Analisis Soal Buatan Guru Bahasa Jepang Berbasis Higher Order Thinking Skills (HOTS) dalam Soal Ujian Akhir Semester Ganjil Kelas XII SMA di Surabaya Tahun Pelajaran 2017/2018

Analisis of Problem-Based Artificial Japanese Language Teachers of Higher Order Thinking Skills (HOTS) in Odd Semester Final Exam Class XII High School in Surabaya in The school year 2017/2018

Penelitian ini membahas tentang analisis soal buatan guru Bahasa Jepang berbasis Higher Order Thinking Skills (HOTS) dalam soal Ujian Akhir Semester (UAS). Penelitian dimaksudkan untuk menjawab permasalahan tentang implementasi dan karakteristik soal  Higher Order Thinking Skills (HOTS) pada soal ujian akhir semester ganjil mata pelajaran Bahasa Jepang kelas XII SMA di Surabaya Tahun Pelajaran 2017/2018. 

Teori yang digunakan untuk menjawab permasalahan adalah teori Taksonomi Bloom edisi Revisi dengan berfokus pada dimensi proses kognitif dan teori tiga karakteristik soal  Higher Order Thinking Skills (HOTS) menurut Direktorat Pembinaan SMA.

Penelitian ini merupakan penelitian kualitatif menggunakan metode analisis deskriptif. Sumber datanya adalah naskah soal UAS ganjil mata pelajaran Bahasa Jepang kelas XII sebanyak 7 SMA di Surabaya. Data yang digunakan adalah semua jenis soal ujian akhir semester ganjil mata pelajaran Bahasa Jepang kelas XII, baik soal objektif maupun subjektif.

Hasil penelitian menunjukkan bahwa persentase soal yang mengimplementasikan Higher Order Thinking Skills (HOTS) sebesar 12,9% pada soal pilihan ganda dengan terpenuhi semua tingkatan Higher Order Thinking Skills (HOTS) dan proses kognitif pada masing-masing tingkatan. Dari tiga karakteristik soal Higher Order Thinking Skills (HOTS) menurut Direktorat Pembinaan SMA, hanya dua karakteristik soal Higher Order Thinking Skills (HOTS) yang terpenuhi, yaitu mengukur kemampuan berpikir tingkat tinggi dan berbasis permasalahan konstekstual. Implementasi dan karakteristik Higher Order Thinking Skills (HOTS) perlu ditingkatkan, karena penilaian hasil belajar yang memuat soal-soal Higher Order Thinking Skills (HOTS) dapat meningkatkan kemampuan siswa untuk berpikir secara luas dan mendalam. 

Saran dari peneliti untuk penelitian selanjutnya bisa mengangkat topik mengenai analisis konstruksi soal tes/ujian.

This study discusses the analysis of questions made by Japanese language teachers based on Higher Order Thinking Skills (HOTS) in the final semester exam (UAS).

The research is intended to answer the problems regarding the implementation and characteristics of Higher Order Thinking Skills (HOTS) questions in the odd semester final exam questions for Japanese subjects in class XII SMA in Surabaya 2017/2018 Academic Year.

The theory used to answer the problem is Revised Edition Bloom's Taxonomy theory by focusing on the dimensions of cognitive processes and the theory of the three characteristics of Higher Order Thinking Skills (HOTS) according to the Directorate of High School Development.

This research is a qualitative research using descriptive analysis method. The source of the data is the text of the odd-year UAS question for 7th grade Japanese subjects in Surabaya. The data used are all types of odd semester final exam questions for Japanese subjects in class XII, both objective and subjective questions.

The results showed that the percentage of questions implementing Higher Order Thinking Skills (HOTS) was 12.9% on multiple choice questions with all levels of Higher Order Thinking Skills (HOTS) and cognitive processes fulfilled at each level. Of the three characteristics of Higher Order Thinking Skills (HOTS) according to the Directorate of High School Development, only two characteristics of Higher Order Thinking Skills (HOTS) are fulfilled, namely measuring higher order thinking skills and based on contextual issues.

Implementation and characteristics of Higher Order Thinking Skills (HOTS) need to be improved, because the assessment of learning outcomes that contain Higher Order Thinking Skills (HOTS) questions can improve students' ability to think broadly and deeply. Suggestions from researchers for further research can raise topics regarding the analysis of test / exam question construction.