PENINGKATAN KOMPETENSI GURU SMA DALAM ANALISIS DAN IMPLEMENTASI TKA BAHASA INDONESIA DI KABUPATEN BREBES

Raden Yusuf Sidiq Budiawan, Dyah Nugrahani, Siti Ulfiyani, Rawinda Fitrotul Mualafina

Abstract


ABSTRAK                                                                            

Implementasi Tes Kemampuan Akademik (TKA) sebagai instrumen asesmen nasional menuntut guru Bahasa Indonesia menguasai analisis soal berbasis literasi membaca dan mampu menyusun instrumen HOTS secara mandiri. Observasi awal menunjukkan kesenjangan pemahaman guru terhadap struktur TKA dan keterbatasan dalam mengembangkan soal prediksi yang kontekstual. Kegiatan ini bertujuan untuk membekali guru Bahasa Indonesia dengan kemampuan menganalisis dan menyusun soal prediksi TKA yang valid dan kontekstual untuk diimplementasikan di sekolah masing-masing. Pendekatan deskriptif-kualitatif dengan dukungan data kuantitatif diterapkan melalui pelatihan partisipatif dan iterative mentoring, yaitu pendampingan berulang yang melibatkan praktik, umpan balik, dan revisi, kepada 40 guru Bahasa Indonesia SMA di Kabupaten Brebes. Pengumpulan data dilakukan dengan pre-test, post-test, observasi langsung, dan angket evaluasi kepuasan. Pemahaman konseptual TKA meningkat 30% dengan rerata skor post-test 4,8; sebanyak 30 guru berhasil menganalisis minimal 10 butir soal dengan klasifikasi kognitif tepat; tercipta bank soal berisi 30 butir berbasis HOTS yang siap digunakan; dan tingkat kepuasan peserta mencapai 4,9 dari skala 5,0. Kegiatan pelatihan dan pendampingan terbukti efektif dalam mempersiapkan guru menyusun soal prediksi TKA, tetapi diperlukan program lanjutan untuk menjaga konsistensi penerapan di kelas.

 

Kata kunci: Asesmen Literasi Membaca; Pelatihan Guru; Tes Kemampuan Akademik; Soal HOTS.

 

ABSTRACT

The implementation of the Academic Competency Test (TKA) as a national assessment instrument requires Indonesian language teachers to master literacy-based question analysis and develop HOTS instruments independently. Initial observations revealed gaps in teachers' understanding of TKA structure and limitations in developing contextual predictive questions. To equip Indonesian language teachers with the ability to analyze and construct valid and contextual TKA predictive questions for implementation in their respective schools. A descriptive qualitative approach was applied through participatory training and iterative mentoring involving 40 high school teachers in Brebes. Data collection employed pre-tests, post-tests, direct observations, and satisfaction evaluation questionnaires. Conceptual understanding of TKA increased by 30% with mean post-test scores of 4.8; 30 teachers successfully analyzed at least 10 question items with accurate cognitive classification; a question bank containing 30 HOTS-based items ready for use was created; and participant satisfaction reached 4.9 on a 5.0 scale. The training and mentoring activities proved effective in preparing teachers to construct TKA predictive questions, though follow-up programs are needed to maintain consistent classroom implementation.

 

Keywords: Reading Literacy Assessment; Teacher Training; Academic Competency Test; HOTS Questions.


Keywords


Reading Literacy Assessment; Teacher Training; Academic Competency Test; HOTS Questions.

Full Text:

PDF

References


Allison, V. A., & Ramirez, L. A. (2016). Co-mentoring: The iterative process of learning about self and becoming leaders. Mentoring & Tutoring: Partnership in Learning, 24(2), 134–149. https://doi.org/10.1080/17425964.2016.1143809

Aprilia, N., Setiani, Y., Anwar, C., & Fs, H. (2023). Pengembangan instrumen tes numerasi pada asesmen kompetensi minimum yang bernilai budaya lokal. 9(2), 850–857. https://doi.org/10.31949/educatio.v9i2.4824

Ariza, N. (2024). Penggunaan Teknologi dalam pengembangan asesmen pembelajaran pendidikan agama islam. Belajea, 9(1), 25–44. https://doi.org/10.29240/belajea.v9i1.8840

Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education (8th ed.). Routledge. https://doi.org/10.4324/9781315456539

Creswell, J. W., & Plano Clark, V. L. (2018). Designing and conducting mixed methods research (3rd ed.). SAGE Publications Ltd.

