Observasi keterampilan bertanya mahasiswa melalui implementasi Student Questioning Card (SQC)

Abstract

Keterampilan bertanya merupakan indikator dari komunikasi. Kemampuan komunikasi merupakan salah satu tantangan di abad 21. Keterampilan bertanya juga dibutuhkan oleh mahasiswa calon guru. Di Program Studi PGSD FKIP Universitas Mataram, kemampuan tersebut sulit dieksplorasi. Fasilitas pembelajaran yang selama ini diimplementasikan belum dapat menjangkau seluruh mahasiswa untuk bertanya selama perkuliahan tatap muka maupun pembelajaran daring. Terdapat banyak faktor penyebab. Beberapa di antaranya adalah: 1.) Mahasiswa malu bertanya; 2.) Tidak mendapat kesempatan bertanya pada sesi diskusi; dan 3.) Mahasiswa malas/tidak mau bertanya. Pada penelitian ini kami mengimplementasikan Student Questioning Card (SQC) sebagai tambahan fasilitas pembelajaran untuk mengeksplorasi kualitas pertanyaan mahasiswa selama perkuliahan. Tujuan dari penelitian ini adalah mendeskripsikan keterampilan bertanya mahasiswa melalui implementasi SQC. Samper terdiri dari 35 mahasiswa Program Studi PGSD FKIP Universitas Mataram yang dipilih secara random. Untuk mengoleksi pertanyaan, setiap mahasiswa menuliskan minimal 3 pertanyaan di SQC selama perkuliahan berlangsung. Kualitas pertanyaan dinilai dari aspek kesesuaian dengan topik makalah, struktur bahasa, dan tingkatan kognitif berdasarkan taksonomi Bloom hasil revisi. Kami menemukan bahwa kualitas pertanyaan mahasiswa berada pada kategori tidak baik di atas 61%. Proporsi HOTS pada kelompok pertanyaan benar sebesar 34.25%, dan LOTS sebesar 65.75 %. Untuk Proporsi HOTS pada kelompok pertanyaan kurang benar sebesar 22.38%, dan LOTS sebesar 77.62 %. Adapun pada kelompok pertanyaan yang salah HOTS sebesar 37.93%, dan LOTS sebesar 62.07 %.Observation of student asking skills through Student Questioning Card (SQC) implementationAbstractQuestioning skills are indicators of communication. Communication skills are one of the challenges in the 21st century. Asking skills are also needed by prospective teacher students. This ability is difficult to explore in the PGSD FKIP Study Program, Mataram University. The learning facilities that have been implemented so far have not been able to reach all students to ask questions during face-to-face lectures or online learning. There are many contributing factors. Some of them are: 1.) Students are embarrassed to ask questions; 2.) Do not get the opportunity to ask questions in the discussion session; and 3.) Students are lazy/don't want to ask questions. In this study, we implemented a Student Questioning Card (SQC) as an additional learning facility to explore the quality of student questions during lectures. This study aimed to describe students' questioning skills through the implementation of SQC. The sample consisted of 35 students of the PGSD FKIP Study Program, Universitas Mataram, selected randomly. Each student writes down at least three questions in SQC during the lecture to collect questions. The quality of the questions was assessed from the aspect of suitability to the paper's topic, language structure, and cognitive level based on Bloom's revised taxonomy. We found that the quality of student questions was in the bad category above 61%. The proportion of HOTS in the correct question group was 34.25%, and LOTS was 65.75%. For the proportion of HOTS in the question group, that is less true is 22.38%, and LOTS is 77.62%. As for the wrong question group, HOTS is 37.93%, and LOTS is 62.07%.