Peran Asesmen Diagnostik dalam Mewujudkan Pembelajaran Berdiferensiasi pada Sekolah Penggerak: Studi Kasus SD Muhammadiyah Pacul Kabupaten Tegal

Abstract

A Differentiated learning is one of the approaches emphasized in the implementation of the Independent Curriculum to accommodate the diversity of student learning needs. The success of the implementation of differentiated learning is greatly influenced by teachers' ability to identify student characteristics and learning needs through diagnostic assessments. This study aims to analyze the role of diagnostic assessments in realizing differentiated learning at Muhammadiyah Pacul Elementary School in Tegal Regency, as a driving school. The study used a qualitative approach with a case study design. Data were collected through interviews, observations, and documentation involving the principal and class teachers implementing the Independent Curriculum. Data analysis was conducted using thematic analysis through the stages of data reduction, organizing themes, interpretation, and drawing conclusions. The results show that diagnostic assessments are carried out continuously to identify student learning readiness, interests, and learning profiles. The information obtained is used as a basis for mapping learning needs, developing teaching modules, and determining differentiated learning strategies. However, the effectiveness of diagnostic assessment utilization is influenced by teachers' ability to interpret the assessment results and translate them into learning practices. This study concludes that diagnostic assessment serves as a foundation for differentiated learning, but its success requires teacher pedagogical competence and institutional support that enables ongoing data-based learning decision-making.