Implementation Of Diagnostic Assessments In Learning Design For Optimal Learning Outcome
DOI:
https://doi.org/10.30736/rf.v11i2.691Keywords:
diagnostic asessment, learning desaign,Abstract
Learning as a process towards changing knowledge, attitudes and behavior of students with the intermediary of teachers as education servants. The teacher's role in delivering learning materials is often constrained by several things, one of which is the ability of students to absorb material. This is because the teacher does not know the strengths and weaknesses of the students. For this reason, researchers conducted research to determine teachers' understanding of diagnostic assessments and how teachers use information regarding students' diagnostic assessment results in learning design to obtain optimal learning outcomes. This qualitative descriptive research was conducted using interview techniques with 5 teachers from different elementary schools. From the results of the study, it was found that the teacher's understanding of the diagnostic assessment was quite low, and the use of the results of the information from the implementation of the diagnostic assessment at the beginning of learning as the basis for preparing the learning design received less attention.
Downloads
References
Akbay, L., Terzi, R., Kaplan, M., & Karaaslan, K. G. (2018). Expert-based attribute identification and validation on fraction subtraction: A cognitively diagnostic assessment application. Journal on Mathematics Education, 9(1), 103–119. https://doi.org/10.22342/jme.9.1.4341.103-120
Anggara, B. (2021). Diagnostic Of Student Mathematics Ability On The Implementation Of Mathematics-Based Assessment Open-Ended Problems. Mathline : Jurnal Matematika Dan Pendidikan Matematika, 6(2), 125–139. https://doi.org/10.31943/mathline.v6i2.217
Arifin, S., Kartono, & Hidayah, I. (2018). The Analysis of Problem Solving Ability in Terms of Cognitive Style in Problem Based Learning Model with Diagnostic Assessment. Unnes Journal of Mathematics Education Research, 7(1), 1–10.
Brendefur, J. L., Johnson, E. S., Thiede, K. W., Strother, S., & Severson, H. H. (2018). Developing a Multi-Dimensional Early Elementary Mathematics Screener and Diagnostic Tool: The Primary Mathematics Assessment. Early Childhood Education Journal, 46(2), 153–157. https://doi.org/10.1007/s10643-017-0854-x
Choi, K. M., Hwang, J., Jensen, J., & Hong, D. S. (2022). Teachers’ use of assessment data for instructional decision making. International Journal of Mathematical Education in Science and Technology, 53(4), 1010–1017. https://doi.org/10.1080/0020739X.2021.1880653
Confrey, J., & Shah, M. (2021). Examining instructional change at scale using data from diagnostic assessments built on learning trajectories. ZDM - Mathematics Education, 53(6), 1265–1283. https://doi.org/10.1007/s11858-021-01259-w
Ketterlin-Geller, L. R., Shivraj, P., Basaraba, D., & Yovanoff, P. (2019). Considerations for Using Mathematical Learning Progressions to Design Diagnostic Assessments. Measurement, 17(1), 1–22. https://doi.org/10.1080/15366367.2018.1479087
Magdalena, & Dkk. (2020). Desain Pembelajaran Sekolah Dasar. CV.Jejak.
Putro, Y. T. M. (2021). Asesmen kesulitan belajar matematika pada sekolah dasar. Eprints.Umsida.Ad.Id, 1–7. http://eprints.umsida.ac.id/8176/
Rachmawati, A., & ... (2022). Penerapan Model Pembelajaran Inovatif Melalui Asesmen Diagnostik Dalam Menguatkan Literasi Anak Kelas 1 di SDN Banjaran 5. Prosiding SEMDIKJAR …, 891–898. https://proceeding.unpkediri.ac.id/index.php/semdikjar/article/view/2408
Ridha Albaar, M. (2020). Desain Pembelajaran untuk Menjadi Pendidik yang Profesional (1st ed.). Uwais Inspirasi Indonesia.
Setyawan, A. B., & Sukestiyarno, S. (2018). Metacognition Development Through Stad Learning Assisted With Module by Using Diagnostic Assessment to Improve The Problem Solving Ability. Unnes Journal of Mathematics …, 7(17), 167–173. https://journal.unnes.ac.id/sju/index.php/ujmer/article/view/26020
Soeharto, S. (2021). Development of A Diagnostic Assessment Test to Evaluate Science Misconceptions in Terms of School Grades: A Rasch Measurement Approach. Journal of Turkish Science Education, 18(3), 351–370. https://doi.org/10.36681/tused.2021.78
Tang, F., & Zhan, P. (2021). Does Diagnostic Feedback Promote Learning? Evidence From a Longitudinal Cognitive Diagnostic Assessment. AERA Open, 7(1). https://doi.org/10.1177/23328584211060804
Vermeulen, J. A., Béguin, A., Scheltens, F., & Eggen, T. J. H. M. (2020). Diagnostic assessment in third-grade subtraction: the relation between bridging errors, number of errors and mathematical ability. Assessment in Education: Principles, Policy and Practice, 27(6), 687–706. https://doi.org/10.1080/0969594X.2020.1856038.
Wahyudi, M. F., Nisa, S. K., & ... (2022). Strategi Mengaktualisasikan Perubahan Status Kelembagaan Pada Lembaga Pendidikan Islam. … : Jurnal Pendidikan…http://jurnalpendidikan.unisla.ac.id/index.php/reforma/article/view/660
Downloads
Published
How to Cite
Issue
Section
License
Penulis yang mempublikasikan naskahnya pada Jurnal ini menyetujui ketentuan berikut:
- Hak cipta pada setiap artikel adalah milik penulis, dan penulis mengakui bahwa Reforma : Jurnal Pendidikan dan Pembelajaran berhak sebagai pihak yang mempublikasikan pertama kali dengan lisensi Attribution-ShareAlike 4.0 International (CC BY-SA 4.0).
- Lisensi ini mengizinkan setiap orang untuk:
- Berbagi — menyalin dan menyebarluaskan kembali materi ini dalam bentuk atau format apapun;
- Adaptasi — menggubah, mengubah, dan membuat turunan dari materi ini untuk kepentingan apapun, termasuk kepentingan komersial.
Berdasarkan ketentuan berikut:
- Atribusi —Mereka harus mencantumkan nama yang sesuai, mencantumkan tautan terhadap lisensi, dan menyatakan bahwa telah ada perubahan yang dilakukan. Mereka dapat melakukan hal ini dengan cara yang sesuai, namun tidak mengisyaratkan bahwa pemberi lisensi mendukung Mereka atau penggunaan Mereka.
- BerbagiSerupa — Apabila Mereka menggubah, mengubah, atau membuat turunan dari materi ini, Mereka harus menyebarluaskan kontribusi Mereka di bawah lisensi yang sama dengan materi asli.
- Tidak ada pembatasan tambahan — Mereka tidak dapat menggunakan ketentuan hukum atau sarana kontrol teknologi yang secara hukum membatasi orang lain untuk melakukan hal-hal yang diizinkan lisensi ini.
- Penulis dapat memasukan tulisan secara terpisah, mengatur distribusi non-ekskulif  dari naskah yang telah terbit di jurnal ini kedalam versi yang lain (misal: dikirim ke respository institusi penulis, publikasi kedalam buku, dll), dengan mengakui bahwa naskah telah terbit pertama kali pada Reforma : Jurnal Pendidikan dan Pembelajaran