AL-WIJDyAN: Journal of Islamic Education Studies.
Volume 9.
Nomor 3.
Juli 2024, p-ISSN: 2541-2051.
online -ISSN: 2541-3961 Available online at http://ejournal.
id/index.
php/alwijdan Received: Juni 2024 Accepted: Juni 2024 Published: Juli 2024 Islamic Religious Education (PAI) Learning Assessment Based On Higher Order Thinking Skills (HOTS) At SMK Muhammadiyah 5 Jember Nur Isnaini.
Nur Jannah Universitas Al-Falah As-Sunniyah Jember.
Universitas Al-Falah As-Sunniyah Jember Email: nurisnainiwringinsari@gmail.
com, nurjannah.
2583@gmail.
Abstract Teachers' lack of understanding of the HOTS assessment concept and how to integrate it into learning assessment is a crucial problem that needs to be resolved.
This research reveals the HOTS-based PAI learning assessment implementation at SMK Muhammadiyah 5 Jember.
The aim is to explore and evaluate the effectiveness of using HOTS in assessing Islamic religious education (PAI) learning at this institution.
Using a qualitative phenomenology-type approach involving observation, interviews, and document study.
The research results show that .
The formulation of learning objectives uses learning achievement (CP) references developed in learning objectives with high-level thinking indicators.
Assessment instruments are carried out by student competencies.
Use of a problem-based learning model (Problem-Based Learnin.
which was developed with several types of innovative learning strategies.
Creative tasks can improve high-level thinking skills as demonstrated by the behavior of appreciating explanations, being able to interpret actual problems, and generating new ideas by thinking critically and Keywords: Assessment.
PAI Learning.
Higher Order Thinking Skills (HOTS) Abstrak Kurangnya pemahaman guru terhadap konsep penilaian berbasis HOTS dan cara mengintegrasikannya dalam penilaian pembelajaran menjadi masalah krusial yang perlu Penelitian ini mengungkap implementasi penilaian pembelajaran PAI berbasis HOTS di SMK Muhammadiyah 5 Jember, adapun tujuannya untuk mengeksplorasi dan mengevaluasi efektivitas penggunaan HOTS dalam penilaian pembelajaran pendidikan agama Islam (PAI) di lembaga tersebut.
Dengan menggunakan pendekatan kualitatif jenis fenomenologi yang melibatkan observasi, wawancara dan studi dokumen.
Hasil penelitian ini menunjukkan bahwa .
Perumusan tujuan pembelajaran menggunakan acuan capaian pembelajaran (CP) yang dikembangkan pada aspek tujuan pembelajaran dengan menyisipkan indikator berfikir tingkat Instrumen penilaian yang dilakukan sesuai dengan kompetensi peserta didik dalam memetakan kekuatan dan kelemahan berpikir tingkat tinggi, mengingat setaip peserta didik memiliki kemampuan yang berbeda-beda .
Penggunaan model pembelajaran berbasis masalah (Problem Based Learnin.
yang dikembangkan dengan beberapa inovasi jenis strategi pembelajaran memungkinkan peserta didik mengembangkan keterampilan berpikir tingkat tinggi dan siap menjadi lulusan yang mempu menghadapi tantangan abad 21.
Penugasan kreatif mampu meningkatkan kemampuan berfikir tingkat tinggi, yang ditunjukan dengan perilaku respek peserta didik terhadap penjelasan, dapat menafsirkan masalah aktual dan memunculkan ide baru dengan pemikiran yang kritis dan kreatif.
Hasil dari penugasan kreatif dapat memberikan gambaran kemampuan berpikir tingkat tinggi dan kreativitas peserta didik.
Kata Kunci: Penilaian.
Pembelajaran PAI.
Higher Order Thinking Skills (HOTS) Introduction Instilling critical thinking in students is an urgent matter that needs to be a priority for educators, especially in Islamic religious education learning.
Considering that religious education has an important role in forming character and morals.
improving the quality of learning, it can help build critical thinking skills in students' learning activities.
