Analisis Taksonomi pada Soal Asesmen Kompetensi Minimum Literasi Membaca di SMK Negeri 3 Pekanbaru
Article Sidebar
Main Article Content
Abstract
The Minimum Competency Assessment (AKM) measures literacy achievement to map the quality of education in Indonesia with international standards. This AKM aims to identify student achievements when working on AKM questions in terms of the reading literacy process. The importance of AKM training is to improve teacher skills in developing learning frameworks that lead to students' reasoning in literacy. This study aims to determine the cognitive level of reading literacy AKM at SMK Negeri 3 Pekanbaru. This research method is content analysis with a qualitative approach. The analysis uses qualitative methods to interpret the cognitive level of the items. Based on the study results, the instrument question classification I percentage was 80% for C2 (Understanding); and 20% for C4 (Analysis). The percentage of instrument II questions is 74% for C2 (Understanding), 22% for C4 (Analysis), and 3% for C6 (Create). The cognitive level dominates the lower level, namely C2 (Understanding). While cognitive levels such as C1 (Remembering), C3 (Applying), C4 (Analyzing), C5 (Creating), and C6 (Evaluating) were found to be very few and had not even appeared in the AKM Reading Literacy question at SMK Negeri 3 Pekanbaru.
Downloads
Article Details
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Under the following terms:
Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
ShareAlike — If you remix, transform, or build upon the material, you must distribute your contributions under the same license as the original.
References
Anderson, L. W., & Krathwohl, D. R. (2017). Kerangka Landasan untuk Pembelajaran, Pengajaran, dan Asesmen. Pustaka Pelajar.
Arafat, G. Y. (2018). Membongkar Isi Pesan dan Media dengan Content Analysis Gusti Yasser Arafat UIN Antasari Banjarmasin. Jurnal Alhadrah, 17(33), 32–48. https://jurnal.uin-antasari.ac.id/index.php/alhadharah/article/view/2370
Arifin, Z. (2013). Evaluasi Pembelajaran. Remaja Rosdakarya.
Arikunto, S. (2012). Dasar-Dasar Evaluasi Pendidikan. Bumi Aksara.
Astuti, F. (2021). Analisis Ranah Kognitif Taksonomi Bloom Revisi Pada Soal Ujian Sekolah Bahasa Jawa. Piwulang : Jurnal Pendidikan Bahasa Jawa, 9(1), 83–99. https://doi.org/10.15294/piwulang.v9i1.47031
Daryanto. (2008). Evaluasi Pendidikan. Rineka Cipta.
Febyronita, D., & Giyanto. (2016). Survei Tingkat Kemampuan Siswa dalam Mengerjakan Tes Berbentuk Jawaban Singkat (Short Answer Test) Pada Mata Pelajaran IPS Terpadu (Geografi) Kelas VII di SMP Negeri 1 Mesuji Tahun Pelajaran 2015/2016. Jurnal Swarnabhumi: Jurnal Geografi Dan Pembelajaran Geografi, 1(1), 17–21. https://jurnal.univpgri-palembang.ac.id/index.php/swarna/article/view/812
Giani, Zulkardi, & Hiltrimartin, C. (2015). Analisis Tingkat Kognitif Soal-Soal Buku Teks Matematika Kelas VII Berdasarkan Taksonomi Bloom. Jurnal Pendidikan Matematika, 9(2), 78–98. https://ejournal.unsri.ac.id/index.php/jpm/article/view/2125
Pasi, S. N., & Yusrizal. (2018). Analisis Butir Soal Ujian Bahasa Indonesia Buatan Guru MTSN di Kabupaten Aceh Besar. Master Bahasa, 6(2), 195–202. https://jurnal.unsyiah.ac.id/MB/article/view/11666
Purwati, P. D., Faiz, A., & Widiyatmoko, A. (2021). Asesmen Kompentensi Minimum (Akm) Kelas Jenjang Sekolah Dasar Sarana Pemacu Peningkatan Literasi Peserta Didik. Sosio Religi, 19(1), 13–24. https://ejournal.upi.edu/index.php/SosioReligi/article/view/39347
Rahmayanti, N., & Affandi, M. (2021). Analisis Tingkat Kognitif Soal Pendidikan Agama Islam Tingkat SMA Berbasis Assesmen Kompetensi Minimum. Al-Fikri: Jurnal Studi Dan Penelitian Pendidikan Islam, 4(1), 82–95. https://doi.org/10.30659/jspi.v4i1.17419
Rohim, D. C., Rahmawati, S., & Ganestri, I. D. (2021). Konsep Asesmen Kompetensi Minimum untuk Meningkatkan Kemampuan Literasi Numerasi Siswa Sekolah Dasar. Jurnal Varidika, 33(1), 54–62. https://doi.org/10.23917/varidika.v33i1.14993
Ruwaida, H. (2019). Proses Kognitif dalam Taksonomi Bloom Revisi: Analisis Kemampuan Mencipta (C6) pada Pembelajaran Fikih di MI Miftahul Anwar Desa Banua Lawas. Al-Madrasah: Jurnal Pendidikan Madrasah Ibtidaiyah, 4(1), 51–76. https://doi.org/10.35931/am.v4i1.168
Sugiyono. (2016). Metodologi Penelitian Kuantitatif, Kualitatif, dan R&D. Alfabeta.
Syardiansah. (2016). Hubungan Motivasi Belajar dan Minat Belajar terhadap Prestasi Belajar Mahasiswa Mata Kuliah Pengantar Manajemen (Studi kasus Mahasiswa Tingkat I EKM A Semester II). Jurnal Manajemen Dan Keuangan, 5(1), 440–448. https://media.neliti.com/media/publications/196966-none-017fcb72.pdf
Talib, A. (2021). Analisis Level Kognitif Taksonomi Bloom Berdasarkan Gaya Belajar Siswa Kelas VIII SMP. Seminar Nasional Hasil Penelitian 2021, 209–223. https://ojs.unm.ac.id/semnaslemlit/article/view/25243
Tulasi, D. (2010). Merunut Pemahaman Taksonomi Bloom: Suatu Kontemplasi Filosofis. Humaniora, 1(2), 359–371. https://doi.org/10.21512/humaniora.v1i2.2878
Uno, H. B., & Koni, S. (2013). Assessment Pembelajaran. Bumi Aksara.
Wardani, L. S. P., & Sabardila, A. (2020). Kualitas Argumentasi Mahasiswa dalam Wacana Debat “Budaya Literasi Sekolah” pada Pembelajaran Keterampilan Berbahasa. Diglosia: Jurnal Kajian Bahasa, Sastra, Dan Pengajarannya, 3(3), 341–350. https://doi.org/10.30872/diglosia.v3i3.61
Yusuf, M. (2015). Metode Penelitian: Kuantitatif, Kualitatif, dan Penelitian Gabungan. Prenamedia Group.