Peningkatan Pemahaman Guru dalam Menyusun Asesmen Diagnostik Platform Merdeka Mengajar untuk Mengakomodasi Pembelajaran Berdiferensiasi

Abstract

Evaluasi proses pembelajaran mengungkap fakta bahwa: 52,35% pendefinisian tujuan pembelajaran matematika dan fisika berdasarkan kurikulum masih minim, 47,59% dokumen penilaian belum berkelanjutan, hanya 66,67% guru merespon kebutuhan ideal belajar siswa, serta 45,67% proses penilaian pembelajaran masih dilakukan secara terpisah-pisah. Terungkap juga adanya kebutuhan dalam peningkatan kompetensi guru terkait asesmen diagnostik untuk mengakomodasi pembelajaran berdiferensiasi. Untuk menjawab kebutuhan tersebut, diperlukan suatu kegiatan workshop yang bertujuan untuk melatih guru menyusun asesmen diagnostik kombinasi instrument platform merdeka mengajar bermutu. Target khusunya adalah memberikan pemahaman, pengalaman dan kesempatan melakukan desiminasi kepada guru tentang prinsip penyusunan, penggunaan, serta pengolahan hasil asesmen diagnostik kombinasi instrumen platform merdeka mengajar. Metode yang digunakan berbentuk workshop partisifatif dengan pemberian materi, pelatihan dan praktik menyusun butir soal. Pada hari kedua dan ketiga peserta melanjutkan menyusun butir soal diagnostik kombinasi instrumen platform merdeka mengajar. Workshop dilaksanakan di Gedung K FKIP Universitas Lampung dengan diikuti 33 peserta dari berbagai sekolah. Berdasarkan hasil kegiatan yang telah dilaksanakan, diperoleh simpulan bahwa pengetahuan dan pemahaman guru SMP/MTs bidang matematika dan IPA mengalami peningkatan dan keterampilan guru SMP/MTs bidang matematika dan IPA meningkat terutama dalam penyusunan asesmen diagnostik. Sehingga dimungkinkan peserta dapat menyusun sendiri di sekolah masing-masing. Menindaklanjuti kegiatan ini, hendaknya perlu dilakukan kegiatan dengan jangkauan yang lebih luas dan adanya kesinambungan dan monitoring pasca kegiatan pengabdian ini. Sehingga guru-guru SMP/MTs dapat mempraktekan penggunaan asesmen diagnostik dalam pembelajaran kurikulum merdeka.

Kata Kunci: asesmen diagnostic; merdeka belajar; pembelajaran berdiferensiasi

Abstract

Evaluation of the learning process revealed the fact that: 52.35% of the definition of mathematics and physics learning objectives based on the curriculum is still minimal, 47.59% of assessment documents are not yet sustainable, only 66.67% of teachers respond to students' ideal learning needs, and 45.67% of the assessment process learning is still carried out separately. It was also revealed that there was a need to increase teacher competence regarding diagnostic assessments to accommodate differentiated learning. To answer this need, a workshop activity is needed which aims to train teachers to prepare diagnostic assessments using a combination of quality independent teaching platform instruments. The specific target is to provide understanding, experience and opportunities to disseminate to teachers about the principles of compiling, using and processing the results of diagnostic assessments using the independent teaching platform instrument combination. The method used is in the form of a participatory workshop with the provision of materials, training and practice in preparing question items. On the second and third days, participants continued to compose diagnostic questions on the combination of independent teaching platform instruments. The workshop was held in Building K, FKIP, University of Lampung, attended by 33 participants from various schools. Based on the results of the activities that have been carried out, it can be concluded that the knowledge and understanding of SMP/MTs teachers in mathematics and science has increased and the skills of SMP/MTs teachers in mathematics and science have increased, especially in preparing diagnostic assessments. So it is possible for participants to arrange their own at their respective schools. Following up on this activity, it is necessary to carry out activities with a wider reach and provide continuity and monitoring after this service activity. So that SMP/MTs teachers can practice the use of diagnostic assessments in independent curriculum learning.

Keywords: diagnostic assessment; freedom to learn; differentiated learning

DOI: https://doi.org/10.23960/rp/v3i2.hal.92-99