ABSTRAK

Penelitian ini dilatarbelakangi oleh peran guru sebagai fasilitator yang perlu melakukan asesmen diagnostik sebelum pembelajaran serta masih kurangnya pengembangan asesmen diagnostik non-kognitif pada jenjang sekolah dasar masih kurang. Sehingga penelitian ini bertujuan untuk menganalisis kebutuhan pengembangan asesmen diagnostik non-kognitif pada jenjang sekolah dasar. Pendekatan penelitian yang digunakan adalah pendekatan kualitatif dengan metode survey. Data diperoleh melalui wawancara, observasi dan  angket. Subjek  penelitian ini adalah guru sekolah penggerak yang sedang melaksanakan Implementasi Kurikulum Merdeka sebanyak 46 orang dari tujuh sekolah. Analisis data dilakukan dengan metode deskriptif. Teknik analisis data meliputi tiga alur kegiatan, yaitu reduksi data, penyajian data, dan penarikan kesimpulan. Bersadarkan hasil penelitian dapar disimpulkan bahwa 1) 93% guru sepakat bahwa asesmen diagnostik non-kognitif penting untuk dilakukan; 2) 85% guru sangat yakin bahwa asesmen diagnostik non-kognitif berpengaruh pada keberhasilan siswa; 3) asesmen diagnostik non-kognitif yang berpengaruh terhadap keberhasilan belajar dan dapat dikembangnkan diantaranya aspek kesejahteraan psikologis, minat, kecerdasan emotional dan kecerdasan social; 4) 95% guru setuju untuk dikembangkan asesmen non-kognitif pada aspek-aspek kesejahteraan psikologis, minat, kecerdasan emotional dan kecerdasan sosial.

Kata kunci:  analisis kebutuhan; asesmen diagnostik non kognitif; guru sekolah dasar

ABSTRACT

This research is motivated by the role of teachers as facilitators who need to carry out diagnostic assessments before learning and the lack of development of non-cognitive diagnostic assessments at the elementary school level.  This research aims to analysis the need for developing non-cognitive diagnostic assessments at the elementary school level. The research approach used is a qualitative approach with survey methods. Data was obtained through interviews, observations and questionnaires. The subjects of this research were 46 driving school teachers who were implementing the Independent Curriculum from seven schools. Data analysis was carried out using descriptive methods. Data analysis techniques include three activity streams, namely data reduction, data presentation, and drawing conclusions. Based on the research results, it can be concluded that 1) 93% of teachers agree that non-cognitive diagnostic assessments are important to carry out; 2) 85% of teachers strongly believe that non-cognitive diagnostic assessments have an effect on student success; 3) non-cognitive diagnostic assessments that influence learning success and can be developed, including aspects of psychological well-being, interests, emotional intelligence and social intelligence; 4) 95% of teachers agree to develop non-cognitive assessments on aspects of psychological well-being, interests, emotional intelligence and social intelligence.

Keywords: needs analysis;diagnostic assessment; non-cognitive; elementary school

ABSTRACT

Keywords: needs analysis;diagnostic assessment; non-cognitive; elementary school

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