1 Based on the data, it shows that 45% of students have low critical thinking skills, this is due to a lack of development in the aspects of critical thinking indicators.
Furthermore, critical thinking skills in Indonesia are an important problem and must be addressed.
2 If students Learning Higher Order Thinking Skills (HOTS).
Second, module and question-based development Higher Order Thinking Skills (HOTS).
These studies focus more on question-based modules, and applications of higher-order thinking Skills (HOTS).
Third, based learning evaluation HOTS.
4 From several of these studies, discussions about learning-based assessment are discussed Higher Order Thinking Skills (HOTS) It has not yet been researched, even though this assessment will help teachers evaluate learning outcomes and refine scientific ideas in the aspect of students' critical thinking abilities.
have critical thinking skills, they will be This research aims to explore and better able to master the concepts and develop PAI-based learning assessment problems they face in learning and in methods and instruments of Higher Order everyday life.
Thinking Skills (HOTS) towards improving The research that has been carried out regarding higher-order thinking Skills (HOTS) is more focused on three main First, implementation-based the quality of learning that is deeper and more relevant for students.
Seeing that the quality of education is still low provides a lot of evaluation of the learning that was implemented previously.
5 Thus, it is hoped Volume 9.
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AL-WIJDyAN that this research can contribute to the 8 The researcher chose a qualitative development of sustainable Islamic religious method of the phenomenology type to study phenomena with data explored.
This research is based on the PAI-based assessment of higher-order thinking Skills (HOTS) in schools, considering that not all teachers can implement this type of understood, and then analyzed in depth to reveal teachers' readiness to carry out "based assessment Higher Order Thinking Skills (HOTS)Ay in the context of PAI learning which is still crucial to be discussed.
6 This shows that there is a Based on how it was obtained, the demand for teacher expertise in planning data in this research is primary data obtained and implementing learning that encourages from interviews obtained from participant the development of higher-level thinking informants, namely teachers in Islamic religious education to provide information difficulties in preparing based assessments I related to assessment-based Higher Order MEAN which is appropriate to the Thinking Skills (HOTS).
Secondary data was student's cognitive level so that it has an obtained from document media that already impact on the level of critical thinking skills existed at the institution according to the and lack of students' analytical skills.
7 This Data tendency is the basis for PAI-based learning assessment Higher Order Thinking Skills (HOTS) This needs to be explored and Researchers developed, both methods and assessment data mining with school principals, teachers, instruments, especially in PAI learning.
and students at the institution through Thus, this assessment has the potential to interviews, observation, and documentation.
The observation carried out was a type of processes in Islamic religious education passive participant observation, where the researcher was not directly involved in the Teachers high-level activity being observed.
12 The analysis Method technique used in this research involves This research uses a qualitative several stages, data reduction, data display, approach, which is a study that investigates and conclusion drawing.
13 After the data is and interprets the meaning of certain collected, the validity of the data is tested situations that are the source of a social Volume 9.
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AL-WIJDyAN through data triangulation involving several sources and techniques.
16 Without specific goals, learning students to understand and apply Islamic religious beliefs through critical, analytical, and creative thinking.
14 PAI learning seeks to develop personality and noble qualities through Islamic teachings, in addition to instilling religious knowledge in students.
directionless activity.
PAI teachers must be able to inspire will lose its purpose and turn into a Results and Discussion higher-order thinking skills (I mea.
into PAI learning so that students can apply Islamic teachings to analyze, evaluate, and solve problems in real life in addition to memorizing religious 15 Thus, the implementation of HOTSbased PAI learning assessment is expected to have an impact on increasing students' abilities in their learning activities.
Formulation Higher Skills(HOTS) learning-based Order Thinking curriculum at SMK Muhammadiyah 5 Jember focuses on cognitive development for critical, logical, and systematic thinking.
