Implementation Of Diagnostic Assessment In Learning In Madrasah Ibtidaiyah

Abstract

Diagnostic assessment is an important component of student-centered learning, particularly in the context of implementing differentiated learning in Islamic elementary schools. This study aims to describe the implementation of diagnostic assessment, the utilization of its results in learning, and the supporting and inhibiting factors. The study used a qualitative approach with a case study design. The research subjects included classroom teachers and madrasah principals, while data collection techniques were conducted through observation, interviews, and documentation. Data analysis was carried out through the stages of data reduction, data presentation, and conclusion drawing and verification, with data validity tested using source and technique triangulation. The results of the study indicate that diagnostic assessment has been used to map students' initial abilities, adjust learning methods and strategies, and support the implementation of differentiated learning. However, its implementation still faces several obstacles, including limited technical understanding of teachers, limited learning time, administrative burden, and high variation in student abilities. Supporting factors for the implementation of diagnostic assessment include teacher competence and commitment, support from madrasah principals, and the availability of learning tools and guides. This study concludes that the successful implementation of diagnostic assessment requires strengthening teacher capacity, ongoing institutional support, and simplification of the administrative system so that the assessment can be optimally utilized in improving the quality of learning in Madrasah Ibtidaiyah.