IMPLEMENTASI ASSEMEN DIAGNOSTIC UNTUK MENENTUKAN PROFIL GAYA BELAJAR SISWA DALAM PEMBELAJARAN DIFERENSIASI DI SEKOLAH DASAR

Dwi  Yani; Susriyati  Muhanal; Aynin  Mashfufah

doi:10.46306/jurinotep.v1i3.27

Authors

Dwi Yani Universitas Negeri Malang
Susriyati Muhanal Universitas Negeri Malang
Aynin Mashfufah Universitas Negeri Malang

DOI:

https://doi.org/10.46306/jurinotep.v1i3.27

Keywords:

assesment diagnostic, differentiation learning, students learning style profiles, assessment diagnostic, pembelajaran berdifferensiasi, profil gaya belajar siswa

Abstract

The profile of a Pancasila student is a student character that must be formed and realized in the implementation of the independent curriculum. Learning that meets students' learning needs in accordance with the profile of students' learning styles characterizes the implementation of the independent curriculum. This study aims to determine the implementation of diagnostic assessments to determine student learning style profiles in differentiated learning in elementary schools. This research is a qualitative research using observation, documentation and interview data collection techniques. The results showed that the diagnostic assessment to determine students' learning style profiles had a good effect on differentiated learning in thematic learning in elementary schools through process differentiation, content differentiation and product differentiation which were in accordance with the principles of differentiation learning. Diagnostic tests or pre-learning tests are related to mapping students' learning styles, interests, and prior knowledge so that teachers can carry out differentiated learning according to students' needs. Optimization of diagnostic tests is carried out in order to improve the quality of thematic learning so that it fits the needs of students and the time used in learning is also effective

Downloads

Download data is not yet available.

References

Arikunto, Suharsimi. 2009. Dasar-Dasar Evaluasi Pendidikan. Jakarta: PT Bumi Aksara

Kepmendikbudristek No. 56 Tahun 2022 tentang Pedoman Penerapan Kurikulum dalam rangka Pemulihan Pembelajaran(Tersedia dalam https://jdih.kemdikbud.go.id/sjdih/siperpu/dokumen/salinan/salinan_20220215_093900_Salinan%20Kepmendikbudristek%20No.56%20ttg%20Pedoman%20Penerapan%20Kurikulum.pdf) Diunduh pada 27 Agustus 2022

PermendikbudristekNomor 16 Tahun 2022 tentang Standar Proses. Tersedia dalam https://jdih.kemdikbud.go.id/sjdih/siperpu/dokumen/salinan/salinan_20220421

Putrayasa, Ida Bagus. 2013. Landasan Pembelajaran. Singaraja: Undiksha

Sanjaya, Wina. 2009. Strategi Pembelajaran, Berorientasi Standar Proses Pendidikan. Jakarta:

Kencana

Sardiman. 2014. Interaksi dan Motivasi Belajar Mengajar. Jakarta: PT RajaGrafindo

Persada.Slavin, Robert E. 20105. Cooperative Learning: Teori Riset dan Praktik. Terjemahan

Narulita Yusron. Cooperative Learning: Theory, Research, andPratice. Bandung: Nusa Media.

Undang-Undang Nomor 20 Tahun 2002 tentang Sistem Pendidikan Nasional (Tersedia dalam https://pmpk.kemdikbud.go.id/assets/docs/UU_2003_No_20__Sistem_Pendidikan_Nasional.pdf) Diunduh pada 27 Agustus 2022

Chandra Handa, M. (2019). Leading Differentiated Learning for the Gifted. Roeper Review, 41(2), 102–118. https://doi.org/10.1080/02783193.2019.1585213

Danang Prasetyo, M. D. R. (2019).Pentingnya Pendidikan Krakter Melalui Keteladanan Guru. Harmony, 4(1).

Ellya Novera, Daharnis, Yeni Erita, A. F. (2021). Jurnal basicedu. Jurnal Basicedu, 5(6), 6349_6356.Faiz, A. (2022).

Program Guru Penggerak Sebagai Sumber Belajar. Jurnal Pendidikan Dan Pembelajaran, 14(1), 2442–2355.

