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All Journal SAKAGURU: Journal of Pedagogy and Creative Teacher
Hardiyansyah Masya
Universitas Islam Negeri Raden Intan Lampung (Indonesia)
Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

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Implementation and Constraints of Diagnostic Assessment in the Independent Curriculum Towards Deep Learning-Based Biology Learning in High Schools Nukhbatul Bidayati Haka; Hardiyansyah Masya; Ismi Rakhmawati; Laila Puspita; Didi Nur Jamaludin; Raicha Oktafiani
SAKAGURU: Journal of Pedagogy and Creative Teacher Vol 2 No 2 (2025): November 2025 | SAKAGURU: Journal of Pedagogy and Creative Teacher
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/sakaguru.v2i2.270

Abstract

The implementation of diagnostic assessments in the Independent Curriculum is a crucial step in mapping students' initial abilities and designing appropriate learning strategies. This study aims to identify obstacles to the implementation of diagnostic assessments in deep learning-based biology learning in public senior high schools in Bandar Lampung City, encompassing the planning, implementation, and follow-up stages. The study used a descriptive qualitative approach with a purposive sampling technique. The sample consisted of three public senior high schools, four biology teachers, and 69 tenth-grade students studying Biodiversity. Data were obtained through interviews, observations, questionnaires, and documentation. Data were analyzed through data reduction, data presentation, and conclusion drawing. The results showed that the implementation of diagnostic assessments was not optimal. Only two schools had implemented cognitive and non-cognitive diagnostic assessments, while one school had not implemented them at all. The main obstacles lay in limited school facilities and the low level of socialization regarding the Independent Curriculum, particularly the implementation of diagnostic assessments in innovative, deep learning-oriented biology learning. However, limited understanding and institutional support remained a significant obstacle. This study recommends improving teacher training, providing supporting facilities, and implementing more systematic assessment follow-up policies
Co-Authors Didi Nur Jamaludin Ismi Rakhmawati Laila Puspita Nukhbatul Bidayati Haka Raicha Oktafiani