ASESMEN DIAGNOSTIK MAKRO PERSIAPAN PENERAPAN KURIKULUM MERDEKA MTsN 28 JAKARTA

Abstract

This study examines the diagnostic assessment results of reading, writing and mathematics prerequisite skills of 192 grade VII MTsN 28 Jakarta students. The assessment measures reading and writing in Arabic and Latin, and application level of mathematics for the needs of implementing the Kurikulum Merdeka. The assessment was carried out on the 11th of July 2022 using online questions and written tests in reading, writing and mathematics in the level of elementary school curriculum. The results of the assessment are processed with descriptive statistics and interpreted into certain qualitative level of competencies. In addition, the results are interpreted form the perspective of AKM (minimum competency assessment), the Indonesia national assessment system. The results shows that 7% of students are not fluent in reading Arabic, 17% are not fluent in writing Arabic, 44% had low level in reading comprehension, and 10% Latin writing of the students are still difficult to read. Likewise in basic mathematics application, 42% of students are still in low level. In terms of AKM perspective as a whole, the literacy and numeracy levels have not yet reached the minimum competence. The results of the assessment have two implications. Firstly, the madrasah should organize a preliminary learning to help the students master prerequisite skills. Secondly in terms of AKM, madrasah should carry out curriculum engineering to improve the quality of literacy and numeracy-based learning.

Lecturers' and Students' Perceptions of MBKM: The MBKM Curriculum Implementation Journey

“…Addressing the challenges identified in the implementation of the MBKM program requires a multifaceted and strategic approach (Nurdyansyah et al, 2022;Nurhayati et al, 2022;Suryadi & Husna, 2022). The substantial concern of 59% of respondents regarding curriculum adjustment suggests the need for a thorough review of the existing curriculum.…”

“…For example, the guidelines ensure that students' participation in cross-disciplinary programs aligns with the academic goals of the institution. More than just pursuing academic excellence, MBKM provides an opportunity for students to develop skills relevant to the workforce (Fakhrudin et al, 2023a;Nurdyansyah et al, 2022;Nurhayati et al, 2022;Suryadi & Husna, 2022). Thus, the curriculum shapes graduates who are not only intellectually excellent but also ready to face various challenges in the professional world, in line with the principles and main objectives of MBKM.…”

Pengembangan Instrumen Asesmen Diagnostik Kognitif Pembelajaran Sejarah

“…Asesmen diagnostik dilakukan untuk melihat kognitif peserta didik selama pembelajaran, sehingga memudahkan guru dalam mengidentifikasi permasalahan yang dialami peserta didik saat belajar dan mencarikan solusi untuk memecahkan masalah (Anggrayni & Agustina, 2023). Hasil dari diagnosa digunakan sebagai dasar untuk merumuskan tujuan dan strategi pembelajaran (Suryadi & Husna, 2022). Dengan mempertimbangkan data dari asesmen diagnostik, diharapkan rancangan pembelajaran dapat disesuaikan dengan kebutuhan peserta didik.…”

“…Penelitian terdahulu yang menjadi rujukan penelitian ini yaitu penelitian dari Supriyadi, dkk., (2022) yang mana hasil penelitian menunjukkan sebanyak 70% guru yang sangat menguasai tentang asesmen diagnostik dan sebanyak 36% guru yang sangat menguasai penyusunan dan analisis butir soal secara detail. Penelitian dari Suryadi & Husna (2022) dengan hasil penelitian menunjukkan tingkatan literasi dan numerasi belum mencapai kompetensi minimum. Penelitian dari Ermiyanto & Ilyas (2023) dengan hasil penelitian menunjukkan adanya beragam gaya belajar yang dimiliki oleh peserta didik.…”

Assessment Evolution: Crafting Diagnostic Tests to Empower the Independent Curriculum in English Education at MTs Negeri 5 Brebes

“…Anggraena and Ginanto (2022) argue that diagnostic tests aim to identify students' weaknesses in mastering specific materials or competencies. Rohmadi (2022) states that diagnostic tests aim to diagnose students' basic abilities at the beginning of learning. Purwanto (2016) explains that diagnostic tests are intended to provide information about the causes or errors experienced by students during learning and can be used as a tool for teachers to identify parts of the material that need to be addressed.…”