Teachers are required to be able to formulate learning-based objectives for higher-order thinking Skills(HOTS) with the complexly and can become a reference when they are involved in elements of 17 In this way, it is hoped that it will be able to produce graduates who have 21st-century skills, namely graduates who Formulation of Learning Objectives competence, and literacy so that the Formulating learning objectives is an nation's next generation is ready to face the important first step in creating teaching materials and designing effective learning From this stage, the teacher can know what and how to determine the next The objectives can be a guide in choosing the type of media, strategies, methods, and Identifying outcomes (CP) Formulate (TP) Develop a flow of (ATP) Designing (Methods & challenges of a more modern life.
Figure 1.
Concept Of Learning In The Independent Curriculum materials that will be used in the learning By formulating good learning The results of observations of the PAI teacher teaching module at SMK learning will run effectively and students' Muhammadiyah 5 Jember, show that Volume 9.
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AL-WIJDyAN learning objectives occupy a position that determines the next learning steps.
This is objectives is considered an effective MMS
EHB
spearhead in carrying out teaching and learning activities in the classroom.
This Figure 2.
Process of Formulating Learning serves as a reference for all components Objectives that make up the instructional design in the learning that will be carried out in class.
Learning objectives function as guidelines and means of assessment for teachers to develop students' abilities as expected.
Thus, careful and comprehensive learning formulation is the key to achieving optimal As per the picture above, formulating learning objectives is the first step that needs to be designed by the teacher.
Learning objectives that are formulated and will provide benefits are as follows:
A teacher's ability to plan learning, apply methods, and design learning plans that learning outcomes.
Based on the results of interviews with PAI teachers at SMK Muhammadiyah 5 Jember, it was explained that students' abilities, obstacles, and solutions also need to be considered in formulating learning This refers to the principle of formulating learning objectives containing several elements, namely ABCD .
udience, behavior, condition & degre.
or audience, can help students achieve their learning Students can determine priority learning goals and manage their time well.
Test instruments can be prepared by evaluators by the learning objectives created for students.
behavior, situation, and standards.
This objectives, you also need to pay attention to the following matters, as follows:20 implementation of classroom learning.
Therefore, the needs of students, learning Leraner Oriented is the foundation of materials, and the teacher himself are very leraner-oriented students' words must be written clearly Thus, in the formulation.
Furthermore, the behavior being evaluated must be The formulating learning objectives is as follows:
something that students can do, not something they cannot do.
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Operational.
The formulation of learning with students' conditions will also have the objectives must be specifically designed effect of not achieving learning objectives and targeted.
Using the right verb can that are in line with expectations.
Degree, also influence because using words that is one of the elements in considering the are still general allows for many expected level of success of students in meanings and interpretations to emerge.
completing a learning objective.
Formula
ABCD
udience, condition & degre.
Audience component, which is one of the elements of learning objectives as an object that carries out learning activities.
With this audience, it can be seen who is taking part in the series of learning processes that will be For example: students, trainees, teachers, etc.
In this case, students.
Behavioral component, this component focuses on specific behavior possessed by students which is used by teachers to 21 Behavior shows the domain aimed at learning.
Therefore, the position of formulation of learning objectives.
Components Conditions, learning conditions.
PAI
Muhammadiyah
Jember
SMK
learning objectives in teaching modules by CP .
earning outcome.
and continue to adapt the material to the needs of the students themselves.
This was obtained from the results of an interview with Mrs.
Sabila as a PAI teacher.
According to him, objectives will make teaching and learning activities directionless.
Formulating learning objectives using elements of the ABCD formula can make learning objectives more 24 So in its implementation, a formulation with clear objectives will help processes and evaluate the effectiveness of the learning process.
The and facilities are also some of the elements objectives does not happen immediately without effort from the teacher as an The findings from this research considering the conditions of the students, reflect that PAI teachers have implemented teachers will be better able to choose the the formulation of learning-based objectives materials, methods, strategies, and facilities Higher Order Thinking Skills (HOTS).
This needed during learning.
22 For example, was reflected in the statement made by the materials and strategies that are not in sync Principal Volume 9.