Creswell, J. W., & Creswell, J. D. (2023). Research design: Qualitative, quantitative, and mixed methods approaches (6th ed.). SAGE Publications.

Deviana, T., & Aini, D. F. N. (2022). Assistance of minimum assesment literacy towards a national assessment as teacher competency development at KKG SD Gugus V, Kec. Tumpang. Abdimas Galuh, 4, 440–452. https://doi.org/10.25157/ag.v4i1.7184

Hariani, L. S., Andayani, E., & Ain, N. (2023). Pelatihan dan pendampingan menyusun modul ajar pada kurikulum. Jurnal Pengabdian Kepada Masyarakat, 3(1), 54–60. https://doi.org/10.56393/jpkm.v3i1.1622

Knowles, M. S. (1984). The adult learner: A neglected species (3rd ed.). Gulf Publishing.

Mualafina, R. F., Ulfiyani, S., Budiawan, R. Y. S., & Mukhlis. (2025). Pelatihan keterampilan presentasi pada era teknologi. Archive, 5(1), 175–186. https://doi.org/10.55506/arch.v5i1.213

Nafiati, D. A. (2021). Revisi taksonomi Bloom: Kognitif , afektif , dan psikomotorik. 21(2), 151–172. https://doi.org/10.21831/hum.v21i2.29252.

Nuryasmi, Julianes, M., & Azainil. (2025). Implementasi perbaikan berkelanjutan dalam prinsip manajemen mutu pendidikan di Sekolah Menegah Atas Negeri 2 Tenggarong. Jurnal Pendas Mahakam, 10(1), 65–75. https://jurnal.fkip-uwgm.ac.id/index.php/pendasmahakam/article/view/1759

Panjaitan, Y. A. (2023). Penerapan metode pembelajaran learning by doing dalam mata pelajaran fiqih di MTS Daerah Aek Songsongan Asahan. Tsaqila Jurnal Pendidikan Dan Teknologi [TJPT], 3(1), 25–36.

Rafi, I., Apino, E., Hadiana, D., Lydiati, I., & Rosyada, M. N. (2023). What might be frequently overlooked is actually still beneficial: Learning from post national-standardized school examination. 8(1), 1–15. https://doi.org/10.29333/pr/12657

Riyadi, Madani, F., Apriliani, L., & Siva, N. (2022). Peningkatan kompetensi guru melalui penyusunan instrumen penilaian berbasis HOTS. 19, 568–582. https://doi.org/10.21009/sarwahita.19k.6

Skulmowski, A. (2024). Learning by doing or doing without learning? The potentials and challenges of activity‑based learning. Educational Psychology Review, 36(1), 1–26. https://doi.org/10.1007/s10648-024-09869-y

Suseno, & Saputra, D. (2025). Teknik penyusunan tes hasil belajar. 5, 7502–7512. https://doi.org/10.31004/innovative.v5i3.20096

Ulfiyani, S., Mualafina, R. F., Mukhlis, Budiawan, R. Y. S., & Sunarya. (2024). Edukasi etika berbahasa di media sosial bagi peserta didik di SMA Teuku Umar Semarang: Membentuk generasi digital native positif. Archieve, 4(1), 166–177. https://doi.org/10.55506/arch.v4i1.147

Ulyah, S. M., Sediono, Ana, E., & Sholihah, N. (2021). Improving the competency of high school teachers in understanding and designing questions based on minimum competency assessment in Babat Lamongan District. 6(1), 55–64. http://doi.org/10.30651/must.v6i1.7773

Wulandari, R. A., Sari, R. C., & Saputra, G. A. (2024). Pemanfaatan teknologi digital dalam meningkatkan efektivitas proses pembelajaran di era merdeka belajar. Jurnal Literasi Digital, 4(3), 188–196. https://doi.org/10.54065/jld.4.3.2024.606

Yulistio, D. (2022). Kemampuan mahasiswa menganalisis tes (soal) bahasa Indonesia sesuai aspek ranah kognitif Model Anderson dan Krathwohl. 3, 1–21. https://doi.org/10.31540/silamparibisa.v5i1.1498




DOI: https://doi.org/10.31764/jce.v4i3.36238

Refbacks

  • There are currently no refbacks.