ANALISIS ASESMEN DIAGNOSTIK NON-KOGNITF DI SEKOLAH DASAR

    Syifa Auliya Zahra, - (2025) ANALISIS ASESMEN DIAGNOSTIK NON-KOGNITF DI SEKOLAH DASAR. S1 thesis, Universitas Pendidikan Indonesia.

    Abstract

    Asesmen diagnostik non-kognitif merupakan bagian dari Kurikulum Merdeka yang bertujuan untuk mengetahui gaya belajar, minat, bakat, dan kondisi sosio-emosional siswa, yang kemudian dapat digunakan dalam merancang
    pembelajaran yang relevan dan dapat memenuhi kebutuhan siswa yang beragam. Keterampilan guru dalam dalam menyusun instrumen, teknik, serta menganalisis hasil asesmen untuk menentukan tindak lanjut yang sesuai sangat dibutuhkan. Namun, pada kenyataannya pelaksanaan asesmen diagnostik non-kognitif masih belum diterapkan secara optimal. Berdasarkan permasalahan ini, peneliti tertarik
    untuk melakukan penelitian yang dapat menggali pengalaman guru dalam menerapkan asesmen diagnostik non-kognitif. Penelitian ini juga mencakup pemanfaatan hasil asesmen tersebut, hambatan yang dihadapi, serta solusi untuk
    mengatasinya. Menggunakan metode kualitatif dengan desain studi fenomenologi, data dikumpulkan menggunakan teknik wawancara serta studi dokumentasi. Hasil menunjukkan, guru menggunakan angket/kuesioner sebagai teknik utama dalam
    asesmen diagnostik non-kognitif untuk memahami kebutuhan siswa, dengan wawancara, dan observasi sebagai teknik pendukung lainnya. Hasil asesmen dimanfaatkan untuk merancang pembelajaran yang sesuai serta mengarahkan siswa pada pengembangan minat dan bakat. Meski menghadapi kendala seperti keterbatasan waktu, fasilitas, dan kesulitan siswa, guru mengatasinya melalui
    perencanaan matang, pendampingan, dan strategi lain yang efektif.

    Non-cognitive diagnostic assessment is a component of the Merdeka
    Curriculum aimed at identifying students' learning styles, interests, talents, and
    socio-emotional conditions, which are then used to design relevant and tailored
    learning experiences that meet diverse student needs. Teachers’ skills in developing
    instrumens, applying techniques, and analyzing assessment results to determine
    appropriate follow-up actions are crucial. However, the implementation of non
    cognitive diagnostic assessments has not been fully optimized. Based on this issue,
    the researcher is interested in conducting a study to explore teachers' experiences
    in implementing non-cognitive diagnostic assessment. This study also includes the
    utilization of assessment results, the challenges faced, and the solutions to overcome
    them. Using a qualitative approach with a phenomenological study design, data
    were collected through interviews and document analysis. The findings indicate that
    teachers use questionnaires as the primary technique for non-cognitive diagnostic
    assessments, supported by interviews and observations. The assessment results are
    utilized to design appropriate learning strategies and guide students in developing
    their interests and talents. Despite challenges such as time constraints, limited
    facilities, and students’ difficulties, teachers address these obstacles through careful
    planning, mentoring, and other effective strategies.

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    Official URL: https://repository.upi.edu/
    Item Type: Thesis (S1)
    Additional Information: https://scholar.google.com/citations?user=U2axKNsAAAAJ&hl=en ID SINTA Dosen Pembimbing Julia : 5975686 Rana Gustian Nugraha : 6095021
    Uncontrolled Keywords: Asesmen Diagnostik Non-Kognitif, Kurikulum Merdeka Diagnostic assessment, Merdeka Curriculum
    Subjects: L Education > L Education (General)
    Divisions: UPI Kampus Sumedang > PGSD Kelas UPI Kampus Sumedang
    Depositing User: Syifa Auliya Zahra
    Date Deposited: 06 May 2025 06:38
    Last Modified: 06 May 2025 06:38
    URI: http://repository.upi.edu/id/eprint/131973

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