PERSEPSI GURU SUMATERA SELATAN TERHADAP ASESMEN KOMPETENSI MINIMAL DALAM UPAYA MENINGKATKAN BERPIKIR KRITIS SISWA

Abstract

ABSTRAK: Penelitian ini bertujuan untuk mendeskripsikan persepsi guru Sumatera Selatan terhadap Asesmen Kompetensi Minimum (AKM). Penelitian ini menggunakan metode cross-sectional design. Instrumen pengumpulan data adalah angket melalui google form. Hasil penelitian menunjukkan bahwa 83% guru setuju dan menyambut positif terhadap kebijakan pemerintah mengenai pemberlakuan AKM di sekolah, 85% guru senang mengajarkan siswa dengan menggunakan konsep pembelajaran HOTS, 96% guru semakin termotivasi memberikan dorongan kepada siswa untuk berpikir kritis, 91% guru suka mengunduh materi berkaitan dengan AKM, dan 92% guru senang memberikan pelatihan soal kepada siswa untuk menghadapi AKM. Hasil penelitian menunjukkan bahwa guru sudah siap menerima penerapan AKM di sekolah. Pada sisi lain, penelitian menyimpulkan bahwa belum semua guru yang menjadi responden dapat mengidentifikasi soal-soal AKM. Dengan demikian, walaupun penelitian ini menunjukkan bahwa guru memiliki persepsi positif terhadap pelaksanaan AKM, penelitian ini belum mengungkapkan apakah guru dapat mengembangkan soal-soal yang meminta siswa berpikir kritis. Oleh sebab itu, perlu dilakukan penelitian lanjutan untuk mengetahui kemampuan guru mengembangkan soal-soal yang menuntut siswa berpikir kritis atau soal-soal bertipe AKM. Kegiatan selanjutnya yang dapat dilakukan ialah pelatihan menyusun soal-soal AKM khususnya yang berkaitan dengan soal-soal literasi membaca dan numerasi. Perlu juga dilakukan penelitian lanjutan apakah dengan diberlakukannya AKM, guru akan mengubah “gaya mengajarnya” yang menginisiasi kemampuan berpikir siswa.KATA KUNCI: asesmen kompetensi minimum, berpikir kritis; literasi membaca; literasi numerasi; persepsi guru THE PERCEPTIONS OF SOUTH SUMATRAN TEACHERS OF MINIMUM COMPETENCY ASSESSMENT IN THE EFFORT TO IMPROVE STUDENTS' CRITICAL THINKING. ABSTRACT: This study aims to describe the perception of South Sumatran teachers on the Minimum Competency Assessment (MCA). This study uses a cross-sectional design method. The data collection instrument is a questionnaire through Google Form. The results show that 83% of the teachers agreed and responded positively to the government's policy regarding the implementation of MCA in the school, 85% of the teachers liked to teach students using HOTS learning concepts, 96% of the teachers were increasingly motivated to encourage students to think critically, 91% of the teachers liked to download materials related to MCA, and 92% of the teachers were happy to provide question training for the students to face MCA. The results of this study indicate that the teachers were ready to accept the application of MCA in the schools. On the other side, this study concludes that not all the teachers who were respondents can identify MCA questions. Thus, although this study shows that the teachers had positive perceptions of the MCA implementation, this research has not revealed whether the teachers could develop questions that asked students to think critically. Therefore, further study is needed to determine the teachers’ abilities to develop questions that require students to think critically or questions with MCA-type. The next activity that can be carried out is training in compiling MCA questions, especially those related to reading and numeracy literacy questions. It is also necessary to do further study on whether with the implementation of MCA, the teachers will change their "teaching styles" which initiate students' thinking skills.KEYWORDS: minimum competency assessment; critical thinking; reading literacy; numeracy literacy; teachers’ perceptions.