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SMK
analysis and a tool for decision-making.
27 In Muhammadiyah 5 Jember were included in line with Mr.
Safridzal's statement as a Class socialization activities for the independent X PAI teacher who explained that, by curriculum using an alternating system, holding evaluation activities, teachers can including PAI teachers.
Judging from the formulation of learning objectives in the objectives that have been designed.
teaching module, there is an ABCD formula different levels of thinking of students.
Development In general, assessment is carried out non-test However, there are still many teachers who Assessment Instruments pay little attention to the use of non-test The results of the student's learning Assessment reference used by educators in measuring the level of success of students' learning Development Higher Order Thinking Skills (HOTS) requires careful and careful planning.
The teacher's ability as an evaluator of student learning outcomes has an important role in providing feedback on student learning outcomes.
26 The teacher's function as an evaluator can consist of aspects of evaluating students' active.
Therefore, teachers play process are not only supported by the aspect of the student's cognitive assessment.
However, modified and used as a series of limited Limited trial instruments will be provided from changes to the final product related to the operationalization of the assessment-based tool Higher Order Thinking Skills (HOTS) tested in the field.
This research revealed that the collection process that is used as a basis for questions, their evaluation findings are instrument is a tool used in the data non-test After teachers evaluate the test teacher in making decisions.
An evaluation assessments for students' affective and important role in developing students' Instrument is the key held by a PAI
SMK
Muhammadiyah 5 Jember, at the design stage of the non-objective description test instrument, was carried out in 4 steps:29 Designing test guidelines, compiling test questions, reviewing test questions, and Volume 9.
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AL-WIJDyAN perfecting tests.
In this research, the test thinking Skills (HOTS) among others :32 a.
used is a formative test.
The purpose of this analyzing learning outcomes (CP) which are formative test is to classify the average usually made for question instruments I results of students' understanding of the MEAN adapted to the material and student concept of learning objectives.
30Based on ) compose a grid of questions.
the Minister of Education and Culture of the Republic of Indonesia Regulation No.
contextual trigger questions.
) arrange the 104 explained that formative assessment questions according to the grid.
) create an functions to correct deficiencies in student assessment rubric.
learning outcomes in the form of attitude, knowledge, and skill competencies during one semester's learning activities.
Therefore, formative assessment has an important role and will have an impact on practice, discussions, and student learning outcomes.
Characteristics of based assessment Higher Order Thinking The thinking process includes the following aspects, according to Bloom's taxonomy:33 cognition (K.
, understanding .
nderstanding-K.
, .
nalysis-K.
, (K.
, .
valuation-K.
, and creation .
oing-K.
Aspects of thinking Cognitive level 1 .
ow thinking skills/LOTS), cognitive level 2 Skills(HOTS) among others: 31 a.
) Assessing .
edium higher order thinking skills, these abilities .
roblem- skills/HOTS) are divisions of C1 and C2.
, creative thinking .
reative thinkin.
Analysis (C.
, namely the ability to dissect critical thinking skills.
ritical thinkin.
, arguing an idea into its component elements and .
, and taking a stand .
ecision connect them to form a larger idea, ) Provide contextual problems, evaluating (C.
refers to the capacity to problem-based Higher Order Thinking Skills ascertain how something is measured to (HOTS) allow it to still be applied to reach certain benchmarks and standards problems in everyday life, and c.
) Uses while creating (C6 ) refers to the ability to various types of questions, there are several unite separate parts to produce a complex, types of tests Higher Order Thinking Skills original whole.
problem-solving (HOTS) can be used including multiplechoice, multiple-choice, description, and description.
Steps for preparing questions based on higher-order skills/MOTS), .
igh In implementing critical thinking, the assessment aspect is more about analysis (C.
, evaluating (C.
, and creating (C.
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AL-WIJDyAN developing assessment-based instruments Evaluation Higher Order Thinking Skills (HOTS) when Sintesys Analysis Application assessment and can improve students' Understanding critical thinking patterns.
