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All Journal Pengenalan Lapangan Persekolahan Pendidikan Guru Sekolah Dasar
Malinda, Lestari
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Education Languange, Linguistic, Communication & Media Social Sciences Other

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Pemetaan Literatur tentang Kurikulum dan Pelatihan Guru dalam Implementasi HOTS di Tingkat Sekolah Dasar Rahmah, Sofia; Ramadhan, Nanda; Malinda, Lestari; Arianto, Bayu; Syah, Tamrin
Pengenalan Lapangan Persekolahan Pendidikan Guru Sekolah Dasar Vol. 1 No. 2 (2024): Pengenalan Lapangan Persekolahan Pendidikan Guru Sekolah Dasar
Publisher : LPPM UNUSIDA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55732/plppgsd.v1i2.1659

Abstract

Penelitian ini bertujuan untuk memetakan literatur yang mengkaji keterkaitan antara kurikulum dan pelatihan guru dalam penguatan HOTS di tingkat pendidikan dasar. Pendekatan Systematic Literature Review (SLR) digunakan dengan panduan PRISMA dan didukung oleh studi tambahan melalui FGD. Temuan menunjukkan bahwa kurikulum belum sepenuhnya mengadopsi prinsip HOTS, pelatihan guru masih sporadis, dan asesmen yang tersedia belum mampu menangkap proses berpikir tingkat tinggi secara holistik. Kebaruan penelitian ini terletak pada sintesis kritis terhadap tiga elemen strategis: kurikulum, pelatihan, dan asesmen HOTS. Implikasi hasil ini mendorong perumusan kebijakan pelatihan guru yang kontekstual serta pengembangan kurikulum dan asesmen yang lebih terintegrasi dan berbasis bukti. This study aims to map the literature that examines the relationship between curriculum and teacher training in strengthening HOTS at the elementary education level. The Systematic Literature Review (SLR) approach was used with PRISMA guidance and supported by additional studies through FGD. The findings indicate that the curriculum has not fully adopted HOTS principles, teacher training is still sporadic, and the available assessments have not been able to capture high-level thinking processes holistically. The novelty of this study lies in the critical synthesis of three strategic elements: curriculum, training, and HOTS assessment. The implications of these results encourage the formulation of contextual teacher training policies and the development of more integrated and evidence-based curricula and assessments.
Co-Authors Arianto, Bayu Rahmah, Sofia Ramadhan, Nanda Tamrin Syah, Tamrin