Analisis ICT pada assessment Matematika SMA Berbasis HOTS
ICT
Kata Kunci:
ICT, mathematics assessment, HOTSAbstrak
This study aims to analyze the use of Information and Communication Technology (ICT)
in Higher Order Thinking Skills (HOTS)-based mathematics assessment in high schools.
The method used is a literature study by collecting data from various relevant sources. The
results of this analysis are expected to show the use of ICT in HOTS-based mathematics
assessment in various types of questions, including complex questions, open-ended
questions, and real-life-based questions. The difficulty level of the questions also varies,
ranging from easy to very difficult. The ICT abilities measured in HOTS-based
mathematics assessment in high schools include analytical, creative, and evaluative abilities
to help teachers and students improve their understanding of mathematical concepts,
enhance critical thinking skills, facilitate more interactive and participatory learning,
evaluate students' progress and provide more effective feedback. However, there are several
challenges in the use of ICT in HOTS-based mathematics assessment, such as accessibility
issues and digital gaps among students. Therefore, appropriate strategies are needed to
overcome these challenges so that the use of ICT in mathematics assessment can provide
optimal benefits for HOTS-based mathematics learning in high schools.
Penelitian ini bertujuan untuk menganalisis penggunaan Information and Communication
Technologies (ICT) dalam asesmen matematika SMA berbasis Higher Order Thinking
Skills (HOTS). Metode yang digunakan adalah studi literatur dengan mengumpulkan data
dari berbagai sumber yang relevan. Hasil dari analisis ini diharapkan dapat menunjukkan
penggunaan ICT dalam asesmen matematika berbasis HOTS dalam jenis soal meliputi soal
kompleks, soal terbuka, dan soal berbasis kehidupan nyata. Tingkat kesulitan soal juga
bervariasi, mulai dari soal yang mudah hingga sangat sulit. Kemampuan ICT yang diukur
dalam asesmen matematika SMA berbasis HOTS meliputi kemampuan analitis, kreatif,
dan evaluatif untuk membantu guru dan siswa dalam meningkatkan pemahaman tentang
konsep matematika, meningkatkan keterampilan berpikir kritis, memfasilitasi pembelajaran
yang lebih interaktif, partisipatif dan mengevaluasi kemajuan siswa serta memberikan
umpan balik yang lebih efektif. Namun, ada beberapa tantangan dalam penggunaan ICT
dalam asesmen matematika berbasis HOTS, seperti masalah aksesibilitas dan kesenjangan
digital antara siswa. Oleh karena itu, diperlukan strategi yang tepat untuk mengatasi
tantangan tersebut agar penggunaan ICT dalam asesmen matematika dapat memberikan
manfaat yang optimal bagi pembelajaran matematika SMA berbasis HOTS.
Referensi
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Hak Cipta (c) 2023 Aflichatul Qodriyah, Arliva Sari, Ella Lintang Agustin, Ma’rifatun Fauzah, Santika Lya Diah Pramesti
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