Pelatihan dan pendampingan penyusunan instrumen asesmen kompetensi numerasi adaptif bagi guru SLB Insan Madani Metro

Abstract

Abstrak

Pendidik Sekolah Luar Biasa (SLB) memegang peran penting dalam memantau dan mengembangkan capaian numerasi peserta didik berkebutuhan khusus. Namun, praktik penilaian di lapangan masih cenderung bertumpu pada skor benar-salah yang belum sepenuhnya menggambarkan proses berpikir, kemampuan individual, dan potensi peserta didik. Kegiatan pengabdian ini bertujuan untuk meningkatkan kompetensi pendidik SLB Insan Madani Metro dalam menyusun asesmen kompetensi numerasi yang adaptif, observasional, dan berbasis kekuatan (strength-based) bagi peserta didik berkebutuhan khusus, termasuk anak dengan gangguan spektrum autisme (ASD). Kegiatan pendampingan dilaksanakan di SLB Insan Madani Metro pada tanggal 14-16 Agustus 2026. Sasaran kegiatan terdiri atas 17 pendidik pada sekolah mitra yang melayani 44 peserta didik dengan tujuh kategori hambatan. Pelaksanaan kegiatan mencakup tiga tahap, yaitu persiapan, pelaksanaan pelatihan dan pendampingan, serta monitoring dan evaluasi. Tahap persiapan meliputi koordinasi dengan sekolah serta penyusunan materi dan instrumen pre-test/post-test. Tahap pelaksanaan mencakup pelatihan konsep numerasi adaptif dan pendampingan penyusunan indikator, instrumen, serta rubrik penilaian. Hasil evaluasi menunjukkan bahwa rata-rata nilai peserta meningkat dari 60,00 pada pre-test menjadi 85,88 pada post-test, atau mengalami peningkatan sebesar 25,88 poin (43,13%). Seluruh 17 peserta (100%) mengalami peningkatan, dengan rentang peningkatan nilai sebesar 10–40 poin. Temuan tersebut menunjukkan bahwa pelatihan dan pendampingan memberikan dampak positif terhadap peningkatan pemahaman pendidik dalam mengembangkan asesmen numerasi yang lebih adaptif dan sesuai dengan karakteristik peserta didik berkebutuhan khusus. Kegiatan ini juga menunjukkan pentingnya pendampingan dan praktik berkelanjutan agar kompetensi pendidik dalam menyusun dan menerapkan asesmen numerasi dapat semakin konsisten, kontekstual, dan optimal.

Kata kunci: adaptif; anak berkebutuhan khusus ; asesmen numerasi; pelatihan guru; SLB.

Abstrac

Educators in Special Schools (SLB) play an important role in monitoring and developing the numeracy achievement of students with special educational needs. However, assessment practices in the field still tend to rely on right-or-wrong scores, which do not fully capture students’ thinking processes, individual abilities, and potential. This community service program aimed to improve the competencies of educators at SLB Insan Madani Metro in developing adaptive, observational, and strength-based numeracy assessments for students with special educational needs, including children with autism spectrum disorder (ASD). The training and mentoring activities were conducted at SLB Insan Madani Metro on August 14–16, 2026. The target participants comprised 17 educators from the partner school, which serves 44 students across seven categories of disabilities. The program was implemented in three stages: preparation, training and mentoring, and monitoring and evaluation. The preparation stage involved coordination with the school and the development of training materials and pre-test/post-test instruments. The implementation stage included training on adaptive numeracy assessment concepts and mentoring in the development of assessment indicators, instruments, and scoring rubrics. The evaluation results showed that the participants’ mean scores increased from 60.00 on the pre-test to 85.88 on the post-test, representing an improvement of 25.88 points (43.13%). All 17 participants (100%) demonstrated score improvements, with increases ranging from 10 to 40 points. These findings indicate that the training and mentoring program positively contributed to improving educators’ understanding of how to develop numeracy assessments that are more adaptive and aligned with the characteristics of students with special educational needs. The program also highlights the importance of ongoing mentoring and practice to ensure that educators can develop and implement numeracy assessments more consistently, contextually, and effectively.

Kata kunci: adaptive numeracy assessment; special education; students with special educational needs; strength-based assessment; numeracy.