Kesesuaian Level Soal Membaca Pemahaman dalam Buku Bahasa Indonesia Kelas VIII dengan Tujuan Pembelajaran Kurikulum Merdeka
https://doi.org/10.30605/onoma.v11i4.6979
Keywords:
Soal Pemahaman Membaca, Taksonomi Barret, Revisi Taksonomi Bloom, kurikulum Merdeka.Abstract
Penelitian ini bertujuan untuk menganalisis kesesuaian level soal pemahaman bacaan dalam buku bahasa Indonesia kelas VIII dengan tujuan pembelajaran Kurikulum Merdeka. Penelitian ini menggunakan metode kualitatif dengan desain analisis isi. Sumber data berupa buku Bahasa Indonesia kelas VIII, terbitan Kemendikbud 2021. Data berupa 60 soal pemahaman bacaan, yang terdapat dalam tujuh jenis teks (teks sastra dan nonsastra). Teknik pengumpulan dilakukan dengan analisis isi dan dokumentasi. Kebaruan penelitian ini terletak pada penggunaan dua kerangka taksonomi. Taksonomi Barret dan Revisi Taksonomi Bloom digunakan untuk menganalisis level soal pemahaman bacaan secara komprehensif, dalam konteks implementasi Kurikulum Merdeka, yang belum dilakukan dalam penelitian sebelumnya. Instrumen penelitian menggunakan teori Taksonomi Barret dengan lima tingkatan yaitu literal, reorganisasi, inferensial, evaluasi, dan apresiasi, serta Revisi Taksonomi Bloom dengan enam level kognitif C1-C6. Teknik analisis data dilakukan melalui pengumpulan data, kondensasi data, penyajian data, dan penarikan kesimpulan. Hasil analisis menunjukan bahwa distribusi soal dalam buku bahasa Indonesia kelas VIII bervariasi, serta mencerminkan orientasi pada pengembangan HOTS. Berdasarkan Taksonomi Barret, soal didominasi oleh level inferensial (40%), diikuti reorganisasi (21,67%), literal (16,67%), evaluasi (13,33%), dan apresiasi (8,33%). Sementara itu, berdasarkan Revisi Taksonomi Bloom, soal didominasi oleh level (C4) 33,33%, diikuti (C2) 21,70%, (C5) 18,33%, (C1) 15%, (C3) 10%, dan (C6) 1,67%. Distribusi ini menunjukkan adanya upaya peningkatan keterampilan berpikir tingkat tinggi (HOTS) yang selaras dengan tujuan pembelajaran Kurikulum Merdeka dalam mengembangkan kemampuan berpikir kritis siswa. Buku teks telah sesuai dengan tujuan pembelajaran Kurikulum Merdeka untuk meningkatkan keterampilan berpikir kritis siswa melalui penyajian soal-soal HOTS. Namun, komposisi soal HOTS masih belum merata dalam setiap bab. Disarankan agar penyusun buku teks menyajikan proporsi soal yang lebih merata dan bervariatif dalam setiap bab, untuk mengoptimalkan pengembangan kemampuan literasi dan berpikir kritis siswa.
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