Observasi keterampilan bertanya mahasiswa melalui implementasi Student Questioning Card (SQC)

Abstract

Kemampuan komunikasi merupakan salah satu tantangan di abad ke-21. Keterampilan bertanya juga dibutuhkan oleh mahasiswa calon guru. Di Program Studi Pendidikan Guru Sekolah Dasar (PGSD) FKIP Universitas Mataram, kemampuan tersebut sulit dieksplorasi karena fasilitas pembelajaran yang selama ini diimplementasikan belum dapat menjangkau seluruh mahasiswa untuk bertanya selama perkuliahan tatap muka maupun pembelajaran daring. Penelitian bertujuan untuk mendeskripsikan keterampilan bertanya mahasiswa melalui implementasi Student Questioning Card (SQC). Sampel terdiri dari 35 mahasiswa Program Studi PGSD FKIP Universitas Mataram yang dipilih secara random. Untuk mengoleksi pertanyaan, setiap mahasiswa menuliskan minimal 3 pertanyaan di SQC selama perkuliahan berlangsung. Kualitas pertanyaan dinilai dari aspek kesesuaian dengan topik makalah, struktur bahasa, dan tingkatan kognitif berdasarkan taksonomi Bloom hasil revisi. Kami menemukan bahwa kualitas pertanyaan mahasiswa berada pada kategori tidak baik di atas 61%. Proporsi HOTS pada kelompok pertanyaan benar sebesar 34.25%, dan LOTS sebesar 65.75 %. Untuk Proporsi HOTS pada kelompok pertanyaan kurang benar sebesar 22.38%, dan LOTS sebesar 77.62 %. Adapun pada kelompok pertanyaan yang salah HOTS sebesar 37.93%, dan LOTS sebesar 62.07 %.

Abstract

Communication skills are one of the challenges in the 21st century. Asking skills are also needed by prospective teacher students in the Elementary School Teacher Education Study Program (PGSD) at FKIP University of Mataram. This ability is difficult to explore because the learning facilities that have been implemented so far have not been able to reach all students to ask questions during face-to-face lectures or online learning. This study aims to describe students' questioning skills through the implementation of the Student Questioning Card (SQC). The sample consisted of 35 students of the PGSD FKIP University of Mataram who were randomly selected. Each student writes down at least three questions in SQC during the lecture to collect questions. The quality of the questions was assessed from the aspect of suitability with the paper's topic, language structure, and cognitive level based on Bloom's revised taxonomy. We found that the quality of student questions was in the poor category, above 61%. The proportion of HOTS in the correct question group is 34.25%, and LOTS is 65.75%. The proportion of HOTS in the question group that is less true is 22.38%, and LOTS is 77.62%. As for the wrong question group, HOTS is 37.93%, and LOTS is 62.07%.