Peningkatan Hasil Blajar Siswa Melalui Asesmen Diagnostik dalam Pembelajaran Lintas Minat Kimia

Abstract

This research was motivated by the low learning outcomes of chemistry in class XII Social 4 Senior High School 27 Central Jakarta. In accordance with the 2013 curriculum structure the school established chemistry as a cross-interest subject. Chemistry becomes a difficult subject because it involves skills and reasoning in learning it. To overcome the low learning outcomes across the interests of chemistry, this study establishes the aim is to find out: (1) whether the application of diagnostic assessments can improve student learning outcomes in cross-interest subjects in senior high school; and (2) how to carry out diagnostic assessments in improving student learning outcomes in these subjects. The references used in this classroom action research were the action research of the Zubert Skerritt Ortrun model. The data needed in this study are the results of the initial ability test, the results of the tests at the end of the subject matter; observation of student attitudes in learning, as well as observations of the implementation of learning. The use of diagnostic assessment in chemistry learning can improve student mastery learning from 16.7% to 66.7% in the first cycle, and from 47.2% to 86.1% in the second cycle, and from 63.9% to 91.7 % in cycle III. Diagnostic assessment based on learning material that is difficult for students is found in cycle I (redox), cycle II (electrolysis), and in cycle III (Faraday's law and corrosion) successively is a redox solution with oxidation number, metal analysis that can react, and corrosion sequence analysis that occurs in an experiment. All three are at the cognitive level 3 (reasoning).

The IMPLEMENTATION OF DIAGNOSTIC ASSESSMENT AS ONE OF THE STEPS TO IMPROVE LEARNING IN THE IMPLEMENTATION OF THE INDEPENDENT CURRICULUM

“…Diagnostic Assessment is an assessment is carried out specifically to identify the competencies, strengths, weaknesses of student, so that Learning can be designed according to student compencies and conditions (Kemdikbud, 2020d). Sulastri (2019) states that diagnostic assessments are carried out on an ongoing basis to monitor the process, progress, and improvement of results (Sulastri, Supriyati, & Margono, 2019). Diagnosis analysis is very important to be carried out in the Independent Curriculum in order to analyse the condition of students in a state of learning crisis after the current pandemic, which is then used to design appropriate Learning (Kemdikbud, 2022c).…”

Implementation of the Project-Based Learning Model (PJBL) in Islamic Religious Education Subjects Based on Merdeka Curriculum at SMKN 1 Purwosari Pasuruan

“…Diagnostic assessments are carried out continuously to monitor processes, progress, and improve results, 31 . There are two types of Based on the results of the interviews, the researchers found that the evaluation tool used in the PjBL in Islamic Religious Education at SMKN 1 Purwosari Pasuruan is adapted to each teacher, so that the teacher has the freedom to develop evaluation tools so that they can measure students' abilities.…”

Review: Tes Diagnostik Sebagai Tes Formatif Dalam Pembelajaran Kimia

“…Penggunaan tes diagnostik dapat membantu memberikan informasi tingkat perkembangan aktual peserta didik secara individu [4]. Tes diagnostik memiliki karakteristik diantaranya yaitu: (1) Digunakan mendeteksi kesulitan belajar; (2) Dikembangkan berdasarkan sumber kesulitan; (3) Menggunakan bentuk soal jawaban singkat atau disertai pilihan alasan; (4) Disertai rancangan tindak lanjut, sesuai sumber kesulitan [14]. Penilaian diagnostik juga dapat memberikan peluang melakukan suatu proses pengujian untuk melayani satu tindakan tambahan selain tujuan-tujuan yang telah ditetapkan, dan dapat digunakan untuk mengintegrasikan proses pembelajaran dan penilaian [13].…”

“…Pada artikel review yang dibuat bertujuan untuk mengetahui pengaruh penggunaan tes diagnostik sebagai tes formatif dalam pembelajaran kimia dengan membandingkan beberapa studi literatur penelitian. Asesmen diagnostik atau tes diagnostik merupakan pengukuran yang dapat memberikan peluang dalam proses pengujian dalam melayani satu tindakan tambahan selain tujuan yang telah ditetapkan, serta mengintegrasikan proses pembelajaran dan penilaian [14]. Terdapat 5 prinsip yang dimiliki asesmen diagnostik yaitu:…”

“…(1) penggunaan tes diagnostik sebagai tes; (2) instrumen harus dirancang untuk memudahkan, diskrit, tepat sasaran, dan efisien dalam membantu guru untuk mendiagnosis; (3) penilaian tes diagnostik dalam prosesnya harus mencakup pemikiran pendidik maupun peserta didik; (4) idealnya mencakup penilaian diagnostik yaitu: observasi, penilaian awal, penggunaan media, tes, bantuan ahli, dan keputusan; (5) terdapat hubungan penilaian tes diagnostik terhadap perlakuan yang akan diberikan [14] Melalui Tabel 1 hasil presentase ketuntasan belajar peserta didik pada tiga artikel menunjukkan rata-rata presentase ketuntasan belajar peserta didik sebelum menggunakan tes diagnostik sebesar 47,57% dan sesudah menggunakan tes diagnostik sebesar 80,16%. Hal tersebut menunjukkan terjadinya peningkatan rata-rata ketuntasan belajar peserta didik sebesar 32,583%.…”