Pendampingan penyusunan instrumen asesmen diagnostik dalam implementasi kurikulum merdeka

Tyas Deviana, Tyas Deviana

Abstract


Abstrak

Pembelajaran dalam pelaksanaannya dilakukan  secara berkelanjutan dari materi satu ke materi selanjutnya, dari kelas sebelumnya ke kelas yang akan ditempuh. Hal ini bertujuan agar peserta didik dapat mengembangkan kompetensinya secara utuh, holistic, dan berkelanjutan.  Dalam merancang suatu pembelajaran yang berkelanjutan, maka perlu dilakukan asessmen diagnostic di awal, untuk memetakan kemampuan peserta didik. Posisi Asessmen Diagnostik bertujuan untuk mendiagnosis kemampuan dan mengetahui kondisi awal siswa, serta menganalisis kesulitan peserta didik. Asessmen Diagnostik dilaksanakan dengan memperhatikan capaian kelas selanjutnya dan capaian kelas baru, sehingga diperlukan komunikasi antara guru di kelas sebelumnya dengan guru di kelas baru. Asessmen Diagnostik merupakan asesmen yang dilakukan secara spesifik untuk mengidentifikasi kompetensi, kekuatan, kelemahan peserta didik, sehingga pembelajaran dapat dirancang sesuai dengan kompetensi dan kondisi peserta didik. Peserta Didik yang perkembangan atau hasil belajarnya paling tertinggal berdasarkan hasil Asesmen Diagnostik, diberikan pendampingan belajar secara afirmatif. Tujuan dari pengabdian yang dilakukan oleh tim pengusul yaitu guru sasaran mampu memahami konsep perencanaan dan pelaksanaan Asessmen Diagnostik pada peserta didik kelas yang diampu, sehingga guru sasaran dapat melakukan uji coba Asessmen Diagnostik yang sesuai. Sedangkan tujuan khusus yang dicapai guru sasaran yaitu sebagai berikut: 1) Mampu mengidentifikasi masalah atau kesulitan belajar yang dialami peserta didik; 2) Membantu guru sasaran dalam merencanakan pembelajaran yang efisien; 3) Memperoleh informasi yang lengkap tentang peserta didik (kelebihan, kesulitan belajar); serta 4) membantu merancang baseline untuk asesmen belajar lebih lanjut. Metode yang digunakan dalam kegiatan pengabdian ini dimulai dari workshop, pendampingan, implementasi, monitoring dan evaluasi dan diakhiri dengan pelaporan hasil pengabdian terkait kegiatan pendampingan penyusunan asesmen diagnostik dalam implementasi kurikulum merdeka. Hasil dari pengabdian yang dilakukan secara umum guru mampu menyusun instrumen asesmen diagnostik yang sesuai. Selanjutnya guru juga sudah mengimplementasikan instrumen diagnostik dan hasilnya digunakan sebagai dasar untuk merencanakan pembelajaran yang disesuaikan dengan kebutuhan belajar peserta didik.

 

Kata kunci: asesmen; diagnostik; kurikulum; merdeka

 

Abstract

Learning in its implementation is carried out continuously from one material to the next, from the previous class to the class that will be taken. This aims to ensure that students can develop their competencies in a complete, holistic and sustainable manner. In designing sustainable learning, it is necessary to carry out a diagnostic assessment at the beginning, to map students' abilities. The Diagnostic Assessment position aims to diagnose abilities and determine students' initial conditions, as well as analyze students' difficulties. Diagnostic assessments are carried out by paying attention to the achievements of the next class and the achievements of the new class, so communication is needed between teachers in the previous class and teachers in the new class. Diagnostic Assessment is an assessment carried out specifically to identify students' competencies, strengths and weaknesses, so that learning can be designed according to students' competencies and conditions. Students whose development or learning outcomes are most lagging behind based on the results of the Diagnostic Assessment, are given affirmative learning assistance. The aim of the service carried out by the proposing team is that the target teacher is able to understand the concept of planning and implementing Diagnostic Assessments for students in the classes they teach, so that the target teachers can carry out Diagnostic Assessment trials well. Meanwhile, the specific objectives achieved by the target teacher are as follows: 1) Able to identify learning problems or difficulties experienced by students; 2) Helping target teachers in planning efficient learning; 3) Obtain complete information about students (strengths, learning difficulties); and 4) help design a baseline for further learning assessment. The method used in this activity starts from workshops, mentoring, implementation, monitoring and evaluation and ends with reporting the results of the service related to assistance in preparing diagnostic assessments in implementing the independent curriculum. The results of the service carried out in general teachers are able to compile appropriate diagnostic assessment instruments. Furthermore, teachers have also implemented diagnostic instruments and the results are used as a basis for planning learning tailored to the learning needs of students.

 

Keywords: assessment; diagnostics; curriculum; merdeka


Keywords


assessment; diagnostics; curriculum; merdeka

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References


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DOI: https://doi.org/10.31764/jpmb.v8i4.26837

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