This is based on Knowledge Figure 3 Aspects of Critical Thinking the results of PAI teacher interviews which Indicators explain that teachers prepare assessment From the picture above, it can be concluded that Bloom's theory classifies several competencies that must be achieved Organizing competencies in the independent curriculum is more flexible.
34 So that it can make it easier for teachers as educators to better consider what type of test instruments are needed by students according to school instruments using a package model.
This type of preparation is still adjusted to the student's abilities and learning material instrument, it can be explained, among others: .
instrument question package one, namely questions with a low level of difficulty, and the points obtained by students only match the criteria for completing the learning objectives (KKTP) in the independent curriculum.
Based on the results of observations, instrument package two, the question the Islamic religious education learning instrument has a weighted value of medium- process at SMK Muhammadiyah 5 Jember level difficulty and the value is adjusted to carries out assessments that do not only the level of difficulty of the questions.
involve written test assessments.
Teachers instrument question package three, the use more non-test assessment instruments.
weight of the instrument questions in this This is based on the considerations of the package has a high level of difficulty.
This is teacher who states that the abilities of adjusted to the points that will be obtained students are different.
So teachers choose to by students.
consider the various materials, methods, and strategies used to carry out assessments.
Test and non-test techniques are an inseparable unit.
Furthermore, to prevent students from getting confused when working, the teacher's learning plan gradually inserts several elements of questions by applying By implementing the concept of high-level thinking skills.
35 Analysis is the independent learning and 21st-century skills, highest level included by educators in the practical implications are used by teachers in Volume 9.
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AL-WIJDyAN assessment instrument.
This shows that the to the aspects in the student's report card.
teacher has made a learning plan that So that the teacher's efforts in developing inspires students to think critically.
When students' higher-level thinking skills increase in development.
appropriate, the PAI teacher prepares media to assist learning.
Apart from that.
PAI The ability to think critically is one assignments in each chapter which refer to of the challenges in the learning process.
Several weaknesses in learning, such as the encourage students' thinking to a higher dominance of the lecture method and the rare use of learning models, have an impact Problem-Based Learning From the results of the interview with Mrs.
Sabila as a PAI teacher, it was stated that with the package question instrument model, a teacher would indirectly know the differentiating power of the question instrument.
Differentiating power is a tool for sorting students who have low.
The implications of this type of assessment instrument can be further developed with an odd-even Items on students' abilities.
38 Students will be more passive and less likely to express their reasoning in conventional learning.
On the other hand, 21st-century education places more emphasis on higher-order thinking skills .
rather than just understanding Therefore, facilitators can design student learning activities by providing contextual and varied problems to students to make them use their analytical and critical thinking skills.
One of the learning models applied at SMK Muhammadiyah 5 Jember is The scores obtained by the teacher problem-based can then be categorized into three, namely Presenting complex problems will high, medium, and low scores.
roblem-based The provide a thinking stimulus for students to development of assessment instruments that analyze problems solve them systematically SMK and generate new ideas.
41 This allows Muhammadiyah 5 Jember can be a plus students to play with ideas, cooperate, and point in students' thinking processes with be logical and systematic.
Therefore, this learning-based assessments.
Higher Order problem-based learning model can be used Thinking Skills(HOTS), which is still adjusted as a basis for developing learning strategies.
Volume 9.
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AL-WIJDyAN Problem-based learnin.
at SMK Muhammadiyah 5 Jember .
roblem-based learnin.
is a learning model does not only focus on problem-solving.
that uses problems as a starting point in However, problem-based learning is also collecting and integrating new knowledge.
intended to develop students' independence This is because it utilizes contextual and social skills.
44 From the results of an problems as a framework for thinking to interview with Mr.
Safridzal as a class teach students to solve problems, provide Moreover, the implementation of Islamic religious education subjects will be more thinking and problem-solving abilities.
The necessary when they are in the social environment of society.
Therefore, through .
roblem-based learnin.
is to combine students' the problem-solving process and discussion cognitive and metacognitive abilities.
