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

  • Ma’mun Hanif Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan
Keywords: Diagnostic Test; Independent Curriculum; English

Abstract

Diagnostic tests are essential in the English language curriculum for Class VII at MTs Negeri 5 Brebes, especially within the framework of an independent curriculum. This research, employing a Research and Development approach and adapting the ADDIE model, aimed to explore the implementation, design, and development of these tests. Engaging 32 students, the study focused on the feasibility of diagnostic tests for 'My School Activities' material, utilizing the V Aiken formula for data analysis. The research revealed that while diagnostic tests under the independent curriculum align with previous curricula (KBK, KTSP, 2013), they uniquely emphasize cognitive and non-cognitive diagnostics. The design of these tests is detailed, starting from Phase D English learning outcomes to validation of test question instruments. Notably, the development of the diagnostic test model proved effective for use in Class VII English subjects, as evidenced by high validation results, achieving a V score of 0.81 in the range of 0.80-1.00. This comprehensive model includes aspects such as the independent curriculum structure, English language learning, differentiated learning, teaching aids, and assessment methods. The study underscores the importance of diagnostic tests in identifying individual learning needs, thus supporting differentiated learning and enhancing the overall educational experience for students in English language learning.

Downloads

Download data is not yet available.

References

Alang, S. (2015). Urgensi Diagnosis dalam Mengatasi Kesulitan Belajar. Al-Irsyad Al-Nafs : Jurnal Bimbingan Dan Penyuluhan Islam, 2(1), 1–14. https://doi.org/10.24252/Aian.V2n1a1
Anggraena, Y., & Ginanto Yogi. (2022). Kajian Akademik Kurikulum untuk Pemulihan Pembelajaran. Jakarta: Badan Standar, Kurikulum, dan Asesmen Pendidikan Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi Republik Indonesia.
Arikunto, S. (2011). Penilian Pendidikan. Bandung: Rineka Cipta.
Azwar, S. (2012). Reliabilitas dan validitas. Yogyakarta: Pustaka Pelajar.
Brookhart, S. M. (2011). How to assess higher-order thingking skills in your classroom. Alexandria: ASCD.
Cahya, G. (2022). Pentingnya Assesmen Diagnosis agar Guru Mengetahui Kelemahan dan Kelebihan Peserta Didik. Jakarta: Direktorat Sekolah Dasar Kemenristekdikbud.
Darmiyati, D. (2007). Implementasi Asesmen Diagnostik Dalam Upaya Meningkatkan Hasil Belajar Matematika Di SD Kota Banjarbaru Kalimantan Selatan. Jurnal Pendidikan Dan Kebudayaan, 13(67), 509–531. https://doi.org/10.24832/jpnk.v13i67.376
Depdiknas. (2007). Pedoman pengembangan tes diagnostik Sains SMP. Jakarta: Ditjen Dikdasmen Depdiknas.
Dick, W., Carey, L., & Carey, J. O. (2005). The Systematic Design of Instruction. London: Pearson.
Hadi, S. (2015). Pengembangan Sistem Tes Diagnostik Kesulitan Belajar Kompetensi Dasar Kejuruan Siswa SMK. Yogyakarta: Universitas Negeri Yogyakarta.
Haerazi, Rahman, A., & Irawan, L. A. (2022). Pelaksanaan Asesmen Diagnostik Mata Pelajaran Bahasa Inggris Tingkat SMP Negeri dan SMA Negeri: Penguatan Implementasi Kurikulum Merdeka di Kab. Lombok Tengah. Jurnal Abdimas, 5(2), 487–497.
Komalawati, R. (2020). Manajemen Pelaksanaan Tes Diagnostik Awal di Sekolah Dasar Pasca Belajar dari Rumah untuk Mengidentifikasi Learning Loss. Jurnal Edupena, 1(2), 135–148.
Mahfud, A. (2022). Contoh Tes Diagnostik Kurikulum Merdeka, Pahami Apa Itu Tes Diagnostik, Tujuan, dan Cara Implementasi. Jakarta: Ditpsd kemdikbud.
