Challenges in Applying Higher Order Thinking Skills Assessment in the Teaching of Arabic in Indonesia
Abstract
One of the teachers’ responsibilities in the teaching and learning process is to conduct assessments. The main purpose of assessment is to understand students’ learning outcomes. Based on the outcomes, teachers can give feedback to improve the planning and the implementation of the teaching process and to determine the quality of the assessment instrument. The Higher Order Thinking Skills (HOTS)-based assessment is urgently needed in schools to produce competitive graduates who have the critical thinking, communicative, collaborative, and creative skills. However, there are some challenges in the implementation of HOTS-based assessment, such as students’ low motivation and Arabic competence, ambiguous definitions of basic competencies in the curriculum, and lack of HOTS materials in textbooks. These challenges can be solved by making an acquisition-based learning of Arabic, reconstructing the descriptions of basic competence, and adapting HOTS-based assessment which is in line with the students’ ability.
Keywords: challenges, HOTS, Arabic teaching, solutions
References
[1] Ainin, Moh. (2011). Fenomena demotivasi dalam pembelajaran Bahasa Arab di Madsarah: Penyebab dan alternatif pemecahannya. Makalah disampaikan pada acara Pengukuhan Guru Besar dalam Bidang Pembelajaran Bahasa Arab dalam Sidang Terbuka Senat Universitas Negeri Malang Tanggal 28 April 2011.
[2] Al-Khuli, M.A. (2000). Al-Ikhtibarat Al-Lughawiyyah. Yordan: Darul Falah.
[3] Anderson, L. W. & Krathwohl, D.A. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. New York: Longman.
[4] Brookhart, S.M. (2010). How to assess higher-order thinking skills in your classroom. Alexandria: ASCD publications.
[5] Cooper, J. M. (1977). The teacher as decision maker. In James Cooper (Ed.), Classroom teaching skills: A Handbook. Massachusetts. D.C. Heath and Company.
[6] Chinedu, C.C. & Kamin, Y. (2015). Strategies for improving higher order thinking skills teaching and learning of design and technology education. Journal of Teaching Education and Training ( JTET). December 2015, Vol. 7 No. 2. Pp 35 s.d 43.
[7] Erdoğan, V. (2019). Integrating 4C skills of 21st century into 4 language skills in EFL classes. International Journal of Education and Research, 7, pp 113-124.
[8] Gass, S.M., dan Selinker, L. (2008). Second language acquisition: An introductory course. Ta’rib Majid Al-Hamd. Riyadh: Maktabah Al-mulk Fahd Al-Wathoniyah.
[9] Gronlund, N. E. dan Linn, R. L. (1985). Measurement and evaluation in teaching. New York: Macmillan Publishing Co.
[10] Kementerian Agama Republik Indonesia. 2019. Keputusan Menteri Agama Nomor 183 Tahun 2019 tentang Kurikulum PAI dan Bahasa Arab pada Madrasah. Jakarta: Direktorat KSKK Madrasah, Direktorat Jenderal Pendidikan Islam.
[11] Kementerian Pendidikan dan Kebudayaan. 2019. Panduan Menulis Soal HOTS. Jakarta: Pusat Penilaian Pendidikan, Badan Penelitian dan Pengembangan.
[12] Mahsunah, D., Wahyuni, D., Antono, A., dan Ambarukmi, S. (2012). Kebijakan Pengembangan Profesi Guru. Jakarta: Badan Pengembangan Sumber Daya Manusia Pendidikan dan Kebudayaan dan Penjaminan Mutu Pendidikan.
[13] Marzuqi, M. S. M. (1992). Dalilu Al-Mu’allim Ila Shiyaghati Al-Ahdafi At-Ta’limiyyah As-Sulukiyyah Wa Al-Maharat At-Tadrisiyyah. Damam: Daru Ibn Al-Jauzy.
[14] Sahtut, I.M., Ja’far, Z. A. 2014. Istiratijiyyatu At-Tadris Al-Haditsah. Riyadh: Maktabah Ar-Rusydi.
[15] Santrock, J.W. (2010). Educational psychology. Terjemahan oleh Tri Wibowo, B.S. Jakarta: Kencana.
[16] Slavin, R.E. (2009). Educational psychology: Theory and practice. Terjamahan oleh Marianto Samosir. Jakarta: PT Indeks.