hots untuk membangun literasi abad 21 · pdf file• critical thinking & problem...
TRANSCRIPT
HOTS untuk membangun literasi abad 21
Nizam�Kepala Pusat Penilaian Pendidikan
Informa(on flooding
Core subjects
21st Century Context
Learning and
Innovation Skills
Digital literacy
Life and career skills
• Critical thinking & problem solving • Creativity & innovation • Communication • Collaboration
Information Media, and ICT literacy
• Flexibility • Initiative • Leadership • Social-skills • Cross cultural • Productivity • Accountability • Life-long learner
Literasi Abad 21 21st Century learning: • To know • To do • To be • To live together
Agenda
Kualitas Karakter Bagaimana menghadapi lingkungan yang terus berubah.
Kompetensi Bagaimana mengatasi tantangan yang kompleks.
Literasi Dasar Bagaimana menerapkan keterampilan inti untuk kegiatan sehari-hari.
1. 2. 3. 4. 5. 6. 7. 8. 9.
Iman & taqwa Cinta tanah air Integritas Rasa ingin tahu Inisiatif Gigih Kemampuan beradaptasi Kepemimpinan Kesadaran sosial budaya
1.
2. 3. 4.
Berpikir kritis/memecahkan masalah Kreativitas Komunikasi Kolaborasi
1. 2. 3. 4. 5. 6. 7.
Baca tulis Berhitung Literasi sains Literasi informasi teknologi dan komunikasi Literasi keuangan Literasi budaya dan kewarganegaraan
1 2 3
Literasi Abad-21 dan K-13
Kurikulum Pembelajaran Perbukuan Monitor & feedback K13 Kurikulum kontekstual – KTSP Kurikulum vokasi Kurikulum inklusif futuristik
Pembelajaran abad 21 Pembelajaran dinamis saintifik Wholistic learning
Buku pendamping kurikulum Buku teks Buku pengayaan Buku bacaan
Penilaian Penilain Kelas & Sekolah INAP Ujian Nasional Survei Internasional
Ke-Bhinnekaan Pancasila
Demokrasi HAM
SDG
NKRI P
en
d A
ga
ma
– B
ud
i Pe
kert
i
PP
KN
Ba
ha
sa In
do
ne
sia
Ba
ha
sa In
gg
ris
Ilmu
Pe
ng
eta
hu
an
Ala
m
Ilmu
Pe
ng
eta
hu
an
So
sia
l
Ma
tem
atik
a
Sen
i – B
ud
aya
PJO
K
Kara
kter
Numera
si
Litera
si
Berp
ikir K
ritis
Kreatif
Kom
unikasi
Kerja
sam
a
KONTEKS - SOCIAL CONSTRUCT
MATA PELAJARAN – KNOWLEDGE CONTENT KOM
PETE
NSI
Kerangka Kurikulum 2013
R"Q" P"
Problem/Project-based learning
Query-based learning
Critical thinking Creativity Communication Collaboration
Collaborative learning
Student-centerd learning
Science Technology
Pengembangan Kecakapan Abad 21st
Questions: about nature/human being Inquiry & discovery Proposed Explanations
Problems: in adapting to the environment Design & invention strategies Proposed solution
Reasoning
WHAT HOW
WHY
Nizam, 2016
siswa
SKL 21st cs
Penilaian Kelas
Penilaian SP (PTK)
Penilaian eksternal
(PMTK)
Ujian Nasional
Benchmark Internasional
• Formatif • Summative • Semua kelas • Semesteran • Akhir tahun • Akhir jenjang • Oleh sekolah • PTK 4,8,11
• Progress monitoring & evaluasi • Kelas 4,8,11 • Survey atau sensus • Tahunan • Oleh pemerintah
• Sumatif • Kelas 9, 12 • Sensus • Oleh pemerintah
• Kompetensi dasar • Kelas 4, 9 • Survei • PISA, TIMSS
• Formatif – diagnostik • Harian oleh guru • Penekanan qualitative feedback
Kerangka Sistem Penilaian Pendidikan untuk mendorong literasi abad 21
MAIN FEATURES OF HOTS
Transfer
Cri(cal thinking
Problem solving
MAIN FEATURES OF HOTS: PROBLEM SOLVING
Analyzing unfamiliar situa(on
Evalua(ng strategies or pathways
Crea(ng new method of solu(on
Level Kognitif berdasar Bloom Taxonomy
DEVELOPING HOTS ITEMS
Cogni9ve Level of Knowledge
Content Context
Subject maIer
BLOOM AND ANDERSON/KRATHWOHL LEVEL OF KNOWLEDGE
• Factual Knowledge – The basic elements students must know to be acquainted with a discipline or solve problems.
• Conceptual Knowledge – The interrela-onships among the basic elements within a larger structure that enable them to func(on together.
• Procedural Knowledge – How to do something, methods of inquiry, and criteria for using skills, algorithms, techniques, and methods.
• Metacogni9ve Knowledge – Knowledge of cogni(on in general, as well as awareness and knowledge of one’s own cogni(on. It is an ability to think about thinking.
