Pendampingan Guru dalam Implementasi Tes Kemampuan Akademik (TKA) Berbasis HOTS di Yayasan Kampung Ilmu Bojonegoro
DOI:
https://doi.org/10.30734/j-abdipamas.v10i2.5483Abstract
Changes in educational assessment policies through the implementation of the Academic Competency Test (TKA) require educators to develop learning and assessment practices that emphasize reasoning and Higher Order Thinking Skills (HOTS). This community service program aimed to improve the competencies of tutors at Kampung Ilmu Foundation in Bojonegoro in understanding TKA, developing HOTS-based questions, implementing HOTS-based learning, and utilizing digital learning media. The program involved 20 tutors from elementary, junior high, and senior high school levels and was conducted through needs identification, TKA socialization, workshops, mentoring, and monitoring and evaluation. The results showed achievement levels of 91% for TKA understanding, 88% for HOTS question development, 86% for HOTS-based learning implementation, and 95% for participant satisfaction. The program produced mentoring modules, a HOTS question bank, learning materials, digital learning media, and a scientific article. These findings indicate that practice- and feedback-based mentoring can improve tutors’ readiness to implement learning and assessment aligned with the characteristics of TKA.
Keywords: Academic Competency Test; HOTS; teacher mentoring; assessment; non-formal education.
ABSTRAK
Perubahan kebijakan asesmen melalui Tes Kemampuan Akademik (TKA) menuntut kesiapan pendidik dalam mengembangkan pembelajaran dan asesmen berbasis penalaran dan Higher Order Thinking Skills (HOTS). Kegiatan pengabdian kepada masyarakat ini bertujuan meningkatkan kompetensi tutor Yayasan Kampung Ilmu Bojonegoro dalam memahami TKA, menyusun soal HOTS, menerapkan pembelajaran berbasis HOTS, dan memanfaatkan media digital. Kegiatan dilaksanakan secara partisipatif melalui identifikasi kebutuhan, sosialisasi TKA, workshop, pendampingan, serta monitoring dan evaluasi dengan melibatkan 20 tutor jenjang SD, SMP, dan SMA. Hasil evaluasi menunjukkan capaian pemahaman TKA sebesar 91%, kemampuan menyusun soal HOTS 88%, implementasi pembelajaran HOTS 86%, dan kepuasan peserta 95%. Kegiatan menghasilkan modul pendampingan, bank soal HOTS, perangkat dan media pembelajaran digital, serta artikel ilmiah. Hasil tersebut menunjukkan bahwa pendampingan berbasis praktik dan umpan balik efektif meningkatkan kesiapan tutor dalam menerapkan pembelajaran dan asesmen yang selaras dengan karakteristik TKA.
Kata kunci: Tes Kemampuan Akademik; HOTS; pendampingan guru; asesmen; pendidikan nonformal.
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