Electronic Theses and Dissertation

Setiap siswa memiliki karakteristik dan keberagaman kebutuhan belajar yang berbeda-beda. Guru perlu mengetahui kebutuhan belajar siswa sesuai dengan minat siswa, gaya belajar dan kondisi sosial. Asesmen diagnostik non-kognitif dapat membantu guru dalam mengetahui kebutuhan belajar siswa melalui pembagian angket. Asesmen diagnotik non-kognitif dilakukan bertujuan untuk mengetahui kondisi sosial, psikologi emosionalnya dan gaya belajar siswa sehingga pembelajaran dapat dirancang sesuai dengan kebutuhan siswa. Permasalahan dalam penelitian ini adalah " Bagaimana Hasil Asesmen Diagnostik Non-Kognitif dalam kurikulum merdeka kelas IV SD Negeri 1 Lambheu Aceh Besar dan Bagaimana Analisis Hasil Asesmen Diagnostik Non-Kognitif dalam kurikulum merdeka kelas IV SD Negeri 1 Lambheu Aceh Besar". Adapun pendekatan yang digunakan dalam penelitian ini adalah pendekatan kualitatif dengan jenis penelitian deskriptif. Penelitian ini dilakukan di SD Negeri 1 Lambheu Aceh Besar dengan subjek sebanyak 29 siswa, diperoleh berbagai respon siswa terhadap minat melalui 6 butir pertanyaan, terdapat 18 siswa gaya belajar visual, 7 siswa gaya belajar auditori, 4 siswa gaya belajar kinestetik dan juga diperoleh berbagai respon siswa terhadap kondisi sosial melalui 7 butir pertanyaan. Hasil dari analisis siswa memiliki minat yang berbeda, siswa lebih dominan bergaya belajar visual, siswa mempunyai kondisi sosial yang baik diketahuinya hasil tersebut dapat dijadikan sebagai dasar guru untuk merancang dan memilih pembelajaran berdiferensiasi: konten, proses dan produk.

Every student has unique characteristics and diverse learning needs. Teachers need to understand students' learning needs according to their interests, learning styles, and social conditions. Non -cognitive diagnostic assessment can assist teachers in understanding students' learning needs through questionnaire distribution. Non-cognitive diagnostic assessment is conducted with the aim of determining students' social conditions, emotional -psychological states, and learning styles so that learning can be designed according to students' needs. The problem in this research is "How are the results of Non -Cognitive Diagnostic Assessment in the independent curriculum for Grade IV at SD Negeri 1 Lambheu, Aceh Besar, and How is the Analysis of the results of Non-Cognitive Diagnostic Assessment in the independent curriculum for Grade IV at SD Negeri 1 Lambheu, Aceh Besar." The approach used in this research is a qualitative approach with descriptive research type. This research was conducted at SD Negeri 1 Lambheu, Aceh Besar with 29 students as subjects. Various responses from students regarding interests were obtained through 6 questions, there were 18 students with visual learning styles, 7 students with auditory learning styles, 4 students with kinesthetic learning styles, and various responses from students regarding social conditions were obtained through 7 questions. The results of the analysis show t hat students have different interests; students are more dominantly visual learners, students have good social conditions. Knowing these results can be used as a basis for teachers to design and select differentiated learning: content, process, and product.