HOTS di mana-mana
• Kegiatan membaca 15 menit
HOTS di mana-mana
• Penilaian auten9k • Proyek lintas mapel • Refleksi belajar • Game – role playing
Subject: membaca/pemahaman wacana
Perha(kan wacana mengenai anggrek hitam berikut! hLp://rumahpenilaian.id/simulasibahasa/ Hal yang dapat ditanyakan: 1. Informasi eksplisit yang ada dalam wacana 2. Informasi implisit yang ada dalam wacana 3. Membuat inferensi/kesimpulan bagian dari wacana 4. Mengintegrasikan seluruh isi wacana 5. Mengevaluasi unsur wacana untuk maksud tertentu 6. Mengaitkan atau merefleksikan isi wacana dengan hal lain
di luar wacana
Hierarki level kogni(f domain reading PISA 2018
Level Terendah, Mencari informasi
tersurat, mengulang
informasi yang ada pada wacana
Level Ter9nggi, menilai wacana baik
kesahihannya, konten, maupun
format
Integrasi Digital Literacy dalam reading comprehension (1)
Mudahnya mencari informasi di search engine, memungkinkan wacana yang bersifat hyperlink. Satu topik dengan berbagai aspek.
Misal: manfaat vlog
Integrasi Digital Literacy dalam reading comprehension (2)
Mul9-‐author: dalam mengupas suatu topik, wacana yang diperoleh berasal dari beragam perspek9f dan sudut pandang.
Diperlukan kemampuan menganalisa, berfikir nalar dan kri9s menilai beragam sudut pandang.
Integrasi Digital Literacy dalam reading comprehension (3)
Teks singkat: budaya baru dalam menulis dan membaca yang tertuang dalam short message, tweet, gambar, info grafis, icon, symbol
Bagaimana menilai HOTs dalam reading digital environment?
Topik/tema yang Tepat Kata kunci pada search engine
Sudut pandang pengarang Pengarang yang lebih akuntabel
Perbedaan dalam wacana Mendeteksi Konflik
Mengiden9fikasi pernyataan yang relevan
Mengiden9fikasi wacana hasil pencarian yang
relevan
Berla(h HOTs reading digital literacy
Kelemahan siswa Indonesia berdasar hasil PISA
3,45 % yang bisa menjawab benar
Negara % benar
Singapore 15,23
Thailand 1,44
Malaysia 2,49
Vietnam 12,73
OECD 9,92
Kekuatan siswa Indonesia berdasar hasil PISA S(mulus mengenai seorang ayah yang sangat protek(f terhadap anaknya.
Persentase menjawab benar soal ini 52,3 %
Negara % benar
Singapore 69,73
Thailand 63,68
Malaysia 65,82
Vietnam 59,06
OECD 60,79
Subject: IPA
• Apakah hukum archimedes itu • Urutan prosedur • Kesimpulan percobaan • Aplikasi hukum archimedes dalam dunia
nyata • Scien(fic process: manipulasi
percobaan, hipotesa, buk( dari simpulan, validitas hasil percobaan
• Explain phenomena scien(fically • Evaluate and design scien(fic enquiry • Interpret data and evidence scien(fically
Competencies
Recognise, offer and evaluate explana(ons for a range of natural and technological phenomena.
Describe and appraise scien(fic inves(ga(ons and propose ways of addressing ques(ons scien(fically.
Analyse and evaluate data, claims and arguments in a variety of representa(ons and draw appropriate scien(fic conclusions.
Tingkatan level kogni9f IPA dalam PISA 2015
Answer: the first option
PISA 2015: Take The Test
Drag Ragworms and Common Sole into Tank 2 and Marsh Grass and Shellfish into Tank 3
This question requires students to understand a system and the role of several organisms within that system. In order to answer correctly, students must understand the goal of the fish farm, the function of each of the three tanks therein, and which organisms will best fulfill each function. Students must use information provided in the stimulus and the diagram, including a footnote under the diagram
Answer: the first option
PISA 2015: Take The Test
Answer: the first option
Full Credit The student gives an explanation that identifies a scientific advantage of using more than one measurement instrument on each slope, e.g. correcting for variation of conditions within a slope, increasing the precision of measurement for each slope. • So they could
determine whether a difference between slopes is significant.
• Because there is likely to be variation within a slope.
• To increase the precision of the measurement for each slope.
• The data will be more accurate.
• In case one of the two malfunctions
• To compare different amounts of sun on a slope
PISA 2015: Take The Test
Answer: the first option
Full Credit The student selects Student 1 …and gives an explanation that indicates that there is a difference in solar radiation between the two slopes and/or that rainfall does not show a difference. • Slope B gets much
more solar radiation than slope A, but the same amount of rain.
• There is no difference in the amount of rainfall the two slopes get.
• There is a big difference in how much sunlight slope A gets compared to slope B
La(han menyusun
soal HOTs IPA
Kelemahan siswa Indonesia berdasar hasil PISA
Siswa sukar berfikir ilmiah untuk menjus9fikasi suatu informasi logis ataukah 9dak
5% bisa menjawab dengan benar
Kekuatan siswa Indonesia berdasar hasil PISA Siswa mudah ke(ka diminta menjawab soal yang terkait dengan pengetahuan sains yang sudah familiar
84 %