KESIAPAN GURU DALAM PENERAPAN TAKSONOMI SOLO PADA PEMBELAJARAN SOSIOLOGI DI SMA NEGERI 1 KARTASURA

Abstrak

Penelitian ini bertujuan untuk mendeskripsikan kesiapan guru dalam penerapan Taksonomi Structure of the Observed Learning Outcome (SOLO) pada pembelajaran Sosiologi di SMA Negeri 1 Kartasura dan mengidentifikasi hambatan yang memengaruhi kesiapan tersebut. Penelitian menggunakan pendekatan kualitatif dengan jenis penelitian deskriptif. Data diperoleh melalui wawancara, observasi, dan dokumentasi. Informan penelitian terdiri atas dua guru Sosiologi dan Wakil Kepala Sekolah Bidang Kurikulum. Data dianalisis melalui reduksi data, penyajian data, serta penarikan kesimpulan dan verifikasi. Keabsahan data diperiksa melalui triangulasi sumber dan teknik. Hasil penelitian menunjukkan bahwa guru telah memiliki kesiapan awal untuk mendukung penerapan Taksonomi SOLO. Pada aspek pemahaman, guru telah mengenal SOLO melalui konteks Pembelajaran Mendalam dan forum MGMP, tetapi pemahaman mengenai penerapan praktisnya masih terbatas. Pada aspek perencanaan, guru telah menyesuaikan perangkat dan aktivitas pembelajaran dengan karakteristik peserta didik, tetapi SOLO belum digunakan secara eksplisit sebagai dasar penyusunan perangkat. Pada aspek pelaksanaan, guru telah menggunakan pembelajaran aktif dan kontekstual melalui studi kasus, diskusi, proyek, serta Discovery Learning, tetapi belum mengaitkannya secara eksplisit dengan level SOLO. Pada aspek asesmen, guru telah menggunakan tugas dan soal yang menuntut kemampuan berpikir, sedangkan kisi-kisi yang dianalisis masih menggunakan Taksonomi Bloom. Hambatan yang ditemukan meliputi keterbatasan pemahaman operasional, belum adanya pelatihan khusus yang aplikatif, kebiasaan menggunakan Taksonomi Bloom, keterbatasan waktu dan beban pekerjaan, serta belum adanya tuntutan khusus dari sekolah. This study aimed to describe teachers’ readiness for implementing the Structure of the Observed Learning Outcome (SOLO) Taxonomy in Sociology learning at SMA Negeri 1 Kartasura and to identify the obstacles affecting such readiness. The study employed a qualitative approach with a descriptive research type. Data were collected through interviews, observation, and documentation. The informants consisted of two Sociology teachers and the Vice Principal for Curriculum. Data were analyzed through data reduction, data display, and conclusion drawing and verification. Data validity was examined through source and technique triangulation. The findings indicate that the teachers demonstrated an initial readiness to support the implementation of the SOLO Taxonomy. In terms of understanding, the teachers had been introduced to SOLO through the context of Deep Learning and the Sociology MGMP, but their practical understanding remained limited. In lesson planning, the teachers had adapted learning activities to students’ characteristics, yet SOLO had not been explicitly used as a framework for planning. In lesson implementation, teachers had employed active and contextual learning through case studies, discussions, projects, and Discovery Learning, but these practices had not been explicitly aligned with SOLO levels. In assessment, teachers had used tasks and questions requiring analytical thinking, while the assessment blueprint examined still employed Bloom’s Taxonomy. The identified obstacles included limited operational understanding, the absence of specific practice-oriented training, established familiarity with Bloom’s Taxonomy, limited time and workload, and the absence of specific school requirements regarding SOLO implementation.