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All Journal El-Tsaqafah: Jurnal Jurusan PBA Journal of Arabic Literature (Jali) EL TSAQAFAH
Sintya Rahmadewi
Universitas Islam Negeri Maulana Malik Ibrahim Malang
Humanities Education Languange, Linguistic, Communication & Media Other

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DIAGNOSTIC ASSESSMENT AS THE FOUNDATION FOR ADAPTIVE AND DIFFERENTIATED LEARNING TRANSITION TO THE MERDEKA CURRICULUM Sintya Rahmadewi; Ikhwanul Habib; Taqiyuddin Kabalmay
El-Tsaqafah : Jurnal Jurusan PBA Vol. 24 No. 2 (2025): Oktober 2025
Publisher : Universitas Islam Negeri Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/tsaqafah.v24i2.14168

Abstract

Diagnostic assessment plays a crucial role in the successful implementation of the Merdeka Curriculum, as it provides a foundation for adaptive, responsive, and differentiated learning. This study aims to offer a comprehensive understanding of the role of diagnostic assessment in identifying students’ readiness, learning needs, strengths, and weaknesses, as well as their socio-emotional conditions. Using a descriptive qualitative approach with library research as the main method, this study analyzes various sources, including official modules from the Ministry of Education and Culture, scientific journals, reference books, and relevant previous studies. The findings indicate that diagnostic assessment, classified into cognitive and non-cognitive types, enables teachers to design effective instructional strategies, implement remedial and enrichment programs, and foster collaboration among educators. Despite its advantages, diagnostic assessment also presents challenges such as potential misinterpretation, time constraints, and the need for adequate teacher training. Overall, diagnostic assessment serves not only as an instrument to measure student readiness but also as a theoretical construct that bridges curriculum objectives with learner diversity, thereby strengthening the foundation of differentiated and holistic education in the Merdeka Curriculum.
ECORESISTANCE TO COLONIALISM IN THE POEM "FAKKIR BIGHAYRIKA" BY MAHMOED DARWISH (POSTCOLONIAL STUDIES) Ikhwanul Habib; Sintya Rahmadewi; Taqiyuddin Kabalmay; Muhibbuddin S
Journal of Arabic Literature (JaLi) Vol 6, No 2 (2025): Journal of Arabic Literature (Jali)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jali.v6i2.35459

Abstract

This problem addresses how Mahmoud Darwish's poetry expresses symbolic resistance through ecological, empathic, and spiritual narratives that are grounded in the collective suffering of the Palestinian people. The purpose of this research is to reveal the meaning of colonialism and ecoresistance ideologically and rhetorically as a form of resistance to colonial hegemonic narratives. This research uses contextual qualitative analysis method with triangulation of sources and theories, through documentation and literature study. The results show that natural symbols such as water, trees, and light become markers of spiritual and ecological attachment to the homeland as well as a form of resistance to colonialism. Religious elements strengthen the legitimacy of transcendent and collective resistance. This poem conveys that resistance can take the form of empathy, solidarity, and existential awareness. This article contributes to a new reading of Darwish's poetry by combining ecological, spiritual and postcolonial dimensions. The findings are relevant for Middle Eastern literary studies and cultural conflict studies.
DIAGNOSTIC ASSESSMENT AS THE FOUNDATION FOR ADAPTIVE AND DIFFERENTIATED LEARNING TRANSITION TO THE MERDEKA CURRICULUM Sintya Rahmadewi; Ikhwanul Habib; Taqiyuddin Kabalmay
El-Tsaqafah : Jurnal Jurusan PBA Vol. 24 No. 2 (2025): Oktober 2025
Publisher : Universitas Islam Negeri Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/tsaqafah.v24i2.14168

Abstract

Diagnostic assessment plays a crucial role in the successful implementation of the Merdeka Curriculum, as it provides a foundation for adaptive, responsive, and differentiated learning. This study aims to offer a comprehensive understanding of the role of diagnostic assessment in identifying students’ readiness, learning needs, strengths, and weaknesses, as well as their socio-emotional conditions. Using a descriptive qualitative approach with library research as the main method, this study analyzes various sources, including official modules from the Ministry of Education and Culture, scientific journals, reference books, and relevant previous studies. The findings indicate that diagnostic assessment, classified into cognitive and non-cognitive types, enables teachers to design effective instructional strategies, implement remedial and enrichment programs, and foster collaboration among educators. Despite its advantages, diagnostic assessment also presents challenges such as potential misinterpretation, time constraints, and the need for adequate teacher training. Overall, diagnostic assessment serves not only as an instrument to measure student readiness but also as a theoretical construct that bridges curriculum objectives with learner diversity, thereby strengthening the foundation of differentiated and holistic education in the Merdeka Curriculum.
Co-Authors Ikhwanul Habib Muhibbuddin S Taqiyuddin Kabalmay