Penelitian ini masih jauh dari sempurna. Dari hasil penelitian, terdapat beberapa saran yang peneliti usulkan:
1. Saran Metodologis
a. Mempertimbangkan faktor-faktor lain dalam model Education Effectiveness Research (EER) Creemers dan Kyriakides (2008), yaitu classroom-level factors, school-level factors, dan context-level factors, atau variabel lainnya dalam student-context-level factors.
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b. Beberapa aitem dalam komponen HOMEPOS, seperti literatur dan perangkat lunak, dari segi budaya Indonesia, mungkin saja tidak dimiliki oleh semua rumah tangga atau belum diberikan kepada siswa usia 15 tahun. Hal ini mungkin saja mempengaruhi pengukuran SES dan pengukuran keterkaitan SES terhadap HOTS siswa.
c. Membahas hubungan langsung antara SES dengan kemampuan bahasa atau literasi membaca, sehingga bisa lebih menjelaskan hasil penelitian.
d. Menggunakan variabel mediator dalam mengukur SES dengan HOTS.
e. Penelitian ini menggunakan data sekunder. Kekosongan data baik pada variabel SES maupun HOTS menjadi salah satu kendala dalam pengolahan data. Dengan demikian, untuk penelitian selanjutnya, diharap untuk mencoba melakukan pengukuran SES dan HOTS menggunakan data primer.
2. Saran Praktis
a. Bagi PISA, diharapkan dapat memberikan pemaparan lebih lengkap mengenai pengukuran dan interpretasi SES menggunakan Indeks ESCS. Dengan demikian, peneliti selanjutnya yang hendak menggunakan data Indeks ESCS dapat
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lebih memahami interpretasi dan penggunaan data Indeks ESCS.
b. Bagi pemerintah, pemerintah diharapkan mampu memberikan perhatian yang lebih besar untuk pengembangan program pendidikan yang menunjang HOTS siswa Indonesia, sehingga siswa Indonesia mampu bersaing secara global. Selain itu, pemerintah diharapkan mampu meningkatkan partisipasi sekolah dan pelajar Indonesia dalam pengukuran PISA berikutnya. Dengan demikian, bisa didapat data yang lebih banyak, yang mampu menggambarkan kondisi pendidikan Indonesia lebih baik.
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LAMPIRAN
67 LAMPIRAN 1 Blueprint Indeks ESCS 1. Indeks PARED
MISC ED
Mother’s Education
HISCED (Highest education of parents (ISCED))
PARED (Index highest parental education in
years of schooling) 0 None
1 ISCED level 1 (primary education) 2 ISCED level 2 (lower secondary) 3 ISCED level 3B/3C
(vocational/pre-vocational upper secondary) 4
ISCED level 3A (general upper secondary) and/or ISCED level 4 (non-tertiary post-secondary)
5 ISCED level 5B (vocational tertiary) 6
ISCED level 5A and/or ISCED level 6 (theoretically oriented tertiary and post graduate)
FISCE D
Father's Education 0 None
1 ISCED level 1 (primary education) 2 ISCED level 2 (lower secondary) 3 ISCED level 3B/3C
(vocational/pre-vocational upper secondary) 4
ISCED level 3A (general upper secondary) and/or ISCED level 4 (non-tertiary post-secondary)
5 ISCED level 5B (vocational tertiary) 6
ISCED level 5A and/or ISCED level 6 (theoretically oriented tertiary and post graduate)
68 2. Indeks HISEI
BMMJ1 ISEI of mother (mother’s occupational status) HISEI (Index highest parental occupational
status) BFMJ2 ISEI of father (father’s occupational status)
3. HOMEPOS
ST011Q01TA In your home: A desk to study at
HOMEPOS (Home possessions
(WLE)) ST011Q02TA In your home: A room of your own
ST011Q03TA In your home: A quiet place to study
ST011Q04TA In your home: A computer you can use for school work
ST011Q05TA In your home: Educational software ST011Q06TA In your home: A link to the Internet ST011Q07TA In your home: Classic literature (e.g.
<Shakespeare>)
ST011Q08TA In your home: Books of poetry
ST011Q09TA In your home: Works of art (e.g. paintings)
ST011Q10TA In your home: Books to help with your school work ST011Q11TA In your home: <Technical reference books>
ST011Q12TA In your home: A dictionary
ST011Q16NA In your home: Books on art, music, or design ST011D17TA In your home: <Country-specific wealth item 1>
ST011D18TA In your home: <Country-specific wealth item 2>
ST011D19TA In your home: <Country-specific wealth item 3>
ST012Q01TA How many in your home: Televisions ST012Q02TA How many in your home: Cars
ST012Q03TA How many in your home: Rooms with a bath or shower
ST012Q05NA How many in your home: <Cell phones> with Internet access (e.g. smartphones)
ST012Q06NA How many in your home: Computers (desktop computer, portable laptop, or notebook)
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ST012Q07NA How many in your home: <Tablet computers> (e.g.
