PELATIHAN GURU MADRASAH DALAM PEMANFAATAN APLIKASI IDENTIFIKU UNTUK ASESMEN DIAGNOSTIK GUNA MENDUKUNG PEMBELAJARAN BERDIFERENSIASI

Muhammad Noor Hasan Siregar; Yulia Rizki Ramadhani; Yuswin Harputra

doi:10.31764/jmm.v9i5.34622

PELATIHAN GURU MADRASAH DALAM PEMANFAATAN APLIKASI IDENTIFIKU UNTUK ASESMEN DIAGNOSTIK GUNA MENDUKUNG PEMBELAJARAN BERDIFERENSIASI

Muhammad Noor Hasan Siregar, Yulia Rizki Ramadhani, Yuswin Harputra

Abstract

Abstrak: Perkembangan Kurikulum Merdeka menuntut guru memiliki kompetensi dalam merancang pembelajaran berdiferensiasi berbasis data asesmen diagnostik. Namun, banyak guru masih menghadapi kendala dalam pelaksanaannya. Program Pengabdian kepada Masyarakat ini bertujuan meningkatkan kompetensi guru melalui pemanfaatan aplikasi IdentifiKu. Kegiatan dilaksanakan di MTs YPKS Padangsidimpuan dengan peserta 29 guru dan 2 tenaga kependidikan, meliputi sosialisasi, workshop, implementasi kelas pilot, dan evaluasi. Evaluasi dilakukan dengan pre-test dan post-test, observasi, serta angket respon guru, dengan indikator keberhasilan berupa peningkatan pemahaman guru, efisiensi asesmen, akurasi identifikasi kebutuhan belajar, dan respon peserta. Hasil menunjukkan pemahaman guru meningkat dari 37,8% menjadi 68,9%, efisiensi asesmen naik hingga 80% dengan waktu pelaksanaan berkurang dari 3,5 jam menjadi 45 menit per kelas, dan akurasi identifikasi kebutuhan belajar siswa mencapai 92%. Respon guru juga positif, 72,4% menyatakan aplikasi memudahkan pembelajaran berdiferensiasi dan 86% menilai pelatihan bermanfaat. Program ini membuktikan IdentifiKu efektif mendukung implementasi Kurikulum Merdeka.

Abstract: The implementation of the Merdeka Curriculum requires teachers to master differentiated learning design based on diagnostic assessments. However, many teachers still face challenges in carrying out such assessments effectively. This Community Service Program aimed to improve teachers’ competence through the use of the IdentifiKu application. The program was conducted at MTs YPKS Padangsidimpuan with 29 teachers and 2 education staff, involving socialization, workshops, pilot class implementation, and evaluation. The evaluation system applied pre-test and post-test, observation, and teacher response questionnaires. Success indicators included teachers’ understanding, efficiency of assessment, accuracy in identifying students’ learning needs, and positive responses. Results showed an increase in teachers’ understanding from 37.8% to 68.9%, assessment efficiency improved by 80% with implementation time reduced from 3.5 hours to 45 minutes per class, and accuracy of identifying students’ learning needs reached 92%. Teacher responses were also positive, with 72.4% acknowledging the application’s support for differentiated learning and 86% rating the training as highly beneficial.

Keywords

Diagnostic Assessment; Differentiated Learning; Digital Literacy; Identifiku; Community Service

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DOI: https://doi.org/10.31764/jmm.v9i5.34622