Pengembangan kemampuan berpikir tingkat tinggi dalam pembelajaran daring bahasa Inggris
DOI:
https://doi.org/10.17509/jpp.v21i3.43329Keywords:
hots, kemampuan berpikir tingkat tinggi, pembelajaran daringAbstract
Penelitian dalam usaha pengembangan kemampuan berpikir tingkat tinggi atau HOTS telah banyak dilakukan dalam lingkungan kelas tradisional, tapi masih sedikit dilakukan pada konteks pembelajaran daring. Oleh karena itu, penelitian ini menginvestigasi usaha-usaha guru dalam mengembangkan kemampuan berpikir tingkat tinggi siswa melalui pembelajaran daring. Dalam pengumpulan data, penelitian kualitatif ini menggunakan wawancara, pengamatan kelas, dan analisis dokumentasi yang melibatkan dua orang guru bahasa Inggris di tingkat SMA. Setelah proses analisis, ditemukan bahwa para guru lebih memilih metode pembelajaran inkuiri untuk memberikan keleluasaan bagi siswa dalam menganalisis materi belajar. Kemampuan berpikir tingkat tinggi yang muncul meliputi menganalisis dan mengevaluasi serta sangat bertumpu pada pertanyaan pada aktivitas latihan dan tes melalui media asinkron. Sedangkan, para guru mengalami kesulitan dalam membangun interaksi yang efektif melalui media sinkron karena dukungan teknis yang tidak begitu baik sehingga terdapat sedikit pertanyaan yang muncul dan hanya sebatas pada proses mengingat dan memahami. Absennya proses mencipta bisa disebabkan oleh kesalahpahaman guru dalam memaknai proses berpikir tersebut yang mengasosiasikan mencipta dengan kegiatan menulis semata. Penemuan-penemuan ini mengimplikasikan bahwa tantangan dalam pengembangan kemampuan berpikir tingkat tinggi dalam pembelajaran daring berkaitan erat dengan pemahaman guru dan dukungan teknis. Penelitian ini juga menyajikan implikasi pedagogis dan rekomendasi untuk penelitian lebih lanjut dalam isu ini.
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