Pelaksanaan Asesmen Diagnostik Mata Pelajaran Bahasa Inggris Tingkat SMP Negeri dan SMA Negeri: Penguatan Implementasi Kurikulum Merdeka di Kab. Lombok Tengah
DOI:
https://doi.org/10.36312/sasambo.v5i2.1211Keywords:
Asesmen diagnostic, Bahasa Inggris, Implementasi Kurikulum MerdekaAbstract
Asesmen diagnostik sangat penting diterapkan oleh guru karena ini merupakan proses yang digunakan untuk mengumpulkan data tentang kemampuan atau kinerja siswa selama atau sebelum membelajarkan bahasa Inggris di kelas. Dalam konteks kurikulum Merdeka, asesmen diagnostik digunakan untuk mengidentifikasi kebutuhan belajar siswa secara individu. Dengan demikian, tujuan pengabdian ini adalah melatih guru bahasa Inggris dalam melakukan asesmen diagnostic di SMP Negeri dan SMA Negeri dalam rangka sebagai penguatan implementasi Kurikulum merdeka. Dengan demikian, untuk mencapai harapan tersebut maka pengabdian ini dilakukan dengan empat tahapan kegiatan, yaitu tahapan identifikasi masalah; analisis kebutuhan penyelesaian masalah; pelaksanaan kegiatan ini, dan melakukan refleksi kegiatan asesmen diagnostic. Dari hasil asesmen diagnostik ini, guru dapat mengevaluasi kekuatan dan kelemahan siswa dalam masing-masing keterampilan berbahasa, serta merancang strategi pembelajaran yang sesuai untuk memenuhi kebutuhan belajar mereka. Selain itu, asesmen diagnostik juga dapat membantu guru untuk menilai aspek non-akademik siswa seperti sikap, nilai, dan keterampilan sosial yang juga penting dalam pembelajaran bahasa Inggris. Guru dapat menggunakan instrumen seperti kuesioner atau rubrik penilaian untuk mengumpulkan informasi tentang aspek non-akademik siswa. Dalam rangka meningkatkan kualitas pembelajaran bahasa Inggris, guru-guru Bahasa Inggris di SMA dan SMP di Lombok Tengah dapat mengikuti program pengabdian yang bertemakan asesmen diagnostik dalam kurikulum Merdeka. Program ini dapat membantu guru-guru dalam mengembangkan kompetensi asesmen diagnostik yang efektif dan efisien, sehingga dapat meningkatkan hasil belajar siswa dalam keterampilan berbahasa Inggris.
Implementation of Diagnostic Assessment in English Subject at Public Junior High Schools and Public Senior High Schools: Strengthening the Implementation of the Independent Curriculum in Central Lombok Regency
Diagnostic assessment is crucially important for teachers as it is a process used to gather data on students' abilities or performance in English language learning in the classroom, either during or prior to instruction. In the context of the Independent Curriculum, diagnostic assessment is employed to identify individual students' learning needs. Thus, the aim of this engagement is to train English language teachers in implementing diagnostic assessment at Public Junior High Schools and Public Senior High Schools, as a means of strengthening the implementation of the Independent Curriculum. To achieve this goal, the engagement is conducted in four stages: problem identification, needs analysis for problem-solving, implementation of the activities, and reflection on diagnostic assessment practices. Through the results of diagnostic assessment, teachers can evaluate students' strengths and weaknesses in each language skill and design appropriate learning strategies to address their learning needs. Additionally, diagnostic assessment also assists teachers in assessing students' non-academic aspects, such as attitudes, values, and social skills, which are equally important in English language learning. Teachers can employ instruments such as questionnaires or assessment rubrics to gather information on students' non-academic aspects. To enhance the quality of English language instruction, English language teachers in Central Lombok at both the junior and senior high school levels can participate in a diagnostic assessment program within the Independent Curriculum. This program can support teachers in developing effective and efficient diagnostic assessment competencies, thereby improving students' learning outcomes in English language skills.
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