Palimbong, Grace Mada (2024) Implikasi Diagnostic Assesment Kurikulum Merdeka dalam Pembelajaran Berdiferensiasi Pada Mata Pelajaran Pendidikan Agama Kristen di UPT SMA Negeri 1 Tana Toraja. Scholar thesis, Institut Agama Kristen Negeri (IAKN) Toraja.
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Abstract
ABSTRAK Grace Mada Palimbong (1020207631) dengan judul skripsi “Implikasi Diagnostic Assesment Kurikulum Merdeka dalam Pembelajaran Berdiferensiasi Pada Mata Pelajaran PAK di UPT SMA Negeri 1 Tana Toraja”. Diagnostic assesment dan pembelajaran berdiferensiasi telah dilaksanakan di SMA Negeri 1 Tana Toraja yang bru dibuktikan secara administratif oleh guru, karena itu penelitian ini bertujuan untuk menganalisis implikasi pelaksanaan diagnostic assesment dalam pembelajaran berdiferensiasi. Pembelajaran berdiferensiasi dalam kurikulum merdeka yaitu upaya untuk menyesuaikan pembelajaran agar dapat memenuhi kebutuhan belajar siswa. Pembelajaran berdiferensiasi tidak bisa dilepaskan dari diagnostic assesment, karena untuk merancang strategi pembelajaran berdiferensiasi perlu untuk mendapatkan informasi mendalam tentang karakteristik belajar siswa terlebih dahulu. Metode penelitian yang digunakan adalah kualitatif deskriptif. Hasil penelitian menunjukkan bahwa diagnostic assesment, yang dilakukan oleh guru PAK di UPT SMA Negeri 1 Tana Toraja berimplikasi pada langkah-langkah dan strategi pembelajaran berdiferensiasi yang dilakukan oleh guru PAK meliputi pengembangan capaian pembelajaran, penilaian kemampuan siswa, pemilihan strategi yang tepat, opsi pembelajaran yang beragam, umpan balik berkualitas, serta diferensiasi konten, proses, produk, dan lingkungan belajar. Namun dalam diferensiasi produk masih sangat terbatas pemilihan produk. Kata kunci: Kurikulum Merdeka, Diagnostic Assesment, Pembelajaran Berdiferensiasi. ABSTRACT Grace Mada Palimbong (1020207631) with the thesis title "Implications of Diagnostic Assessment of Merdeka Curriculum in Differentiated Learning in PAK Subjects at UPT SMA Negeri 1 Tana Toraja". Diagnostic assessment and differentiated learning have been implemented at SMA Negeri 1 Tana Toraja which is only proven administratively by teachers, therefore this study aims to analyze the implications of implementing diagnostic assessment in differentiated learning. Differentiated learning in the independent curriculum is an effort to adjust learning to meet student learning needs. Differentiated learning cannot be separated from diagnostic assessment, because to design differentiated learning strategies it is necessary to obtain in-depth information about student learning characteristics first. The research method used is descriptive qualitative. The results showed that diagnostic assessment, conducted by PAK teachers at UPT SMA Negeri 1 Tana Toraja has implications for the differentiated learning steps and strategies carried out by PAK teachers including the development of learning outcomes, assessment of student abilities, selection of appropriate strategies, diverse learning options, quality feedback, and differentiation of content, process, product, and learning environment. However, product differentiation is still very limited in product selection. Keywords: Independent Curriculum, Diagnostic Assessment, Differentiated Learning.
| Item Type: | Thesis (Scholar) |
|---|---|
| Subjects: | L Education > LB Theory and practice of education > LB2300 Higher Education |
| Depositing User: | am andarias manting |
| Date Deposited: | 27 Sep 2024 10:36 |
| Last Modified: | 27 Sep 2024 10:36 |
| URI: | http://digilib-iakntoraja.ac.id/id/eprint/2525 |
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