HOTS untuk membangun literasi abad 21
Nizam!
Kepala Pusat Penilaian Pendidikan
Informa(on flooding
Literasi Abad 21 21st Century learning: • To know • To do • To be • To live together
Information Media, and ICT literacy
Digital literacy
Learning and Innovation Skills
Core subjects 21st Century Context
• • • •
Critical thinking & problem solving Creativity & innovation Communication Collaboration
Life and career skills
• • • • • • • •
Flexibility Initiative Leadership Social-skills Cross cultural Productivity Accountability Life-long learner
[email protected]/
Literasi Abad-21 dan K-13 1
3
2
Kualitas Karakter
Kompetensi
Literasi Dasar
1. 2. 3. 4. 5. 6. 7. 8. 9.
1.
1. 2. 3. 4.
Bagaimana menghadapi lingkungan yang terus berubah.
Iman & taqwa Cinta tanah air Integritas Rasa ingin tahu Inisiatif Gigih Kemampuan beradaptasi Kepemimpinan Kesadaran sosial budaya
Agenda
Kurikulum
Monitor & feedback K13 Kurikulum kontekstual – KTSP Kurikulum vokasi Kurikulum inklusif futuristik
Bagaimana mengatasi tantangan yang kompleks.
2. 3. 4.
Berpikir kritis/memecahkan masalah Kreativitas Komunikasi Kolaborasi
Pembelajaran
Pembelajaran abad 21 Pembelajaran dinamis saintifik Wholistic learning
Bagaimana menerapkan keterampilan inti untuk kegiatan sehari-hari.
5. 6. 7.
Perbukuan
Baca tulis Berhitung Literasi sains Literasi informasi teknologi dan komunikasi Literasi keuangan Literasi budaya dan kewarganegaraan
Buku pendamping kurikulum Buku teks Buku pengayaan Buku bacaan
Penilaian
Penilain Kelas & Sekolah INAP Ujian Nasional Survei Internasional
Kerangka Kurikulum 2013 KONTEKS - SOCIAL CONSTRUCT er t ak s i r Ka era um si N a r iL te ritis rK ki i rp f e B ati si e a Kr nik u a m Ko sam rja e K
KO M PE
TE NS I
PJOK
Seni – Budaya
Ilmu Pengetahuan Sosial
Ilmu Pengetahuan Alam
Bahasa Inggris
Bahasa Indonesia
Matematika
PPKN
Pend Agama – Budi Pekerti
SDG HAM Demokrasi Pancasila Ke-Bhinnekaan NKRI
MATA PELAJARAN – KNOWLEDGE CONTENT
Pengembangan Kecakapan Abad 21st
Q"
Questions: about nature/human being WHAT Inquiry & discovery Proposed Explanations
Query-based learning Student-centerd learning
Science
HOW
R" WHY
P"
Problems: in adapting to the environment Design & invention strategies Proposed solution
Problem/Project-based learning
Reasoning
Critical thinking Creativity Communication Collaboration
Collaborative learning
Technology
Nizam, 2016
Kerangka Sistem Penilaian Pendidikan untuk mendorong literasi abad 21
• • • •
Kompetensi dasar Kelas 4, 9 Survei PISA, TIMSS
Benchmark Internasional
Penilaian Kelas
• • • •
Sumatif Kelas 9, 12 Sensus Oleh pemerintah Ujian Nasional
• Formatif – diagnostik • Harian oleh guru • Penekanan qualitative feedback
siswa
SKL
Penilaian SP (PTK)
21st cs
Penilaian eksternal (PMTK)
• • • • •
• • • • • • • •
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
MAIN FEATURES OF HOTS
Problem solving
Transfer
Cri(cal thinking
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 Subject maIer
Content
Context
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 Level Terendah, Mencari informasi domain reading PISA 2018 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 menjawa b 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 • • • •
Competencies • Explain phenomena scien(fically enquiry • Evaluate and design scien(fic • Interpret data and evidence scien(fically
Tingkatan level kogni9f IPA dalam PISA 2015
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.
PISA 2015: Take The Test
Answer: the first option
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
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.
PISA 2015: Take The Test
•
• •
• •
Answer: the first option
•
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
Full Credit The student selects Student 1
PISA 2015: Take The Test
…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. •
•
•
Answer: the first option
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
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 %