Grissom, J. A., & Bartanen, B. (2019). Principal effectiveness and principal turnover. Education Finance and Policy, 14(3), 355–382. https://doi.org/10.1162/edfp_a_0025

Hodges, T. S., & McTigue, E. M. (2014). Renovating Literacy Centers for Middle Grades: Differentiating, Reteaching, and Motivating. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 87(4), 155–160. https://doi.org/10.1080/00098655.2014.886550

Jayanti, G. D., Setiawan, F., Azhari, R., & Putri Siregar, N. (2021). Analisis Kebijakan Peta Jalan Pendidikan Nasional 2020-2035. Jurnal Pendidikan Dasar Dan Keguruan, 6(1), 40–48. https://doi.org/10.47435/jpdk.v6i1.618

Marisa, M. (2021). Inovasi Kurikulum “Merdeka Belajar” di Era Society 5.0. Santhet: (Jurnal Sejarah, Pendidiikan Dan Humaniora), 5(1), 66–78. https://doi.org/10.36526/js.v3i2.e-ISSN

Marlina, M., Efrina, E., & ... (2020). Model Asesmen Pembelajaran Berdiferensiasi Bagi Siswa Berkebutuhan Khusus Di Sekolah Inklusif. Jurnal .... http://ejurnal-mapalus-unima.ac.id/index.php/ortopedagogik/article/view/1779

Maryani, E., & Syamsudin, H. (2009). Pengembangan Program Pembelajaran IPS Untuk Meningkatkan Kompetensi Keterampilan Sosial. JurnalPenelitian, 9(1), 1–15. http://jurnal.upi.edu/file/Enok_Maryani.pdfMiftah Nurul Annisa, A. W. (2020).

Miftah Nurul Annisa, A. W. (2020). Pentingnya Pendidikan Karakter pada Anak Sekolah Dasar di Zaman Serba Digital. Jurnal Pendidikan Dan Sains, 2(1), 35–48. https://ejournal.stitpn.ac.id/index.php/bintangPentingnya Pendidikan Karakter pada Anak Sekolah Das. Jurnal Pendidikan Dan Sains, 2(1), 35–48. https://ejournal.stitpn.ac.id/index.php/bintang

Morgan, H. (2014). Maximizing Student Success with Differentiated Learning. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 87(1), 34–38. https://doi.org/10.1080/00098655.2013.832130Nasution, S. W. (2022). Assesment Kurikulum Merdeka Belajar Di Sekolah Dasar. Prosiding Pendidikan Dasar, 1, 135–142. https://doi.org/10.34007/ppd.v1i1.181

Pradina, Q., Faiz, A., & Yuningsih, D. (2021). Peran Guru dalam Membentuk Karakter Disiplin ( Studi Pada Siswa di Mi Nihayatul Amal Gunungsari Cirebon ). Edukatif: Jurnal Ilmu Pendidikan, 3(6), 4118–4125

Siswa, K. P., Suryaningsih, A., & Noventari, W. (2021). Intensifikasi Profil Pelajar Pancasila dan Implikasinya Terhadap. Jurnal Ketahanan Nasional, 27(2), 230–249. http://jurnal.ugm.ac.id/JKN

Suryaman, M. (2020). Orientasi Pengembangan Kurikulum Merdeka Belajar. Seminar Nasional Pendidikan Bahasa Dan Sastra, 1(1), 13–28. https://ejournal.unib.ac.id/index.php/semiba/article/view/13357

Wardati, Z. (2019). Peran Guru dalam Pembentukan Karakter Sosial Anak pada Habib Alby Homeschooling The Role of Teachers in Forming Children’s Social Character at Habib Alby Homeschooling. DAYAH: Journal of Islamic Education, 2(2), 261–280. http://repo.iain-tulungagung.ac.id/2834/11/BAB II -Rev.pdf

Webb, C., & Baird, J. H. (1968). Learning Differences Resulting from Teacher-and Student-Centered Teaching Methods. The Journal of Higher Education, 39(8), 456–460. https://doi.org/10.1080/00221546.1968.11776534Wonosobo, D. I. M. I. N. (2022). IMPELEMENTASI KURIKULUM MERDEKA BELAJAR. 12(2020), 95–101. https://doi.org/0.15642/jkpi.2022.12.60.-71

Wulandhari, C. A., Zulfiati, H. M., &Rahayu, A. (2019). Peran guru dalam pembentukan karakter peduli lingkungan melalui pembelajaran tematik di kelas IV SD 1 Sewon. Prosiding Seminar Nasional PGSD 2019, 1(April), 85–96

.Zoher Hilmi, M. (2017). Implementasi pendidikan IPS di sekolah dasar. JIME: Jurnal Ilmiah MandalaEducation, 3(2), 168. http://ejournal.mandalanursa.org/index.php/JIME/article/view/198/189