PENGEMBANGAN MODEL PEMBELAJARAN PORTOFOLIO BERBASIS HOTS DI SEKOLAH MENENGAH PERTAMA

Edy Herianto; M. Ismail; Dahlan Dahlan; M. Mustari; Sawaludin Sawaludin

doi:10.31764/jmm.v6i5.9699

PENGEMBANGAN MODEL PEMBELAJARAN PORTOFOLIO BERBASIS HOTS DI SEKOLAH MENENGAH PERTAMA

Edy Herianto, M. Ismail, Dahlan Dahlan, M. Mustari, Sawaludin Sawaludin

Abstract

Abstrak: Tujuan penyelenggaraan pengabdian masyarakat ini adalah untuk meningkatkan pemahaman guru pada konsep dasar dan bentuk pembelajaran portofolio berbasis HOTS sesuai karakteristik mata pelajaran dan perkembangan siswa, serta keterampilannya menyusun rancangan pembelajaran. Untuk mencapai tujuan tersebut, TPM menggunakan metode pelatihan secara daring dengan menggunakan berbagai platform pembelajaran (whatapps group, zoom meeting, google classroom, dan google form). Pelatihan ini diikuti oleh 20 orang guru mitra (SMP) selama 10 hari dengan ekuivalen waktu selama 32 jam pelatihan. Evaluasi kegiatan menggunakan pre-test, post-test, dan tugas mandiri. Hasilnya menunjukkan peningkatan pemahaman guru mitra dengan rerata sebesar 27.8, dimana perolehan rerata pre-test sebesar 54.8 dan post-test sebesar 82.5. Seluruh guru (100%) telah mampu mengembangkan rancangan pembelajaran portofolio berbasis HOTS dengan memperhatikan karakteristik mata pelajaran dan perkembangan siswa. Setelah mengikuti pelatihan, guru mitra merasakan pentingnya pelatihan ini. Sebagai tindak lanjut, melalui MGMP guru membuat surat pernyataan akan mengimplementasikan hasil pelatihan pada setiap kegiatan pembelajaran.

Abstract: Organizing this community service improves teachers' understanding of the basic concepts and forms of HOTS-based portfolio learning according to the characteristics of the subject and student development, as well as their skills in preparing lesson plans. To achieve this goal, TPM uses online training methods using various learning platforms (whatsapp group, zoom meeting, google classroom, and google form). There are twenty partner teachers (SMP) who attended for ten days with the equivalent of 32 hours of training. Evaluation of activities using pre-test, post-test, and independent tasks. The results show an increase in the understanding of partner teachers by an average of 27.8 (average acquisition of the pre-test is 54.8, and the post-test is 82.5. All teachers (100%) have developed a HOTS-based portfolio learning design by considering the characteristics of subjects and student development. After attending the training, partner teachers felt the importance of this training. As a follow-up, through the MGMP, the teacher states that they will implement the training results in each learning activity.

Keywords

Portfolio Learning; High Order Thinking Skills.

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DOI: https://doi.org/10.31764/jmm.v6i5.9699