Pelatihan dan Pendampingan Penyusunan Penilaian HOTS bagi Guru SD

Manar Imam Muhammadi, Dwi Priyo Utomo

Abstract


This community service activity aimed to improve elementary school teachers’ competence in developing Higher Order Thinking Skills (HOTS)-based assessment instruments through training and mentoring. The activity involved 20 elementary school teachers and was conducted through several stages, including needs analysis, HOTS assessment training, hands-on practice with intensive mentoring, and evaluation using pre-tests, post-tests, assessment quality analysis, and questionnaires. The results showed an improvement in teachers’ understanding, indicated by an increase in the average score from 45 in the pre-test to 78 in the post-test. In addition, the proportion of HOTS items developed by teachers increased from 20% to 75% after the training and mentoring activities. Teachers reported that the program was practical and helped them design assessment instruments that require higher-order thinking skills. Overall, this activity demonstrates that training combined with mentoring is effective in enhancing teachers’ competence in HOTS-based assessment.

Keywords


HOTS, Learning Assessment, Teacher Training, Elementary School, Community Service.

Full Text:

PDF

References


Achadiyah, L. (2023). Analysis of teachers’ misconceptions about HOTS question design in primary education. Jurnal Pendidikan Guru Sekolah Dasar, 8(2), 105–115.

Ahmad, S., Andika, R., Hendri, S., & Kenedi, A. K. (2020). Training program on developing HOTS instruments for elementary school teachers. Journal of Educational Development, 4(1), 15–26.

Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. Longman.

Brookhart, S. M (2018). How to Assess Higher-Order Thingking Skills in Your Classroom. ASCD.

Ernawati, E. (2024). Item analysis of science and mathematics HOTS-based assessment in elementary schools. Jurnal Penelitian dan Evaluasi Pendidikan, 28(1), 45–58.

Gozali, I., Hidayati, F., & Rahman, A. (2022). HOTS questioning ability and perception of language teachers. Indonesian Journal of Applied Linguistics, 12(1), 117–126.

Hartini, P. (2021). Cognitive domain analysis (LOTS and HOTS) of elementary school test items. Jurnal Penelitian Pendidikan, 21(3), 201–214.

Isrokatun, I., Sunaengsih, C., Maulana, A., Syahid, A. A., Karlina, D. A., & Rohaeti, P. (2024). HOTS-based learning versus HOTS-based test instruments. Mimbar Sekolah Dasar, 11(3), 595–612.

Juliyati, I., & Widyantoro, A. (2023). Teachers’ challenges in promoting higher order thinking skills in classrooms. International Journal of Multicultural and Multireligious Understanding, 10(4), 112–123.

Rahmawati, D. L., & Mulyani, S. (2021). Assessment literacy and pedagogical competence of elementary school teachers. Cakrawala Pendidikan, 40(2), 385–397.

Sari, R. P., Widodo, A., & Susanto, E. (2022). Effectiveness of mentoring-based teacher professional development programs. Jurnal Pengabdian kepada Masyarakat, 6(2), 145–156.

Suwarma, I. R. (2022). Exploring teachers’ skills in developing lesson plans and HOTS-oriented assessments. Journal of Innovation in Educational and Cultural Research, 3(2), 134–143.

Widodo, A., Rahman, T., & Hasanah, N. (2023). Professional learning community as a strategy for improving teacher competence. Mimbar Pendidikan, 8(1), 75–88.

Yuliana, E., & Hasanah, N. (2020). Assessment literacy of elementary school teachers in Indonesia. Jurnal Evaluasi Pendidikan, 11(2), 89–101.

Maulana, A., & Isrokatun, I. (2024). Strengthening Assessment Competence of Elementary Teachers. Mimbar Pendidikan Dasar, 6(2), 210-224




DOI: https://doi.org/10.31004/abdira.v6i2.1641

Refbacks

  • There are currently no refbacks.


Copyright (c) 2026 Manar Imam Muhammadi

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.