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All Journal Neraca: Jurnal Pendidikan Ekonomi Jurnal Ilmiah Kanderang Tingang
I Wayan Sarman
Dinas Pendidikan Provinsi Kalimantan Tengah
Chemical Engineering, Chemistry & Bioengineering Chemistry Economics, Econometrics & Finance Engineering

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Peningkatan Kompetensi Penyusunan Butir Soal Ujian Sekolah Berbasis Komputer (USBK) Melalui Pendampingan In On IN MGMP Jenjang SMA/SMK I Wayan Sarman
Neraca: Jurnal Pendidikan Ekonomi Vol 5 No 2 (2020): Neraca: Jurnal Pendidikan Ekonomi
Publisher : Institute for Research and Community Services Universitas Muhammadiyah Palangkaraya

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (444.771 KB) | DOI: 10.33084/neraca.v5i2.1424

Abstract

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 yaitu siklus 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 pelajaran sebanyak 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%).
Pengembangan Instrumen Telaah RPP Dan Supervisi Akademik Berbasis Keterampilan Abad 21 Guru Sekolah Binaan SPMI Kota Palangka Raya I Wayan Sarman
Jurnal Ilmiah Kanderang Tingang Vol 11 No 1 (2020): Jurnal Ilmiah Kanderang Tingang
Publisher : FKIP Universitas Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37304/jikt.v11i1.89

Abstract

Arranging lesson plans refers to the characteristics of students not in accordance with the demands of 21st century learning. This study aims to develop the Lesson Plan review instrument and supervision of 21st century skill-based learning using research and development (R&D). There are three design models for instrument development, namely: 1) a preliminary study, 2) the development stage, and 3) the evaluation stage. The results showed that (1) the factual model of the Lesson Plan review instrument and the supervision of learning in Central Kalimantan Province did not meet the suitability of the preliminary, core, and closing activities as well as the description in the Lesson Plan, so that it had not been used as a teacher's reference in perfecting the Lesson Plan; (2) instrument development begins with, (a) reviewing the literature so that 5 (five) components of the Lesson Plan are obtained and three stages of supervision are carried out, (b) validating the instruments according to the expert includes validity, level of importance, and usefulness on average. the average percentage reached 92.19. The evaluation phase is to test the practicality of the instrument showing (a) the observer makes it easy to study lesson plans and supervision of learning, (b) assist teachers in perfecting lesson plans according to the minimum substance in the lesson plans, (c) schools have measurement tools for lesson plans and learning supervision, and (d) Excel-based instruments that have been successfully developed refer to the skills of 21st century teachers and the industrial revolution 4.0.
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