PERSEPSI GURU PAI TENTANG PEMBELAJARAN BERBASIS HIGHER ORDER THINKING SKILLS (HOTS) DI SMAN 92 JAKARTA

MELISA KURNIASARI, . (2023) PERSEPSI GURU PAI TENTANG PEMBELAJARAN BERBASIS HIGHER ORDER THINKING SKILLS (HOTS) DI SMAN 92 JAKARTA. Sarjana thesis, UNIVERSITAS NEGERI JAKARTA.

	Text COVER.pdf Download (742kB)
	Text BAB 1.pdf Download (291kB)
	Text BAB 2.pdf Restricted to Registered users only Download (209kB) | Request a copy
	Text BAB 3.pdf Restricted to Registered users only Download (169kB) | Request a copy
	Text BAB 4.pdf Restricted to Registered users only Download (345kB) | Request a copy
	Text BAB 5.pdf Restricted to Registered users only Download (163kB) | Request a copy
	Text DAFTAR PUSTAKA.pdf Download (223kB)
	Text LAMPIRAN.pdf Restricted to Registered users only Download (571kB) | Request a copy

Abstract

ABSTRAK Melisa Kurniasari, Persepsi Guru PAI Tentang Pembelajaran Berbasis Higher Order Thinking Skills (HOTS) di SMAN 92 Jakarta. Skripsi. Jakarta: Program Studi Pendidikan Agama Islam, Fakultas Ilmu Sosial, Universitas Negeri Jakarta, Mei 2023. Penelitian ini bertujuan untuk mendeskripsikan persepsi guru PAI tentang pembelajaran berbasis HOTS di SMAN 92 Jakarta. Teori yang digunakan dalam penelitian ini adalah Teori Persepsi (S-O-R) dan Teori tentang faktor-faktor yang memengaruhi persepsi. Metode yang digunakan dalam penelitian ini adalah penelitian deskriptif dengan pendekatan kualitatif. Subjek penelitian ini yaitu guru PAI kelas X, guru PAI kelas XI, dan guru PAI kelas XII. Teknik pengumpulan data ini adalah dengan cara observasi, wawancara, dan dokumentasi. Hasil penelitian ini menunjukkan bahwa persepsi guru PAI tentang pembelajaran berbasis HOTS cukup baik, mulai dari pemahaman, implementasi, dan aspek konatif. Namun ada persepsi berbeda terkait tingkatan C6 yang belum dapat dilakukan secara maksimal. Pertama dari segi pemahaman, guru-guru PAI di SMAN 92 mendapatkan pemahaman C4, C5, dan C6 HOTS dari pelatihan-pelatihan, MGMP, dan kurikulum 2013. Hal-hal yang memengaruhi persepsi guru juga dapat disebabkan oleh beberapa faktor, yaitu dari latar belakang Pendidikan guru, lama mengajarnya, pengalaman, keaktifan mengikuti pelatihan dan MGMP. Kedua dari segi implementasi, mulai dari tahap perencanaan, pelaksanaan, dan penilaian. Pada tahap perencanaan, guru-guru PAI sudah menyusun RPP dengan standar HOTS. Pada tahap pelaksanaan, guru-guru PAI menerapkan pembelajaran berbasis HOTS hanya pada materi-materi tertentu yang dapat disambungkan dengan HOTS, jadi tidak semua materi PAI menggunakan HOTS. Pada tahap penilaian, guru-guru PAI juga menggunakan soal-soal HOTS pada beberapa soal, akan tetapi tidak semua soal menggunakan HOTS. Ketiga dari aspek konatif, guru-guru PAI cukup bersikap dan merespon dengan baik karena pembelajaran berbasis HOTS memiliki beberapa manfaat yang dirasakan oleh guru dan peserta didik. Guru-guru PAI juga menerima pembelajaran berbasis HOTS karena memang sudah aturan pemerintah, namun memang belum terlaksana dengan maksimal disebabkan oleh beberapa kendala yang ditemui, yaitu masih banyak siswa yang malas atau tidak aktif, waktu jam pelajaran PAI yang sedikit, dan ada beberapa sarana prasarana yang tidak berfungsi dengan baik. Kata Kunci: Persepsi Guru, Pembelajaran HOTS, Pendidikan Agama Islam. ABSTRACT Melisa Kurniasari, Perception of Islamic Education Teachers Regarding Higher Order Thinking Skills (HOTS) Based Learning at SMAN 92 Jakarta. Thesis. Jakarta: Islamic Education Department, Faculty of Social Sciences, Universitas Negeri Jakarta, May 2023. Melisa Kurniasari, Perception of Islamic Religious Education Teachers Regarding Higher Order Thinking Skills-Based Learning in State Senior High School 92 Jakarta. Thesis. Jakarta: Department of Islamic Religious Education, Faculty of Social Sciences, Universitas Negeri Jakarta, May 2023. This research aims to describe the perception of Islamic Religious Education teachers regarding Higher Order Thinking Skills-based learning in State Senior High School 92 Jakarta. The theories used in this research are the Perception Theory (Stimulus, Organism, and Response) and the Theory concerning factors influencing perception. The method employed in this research is descriptive research with a qualitative approach. The subjects of this research are Islamic Religious Education teachers from grades X, XI, and XII. The data collection techniques used include observation, interviews, and documentation. The results of this research indicate that the perception of Islamic Religious Education teachers regarding Higher Order Thinking Skills-based learning is quite positive, covering understanding, implementation, and conative aspects. However, there are differing perceptions concerning the level C6 that have not yet been achieved to the fullest extent. First, in terms of understanding, Islamic Religious Education teachers at State Senior High School 92 obtain an understanding of C4, C5, and C6 from training sessions, subject-area meetings (MGMP), and the 2013 curriculum. Factors influencing teacher perceptions can also be attributed to several factors, such as the teacher's educational background, teaching experience, involvement in training and MGMP sessions. Second, in terms of implementation, which encompasses planning, execution, and assessment stages. During the planning stage, Islamic Religious Education teachers have formulated Lesson Implementation Plans according to the Higher Order Thinking Skills standards. During execution, Islamic Religious Education teachers implement Higher Order Thinking Skills-based learning only for specific subjects that can be connected with Higher Order Thinking Skills, meaning that not all Islamic Religious Education subjects use Higher Order Thinking Skills. During assessment, Islamic Religious Education teachers also employ Higher Order Thinking Skills-style questions in some assessments, although not all questions utilize Higher Order Thinking Skills. Third, in the conative aspect, Islamic Religious Education teachers exhibit a positive attitude and respond well because Higher Order Thinking Skills-based learning offers several benefits perceived by both teachers and students. Islamic Religious Education teachers also accept Higher Order Thinking Skills-based learning because it is mandated by the government, although its full implementation faces obstacles such as a significant number of students being unmotivated or inactive, a limited amount of Islamic Religious Education class time, and some facilities not functioning properly. Keywords: Teacher Perception, Higher Order Thinking Skills Learning, Islamic Religious Education.

Item Type:	Thesis (Sarjana)
Additional Information:	1). Dr. M. Ridwan Effendi, M. Ud. 2). Dr. Amaliyah, MA.
Subjects:	Filsafat, Psikologi & Agama > Islam (Ajaran Islam dan pendidikan Islam) Pendidikan > Pendidikan Dasar
Divisions:	FIS > S1 Pendidikan Agama Islam
Depositing User:	Users 19075 not found.
Date Deposited:	28 Aug 2023 05:12
Last Modified:	28 Aug 2023 05:12
URI:	http://repository.unj.ac.id/id/eprint/39920

Actions (login required)

View Item