Penguatan Kapasitas Guru dalam Pengembangan Instrumen Asesmen Berbasis Taksonomi Solo untuk Mendukung Pembelajaran Deep Learning di MAN 1 Bone
Keywords:
asesmen pembelajaran, Taksonomi SOLO, kapasitas guru, deep learning, pengabdian kepada masyarakatAbstract
Asesmen pembelajaran tidak hanya berfungsi untuk memperoleh nilai akhir peserta didik, tetapi juga perlu memberikan informasi mengenai kualitas dan kedalaman pemahaman yang telah dibangun. Hasil identifikasi awal pada mitra menunjukkan bahwa praktik asesmen guru masih cenderung berorientasi pada penguasaan informasi faktual dan prosedural, sementara penggunaan kerangka yang secara sistematis memetakan kualitas pemahaman siswa belum optimal. Taksonomi Structure of the Observed Learning Outcome (SOLO) dapat digunakan sebagai kerangka untuk mengidentifikasi perkembangan kompleksitas pemahaman siswa mulai dari prestructural, unistructural, multistructural, relational, hingga extended abstract. Kegiatan pengabdian kepada masyarakat ini bertujuan memperkuat kapasitas guru MAN 1 Bone dalam memahami dan mengembangkan instrumen asesmen berbasis Taksonomi SOLO sebagai pendukung pembelajaran berorientasi pemahaman mendalam. Kegiatan dilaksanakan menggunakan pendekatan partisipatif-kolaboratif berbasis kebutuhan melalui tahapan koordinasi, pelatihan, praktik pengembangan instrumen, diskusi, studi kasus, peer review, dan pendampingan. Sebanyak 29 guru terlibat dalam pengisian instrumen identifikasi awal dan evaluasi kegiatan. Hasil menunjukkan bahwa 19 guru (65,5%) belum pernah mempelajari Taksonomi SOLO, sedangkan 8 guru (27,6%) pernah mendengarnya tetapi belum memahami konsepnya secara memadai. Dalam praktik penyusunan soal uraian yang mengukur kemampuan berpikir tingkat tinggi, sebagian besar guru berada pada kategori kadang-kadang (55,2%). Hasil pengukuran pengetahuan awal mengenai asesmen berbasis SOLO menunjukkan nilai rata-rata 62,9%, dengan median 71% dan rentang skor 21%-100%. Pelatihan menghasilkan pengalaman praktik dalam mengidentifikasi level SOLO, menghubungkan tujuan pembelajaran dengan karakteristik asesmen, serta menyusun draf instrumen asesmen berbasis SOLO. Dengan demikian, kegiatan pengabdian menghasilkan penguatan pemahaman dan pengalaman praktik guru dalam menerapkan Taksonomi SOLO pada pengembangan asesmen, serta menghasilkan draf instrumen asesmen yang dapat digunakan sebagai perangkat untuk mendukung pembelajaran yang berorientasi pada pemahaman mendalam.
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