pratiwi Rizkiyah, Nur Rosida, Rani Nurhayati Rozita Che Rodi RR. Ella Evrita Hestiandari Rudi Azis Sabariyah Sabas Setyohadi, J Saefulah Salmin Salmin Sanyo Saputra Sanyo Saputra Saring, Saring Setiawati, Nur Amega Setyohadi, J. Sabas Sifa Fatimah Siregar, Edison SITI FATIMAH Sri Hapsari Sumaryati Tjitro Sumarto Sumaryati Tjitrosumarto Sumaryati Tjitrosumitro Sumaryoto Sumaryoto Sumaryoto, Sumaryoto Suparman, Heru Supryanto Surwiti, Surwiti Syahfitri Purnama Thoif Marsam Tjipto Djuhartono Tjitrosumarto, Sumaryati Toto Widiarto Tri Anita Tulus Widjajanto Ummi lailatun ni’mah Wening Estiningsih Widodo Widodo Widodo Widodo Widodo Widodo Widya Priska Anggraini Yahya, Aliya Izet Begovic Yanti Rusdianti Yuliana Friska Yusi Zaenul Muttaqin