<iPad>, <BlackBerry> <PlayBook>)
ST012Q08NA How many in your home: E-book readers (e.g.
<Kindle>, <Kobo>, <Bookeen>)
ST012Q09NA How many in your home: Musical instruments (e.g.
guitar, piano)
ST013Q01TA How many books are there in your home?
70 LAMPIRAN 2
Blueprint HOTS Literasi Membaca
Cognitive Process Cognitive Process Subscale
Single-source text
Multiple-source text Level
Searching for and selecting relevant text
Locating Information
CR560Q10S 4
DR547Q09C 4 CR561Q06S 4
CR566Q14S 4
Scan and Locate
DR102Q05C 4
CR551Q01S 4
CR104Q02S 5
CR551Q08S 5
CR104Q05S 6
CR566Q09S 6
Representing literal meaning
Understanding
DR546Q03C 4
CR424Q02S 4
CR437Q01S 4
CR455Q05S 5
CR404Q07S 5
CR466Q03S 5
CR227Q02S 5
CR556Q04S 6
CR412Q06S 6
Integrating and generating inferences
CR547Q10S 4
CR549Q06S 4
CR549Q13S 4
DR562Q06C 4
DR067Q04C 4
DR111Q06C 4
CR404Q06S 4
CR543Q10S 4
DR404Q10BC 4
71
DR412Q08C 4
DR552Q03C 4
DR552Q04C 4 CR567Q11S 4 DR550Q07C 5 CR547Q07S 5
DR562Q03C 5
CR220Q01S 5
DR554Q07C 5
DR406Q02C 5
DR102Q04C 5
CR551Q10S 5
DR573Q06C 5
DR437Q07C 6
Assessing quality and credibility
Evaluating and reflecting
DR541Q04C 4
DR544Q07C 5
DR541Q09C 5
DR561Q07C 6
Reflecting in content and form
DR420Q06C 4
DR455Q02C 4
CR556Q12S 4
CR566Q05S 4
DR111Q02BC 5
CR541Q01S 5
CR551Q06S 5
CR566Q04S 6
Detecting and handling conflict
CR558Q10S 4 DR558Q12C 4 DR565Q02C 4 DR565Q05C 4 DR541Q11C 4 CR551Q09S 4 DR551Q11C 4 DR544Q13C 5 DR568Q13C 5 DR543Q15C 6 CR544Q14S 6 CR432Q06S 6
72 LAMPIRAN 3 Tabel Deskriptif 1. Tabel Deskriptif SES
Descriptive Statistics
N Minimum Maximum Mean Std. Deviation Index of economic,
social and cultural status
12008 -5.7836 2.9689 -1.369430 1.1137768
Valid N (listwise) 12008
2. Tabel Deskriptif HOTS
Descriptive Statistics
N Minimum Maximum Mean Std. Deviation
HOTS RL 12098 0 15 1.60 1.990
Valid N (listwise) 12098
73 LAMPIRAN 4 Tabel Kategorisasi 1. Kategorisasi SES
Kategorisasi ESCS Median
Frequency Percent Valid Percent
Cumulative Percent
Valid Rendah 6086 50.3 50.7 50.7
Tinggi 5922 49.0 49.3 100.0
Total 12008 99.3 100.0
Missing System 90 .7
Total 12098 100.0
2. Kategorisasi HOTS
Kategorisasi HOTS Med
Frequency Percent Valid Percent
Cumulative Percent
Valid Rendah 7386 61.1 61.1 61.1
Tinggi 4712 38.9 38.9 100.0
Total 12098 100.0 100.0
74 LAMPIRAN 5
Tabel Regresi
Variables Entered/Removeda
Model
Variables Entered
Variables
Removed Method
1 ESCS_RECb . Enter
a. Dependent Variable: HOTSRL_REC b. All requested variables entered.
Model Summary
Model R R Square
Adjusted R Square
Std. Error of the Estimate
1 .011a .000 .000 .33175
a. Predictors: (Constant), ESCS_REC
ANOVAa
Model Sum of Squares df Mean Square F Sig.
1 Regression .098 1 .098 .894 .344b
Residual 798.677 7257 .110
Total 798.775 7258
a. Dependent Variable: HOTSRL_REC b. Predictors: (Constant), ESCS_REC
Coefficientsa
Model
Unstandardized Coefficients
Standardized Coefficients
t Sig.
B Std. Error Beta
1 (Constant) .577 .004 148.311 .000
ESCS_REC -7.388E-5 .000 -.011 -.946 .344
a. Dependent Variable: HOTSRL_REC