PELATIHAN PENYUSUNAN SOAL HOTS MATEMATIKA BERKONTEKS BUDAYA PAPUA BERBASIS MODEL PAPEDA

Abstract

Abstrak: Kemampuan guru dalam mengembangkan asesmen Higher Order Thinking Skills (HOTS) yang kontekstual dan relevan dengan budaya lokal masih perlu diperkuat agar pembelajaran matematika lebih bermakna bagi peserta didik. Dalam konteks Papua, integrasi budaya lokal dalam asesmen matematika juga menjadi penting untuk menghubungkan konsep matematika dengan pengalaman dan lingkungan peserta didik. Kegiatan pengabdian kepada masyarakat ini bertujuan meningkatkan hardskill pedagogik guru, khususnya kompetensi dalam memahami, menyusun, mereviu, dan menyempurnakan soal HOTS matematika berkonteks budaya Papua melalui Model PAPEDA. Kegiatan dilaksanakan melalui metode workshop, ceramah interaktif, diskusi, praktik penyusunan dan reviu soal, serta pendampingan. Peserta kegiatan berjumlah 30 guru matematika SMP/MTs di Kota Jayapura. Evaluasi kegiatan dilakukan menggunakan pre-test dan post-test, masing-masing terdiri atas 12 butir soal, serta angket persepsi dan kepuasan menggunakan skala Likert 1–5. Hasil evaluasi menunjukkan bahwa rata-rata skor peserta meningkat dari 9,63 pada pre-test menjadi 11,90 pada post-test, atau mengalami peningkatan kompetensi sebesar 23,57%. Tingkat kepuasan peserta terhadap pelaksanaan kegiatan mencapai 98,72%. Melalui workshop dan pendampingan, guru memperoleh pengalaman praktis dalam memilih konteks budaya Papua, mengembangkan stimulus, menghubungkan konteks budaya dengan konsep matematika, serta mengonstruksi dan mereviu soal HOTS berdasarkan Model PAPEDA. Kegiatan ini menunjukkan bahwa workshop yang dilanjutkan dengan pendampingan dapat menjadi pendekatan yang relevan untuk memperkuat kompetensi guru dalam mengembangkan asesmen matematika yang kontekstual, berorientasi HOTS, dan responsif terhadap budaya Papua.

Abstract: Teachers’ ability to develop Higher Order Thinking Skills (HOTS) assessments that are contextual and relevant to local culture still needs to be strengthened so that mathematics learning becomes more meaningful for students. In the context of Papua, the integration of local culture into mathematics assessments is also important for connecting mathematical concepts to students’ experiences and environment. This community service activity aims to improve teachers’ pedagogical hard skills, particularly their competence in understanding, developing, reviewing, and refining mathematics HOTS questions with a Papuan cultural context through the PAPEDA Model. The activity was conducted through workshops, interactive lectures, discussions, practical exercises in question development and review, and mentoring. The participants in the activity consisted of 30 junior high school and MTs mathematics teachers in Jayapura City. The program was evaluated using pre-tests and post-tests, each consisting of 12 items, as well as perception and satisfaction questionnaires using a 1–5 Likert scale. The evaluation results showed that the participants’ average score increased from 9.63 on the pre-test to 11.90 on the post-test, representing a 23.57% improvement in competency. Participants’ satisfaction with the program reached 98.72%. Through the workshop and mentoring, teachers gained practical experience in selecting Papuan cultural contexts, developing stimuli, linking cultural contexts to mathematical concepts, and constructing and reviewing HOTS questions based on the PAPEDA Model. This activity demonstrates that workshops followed by mentoring can serve as a relevant approach to strengthening teachers’ competencies in developing contextual, HOTS-oriented, and culturally responsive mathematics assessments in Papua.