Mardapi, D. (2012). Pengukuran, Penilaian, dan Evaluasi pendidikan. Yogyakarta: Parama Publishing.
Maulana, & Rusilawati. (2022). Pedoman Pengembangan Tes Diagnostik Mata Pelajaran IPA (Sains) di SMP. Jakarta: Kemendikbud Ristek Republik Indonesia.
Mustika Hati, S. (2021). Efektivitas Penggunaan Aplikasi Quizizz dalam Melakukan Assesment Diagnostik Non Kognitif Siswa Kelas 12 IPS Lintas Minat di SMA YPHB Kota Bogor. Arus Jurnal Pendidikan, 1(3), 70–76. https://doi.org/10.57250/ajup.v1i3.22
Nasution, S. W. (2021). Assesment Kurikulum Merdeka Belajar Di Sekolah Dasar. Prosiding Mahesa Center, 1(1), 135–144.
Nieveen, N. (1999). Prototyping to Reach Product Quality. In Design Approaches and Tools in Education and Training (pp. 125–135). Dordrecht: Springer Netherlands. https://doi.org/10.1007/978-94-011-4255-7_10
Purnamasari, R. (2012). Pengembangan Tes Diagnostik Two-Three Mutiple Choice Untuk Mengukur Pemahaman Konsep Pada Materi Kelarutan Dan Hasil Kali Kelarutan. FPMIPA UPI.
Purwanto. (2016). Evaluasi Hasil Belajar. Yogykarta: Pustaka Belajar.
Risqia, R. P., Susanto, E., & Agustinsa, R. (2022). Diagnosis Kesalahan Peserta Didik dalam Menyelesaikan Soal Matematika Materi Lingkaran. Didactical Mathematics, 4(2), 388–398. https://doi.org/10.31949/dm.v4i2.3448
Rohmadi, S. (2022). Pentingnya Asesmen Diagnostik dalam Implementasi Kurikulum Merdeka (IKM).
Rupp, A. A., Templin, J., & Henson, R. A. (2010). Diagnostic measrument: Theory, methods, and applications. New York: The Guilford Press.
Rusilowati, A. (2015). Pengembangan Tes Diagnostik sebagai Alat Evaluasi Kesulitan Belajar Fisika. Prosiding Seminar Nasional Fisika Dan Pendidikan Fisika (SNFPF), 6(1), 302–311.
Setiawan, D., Nuri, N., & Faoziyah, N. (2022). Pengembangan Asesmen Diagnostik Berformat Four-Tier Untuk Mengungkap Profil Pemahaman Konsep Mahasiswa Teknik. ORBITA: Jurnal Kajian, Inovasi Dan Aplikasi Pendidikan Fisika, 8(1), 66. https://doi.org/10.31764/orbita.v8i1.8413
Sufyadi, S. (2021). Panduan Jenjang Pendidikan Dasar dan Menengah (SD/MI, SMP/MTs, SMA/SMK/MA). Jakarta: Pusat Asesmen dan Pembelajaran Badan Penelitian dan Pengembangan dan Perbukuan Kemendikbudristekdikti.
Sun, Y., & Suzuki, M. (2013). Diagnostic Assessment for Improving Teaching Practice. International Journal of Information and Education Technology, 3(6), 607–610. https://doi.org/10.7763/IJIET.2013.V3.345
Supardi. (2020). Pengembangan Instrumen Penilaian Diagnostik Secara Online (DOA) dalam Mendeteksi Kemampuan Literasi Data dan Representasi Grafik Peserta Didik SMA Materi Termodinamik. Yogyakarta: Laporan Penelitian Pengembangan Bidang Ilmu Dana DIPA PPS UNY.
Tang, F., & Zhan, P. (2021). Does Diagnostic Feedback Promote Learning? Evidence From a Longitudinal Cognitive Diagnostic Assessment. AERA Open, 7(1), 233285842110608. https://doi.org/10.1177/23328584211060804
Tanjungsari, R. D. (2012). Diagnosis Kesulitan Belajar Matematika Smp Pada Materi Persamaan Garis Lurus. Jurnal Unnes Jurusan Matematik, 1(1), 53–58.
Uno, H. B. (2008). Perencanaan Pembelajaran. Jakarta: PT Bumi Aksara.
Wahyuningsih. (2013). Pembuatan Instrumen Tes Diagnostik Fisika SMA Kelas XI. Jurnal Pendidikan Fisika, 1(1), 11–21.
Zhao, Z. (2013). An Overview of Studies on Diagnostic Testing and its Implications for the Development of Diagnostic Speaking Test. International Journal of English Linguistics, 3(1), 41–45. https://doi.org/10.5539/ijel.v3n1p41
Published
2023-12-01
How to Cite
Hanif, M. (2023). Assessment Evolution: Crafting Diagnostic Tests to Empower the Independent Curriculum in English Education at MTs Negeri 5 Brebes. QALAMUNA: Jurnal Pendidikan, Sosial, Dan Agama, 15(2), 1139-1154. https://doi.org/10.37680/qalamuna.v15i2.3655
Abstract views: 102 , PDF downloads: 30