Anik Widiastuti, Moh Irsyad Fahmi MR, Primanisa Inayati Azizah, Syamsul Kurniawan, Yunita Laila Rohmah, Adhietya Eka Andjasmara

OPTIMALISASI PEMBELAJARAN BERDIFERENSIASI MELALUI IMPLEMENTASI ASESMEN DIAGNOSTIK DI SMP

Introduction

Optimalisasi pembelajaran berdiferensiasi melalui implementasi asesmen diagnostik di smp. Optimalkan pembelajaran berdiferensiasi di SMP dengan asesmen diagnostik. Temukan tahapan implementasi dan identifikasi kebutuhan belajar siswa untuk strategi pengajaran yang efektif.

Abstract

Pembelajaran berdiferensiasi masih belum sepenuhnya berjalan optimal dalam implementasinya di sekolah. Salah satu dasar yang dapat digunakan guru untuk merancang pembelajaran berdiferensiasi adalah dengan melakukan asesmen diagnostic. Penelitian ini bertujuan untuk menggali implementasi asesmen diagnostik untuk optimalisasi pembelajaran berdiferensiasi di SMP. Menggunakan metode kualitatif deskriptif, penelitian dilakukan di salah satu SMP Negeri di Kabupaten Sleman Provinsi Daerah Istimewa Yogyakarta pada semester gasal tahun ajaran 2025/2026. Data penelitian dikumpulkan dengan teknik observasi, wawancara, dan dokumentasi kepada guru IPS SMP kelas VII, VIII, dan IX. Teknik analisis data menggunakan analisis interaktif. Hasil penelitian menunjukkan bahwa: 1) implementasi asesmen diagnostik untuk optimalisasi pembelajaran berdiferensiasi dilakukan melalui tahapan persiapan dan perencanaan, pelaksanaan asesmen diagnostik, analisis hasil asesmen, penyusunan strategi pembelajaran berdiferensiasi, implementasi pembelajaran berdiferensiasi, serta refleksi dan penyesuaian disertai tujuan dan rincian kegiatan masing-masing tahapan; 2) Optimalisasi pembelajaran berdiferensiasi dilakukan dengan identifikasi kebutuhan belajar peserta didik melalui asesmen diagnostic yang disertai tindak lanjut sesuai kategori kebutuhan. Temuan penelitian dapat menjadi rekomendasi bagi guru agar melakukan asesmen diagnostic terlebih dahulu sebagai dasar dalam merancang pembelajaran berdiferensiasi agar optimal, sehingga strategi pembelajaran yang diterapkan guru dapat memfasilitasi peserta didik dan sesuai dengan kebutuhan belajarnya.

Review

This paper presents a timely and relevant exploration into the optimization of differentiated learning through diagnostic assessment in junior high schools. Addressing the acknowledged suboptimal implementation of differentiated learning, the study clearly articulates its aim to investigate how diagnostic assessment can serve as a foundational tool for teachers. Utilizing a qualitative descriptive methodology, the research provides a detailed account of the implementation process within a specific junior high school in Sleman. This approach is well-suited for capturing the nuanced stages and mechanisms involved, offering valuable insights into a practical challenge faced by educators. A key strength of this research lies in its methodical unpacking of the diagnostic assessment implementation process. The study meticulously outlines six distinct stages, from preparation and planning to reflection and adjustment, providing a clear roadmap for educators seeking to integrate diagnostic assessment effectively. The findings robustly demonstrate how identifying student learning needs through diagnostic assessment, followed by tailored interventions, directly contributes to the optimization of differentiated learning. This step-by-step breakdown, coupled with the practical recommendation for teachers to prioritize diagnostic assessment, offers actionable strategies that can significantly enhance pedagogical practice and student engagement. The use of multiple data collection techniques (observation, interviews, documentation) also strengthens the trustworthiness of the findings. While offering valuable insights, the study's scope within a single public junior high school, focusing specifically on IPS teachers, inherently limits the generalizability of its findings. Future research could benefit from exploring these processes across a more diverse range of schools, subjects, and educational contexts to build a broader understanding. Furthermore, the abstract mentions the research period as "semester gasal tahun ajaran 2025/2026," which raises a methodological question regarding whether the results presented are from a completed study or a proposed one, or if it is a typographical error for a past academic year. Clarifying this would enhance the credibility of the reported findings. Integrating an analysis of the specific challenges encountered during each implementation stage, beyond merely outlining the steps, would also provide a more holistic understanding and offer deeper practical implications for overcoming obstacles in practice.

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