Evaluasi Penerapan HOTS dalam Buku Teks Bahasa Indonesia SMA: Analisis Kurikulum 2013
DOI:
https://doi.org/10.24235/ileal.v6i1.7335Keywords:
curriculum 2013, 21st-century education, HOTS, Indonesia language textbooksAbstract
This research aims to evaluate the implementation of Higher Order Thinking Skills (HOTS) in Indonesian language textbooks for high school students, based on the 2013 Curriculum. The importance of developing higher-order thinking skills to face the challenges of 21st-century education, which emphasizes students' abilities in analysis, evaluation, and creation. A descriptive qualitative method was used to analyze the content of two Indonesian language textbooks from the 2014 revised edition. The results of this study show that most questions in the textbooks require students to think at the analysis level (C4), with 50% of the total 78 HOTS questions, or 39 questions, testing students' analytical skills. Evaluation-level questions (C5) account for 41.03% or 32 questions, while creation-level questions (C6) only reach 8.97% or 7 questions from the total. Although the textbooks have integrated HOTS elements, the distribution of questions is still unbalanced, thus revisions are needed in question design to better foster students' skills.
Penelitian ini bertujuan untuk mengevaluasi penerapan Higher Order Thinking Skills (HOTS) dalam buku teks Bahasa Indonesia untuk siswa Sekolah Menengah Atas (SMA) yang berbasis Kurikulum 2013. Pentingnya pengembangan keterampilan berpikir tingkat tinggi dalam menghadapi tantangan pendidikan abad ke-21 yang menekankan pada kemampuan analisis, evaluasi, dan kreasi. Penelitian ini menggunakan metode deskriptif kualitatif untuk menganalisis isi dari dua buku teks Bahasa Indonesia edisi revisi 2014. Hasil penelitian menunjukkan bahwa sebagian besar soal dalam buku teks menuntut siswa untuk berpikir pada buku teks bahasa Indonesia Kurikulum 2013 lebih menekankan aspek analisis (C4) dengan persentase 50% dari total 78 soal HOTS, dengan 39 soal yang menguji kemampuan analisis siswa. Soal evaluasi (C5) terdapat 41,03% atau sebanyak 32 soal, sementara soal pada level kreasi (C6) hanya mencapai 8,97% atau 7 soal dari keseluruhan soal yang ada. Meskipun buku teks telah mengintegrasikan elemen HOTS, distribusi soal masih belum seimbang, sehingga diperlukan perbaikan dalam penyusunan soal agar mendorong keterampilan siswa.
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