This process in learning, students' knowledge can means that in the learning process, students be consolidated, which was initially only are directed to think critically and use formal and limited knowledge, becoming higher-level thinking.
Therefore, students more complex and critical.
Furthermore, who have received metacognition training Mr.
Safridzal also explained that the level of student activity in implementing problem- In other words, students based learning in the classroom had know exactly how the process works and think about a problem until they can implementation of diagnostic assessments understand and find a solution.
and the presentation of various problems so There problem-based problem-based (Problem Base Learnin.
, the steps include:43 ) introduce students to the problem, b.
organize students to research, c.
) Support This that the reasoning potential of each student can develop well.
This problem-based learning model is also intended to analyze students' abilities towards social problems and students' critical thinking abilities.
individual and group investigations, d.
One of the interesting findings Create and display work results.
) Check from the research is that in solving problems and assess the problem repair process.
The presented by teachers, students ' problems problems that exist are problems that exist are also integrated with the use of in the real world.
In its implementation, the learning problem-based .
roblem-based implementation, students are required to solve problems by making problem-solving Volume 9.
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AL-WIJDyAN videos.
So that the points of the problem Collaborative Projects, working together in are presented virtually, creating a more groups such as collaborating on case studies realistic and interactive problem scenario.
and designing creative solutions to current Social media and internet platforms also Through an interesting approach and help students collaborate and discuss.
Later, active participation of students, creative the results of the videos they work on will assignments like this can increase students' be uploaded on social media as a school creativity, problem-solving abilities, and promotion strategy that can attract students' conceptual knowledge.
literacy interest from the mass media.
As explained by the PAI teacher at Creative Assignment SMK Muhammadiyah 5 Jember, creative Creative assignments are a learning strategy designed to improve students' critical thinking abilities.
In this context, teachers need to think about a more diverse and holistic assessment process, covering a wide range of student abilities, encouraging development of skills that can be applied in everyday life.
45 Therefore, development in terms of assessment also needs to be carried out by teachers to increase students' creativity and interest in expediting the learning process.
assignment activities are one solution as a forum for developing students' potential.
Students who tend to be passive will be assignments according to their potential.
This is because creative assignments are intended to enable students to think higher and solve problems with more complex This is in line with the results of interviews with class X-TJKT II students who stated that with creative assignments, they were able to come up with new ideas in the problems given by the teacher.
Apart from that, students are also able to express learning styles according to their interests assignments that have been implemented by and abilities.
However, the implementation PAI teachers at SMK Muhammadiyah 5 of this type of assignment is only applied to Jember include a.
Multimedia Presentation, a few sub-materials.
Some in this case, the PAI teacher gives assignments such as making videos of buying and selling practices, zakat, caring for corpses and materials that are appropriate to Several assignments to develop students' critical thinking skills include: .
Developing Developing problem-based products, .
Developing Volume 9.
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Develop students to demonstrate high-level thinking Giving creative assignments to abilities comprehensively.
) The teacher as students has a quite significant positive a facilitator guides students in the learning This is based on the statement of process and provides feedback to improve Mrs.
Sabila as a PAI teacher who explained students' high-level thinking abilities.
that giving a variety of assignments.
HOTS-based provides a level of activity and creativity for The progress that students make involvement in the learning process, as well will also have an impact on the quality of as foster self-confidence and independence learning in class.
in learning.
It's just assessment-based I MEAN This is only given on certain Conclusion The use of based assessment is very important in learning, especially in PAI This is because not all teachers collaborative projects.
Overall, the results of have the ability to implement HOTS-based this research can contribute in the form of assessments, even though this ability will insight and innovation to the development have a significant impact on students.
With of science and skills in the 21st century, but this learning assessment, teachers can use there are still limited informants provided by various assessment strategies and techniques So that future researchers that encourage students to think critically, should be able to develop this research.
analytically, and creatively.
The results of the research show that PAI teachers at SMK Muhammadiyah Jember.
PAI-based References