<![CDATA[Abstrak: Penelitian ini bertujuan untuk menganalisis implementasi asesmen diagnostik dalam pembelajaran inklusif di sekolah dasar, mengidentifikasi tantangan yang dihadapi guru, serta mendeskripsikan strategi yang diterapkan dalam mengoptimalkan pelaksanaan asesmen diagnostik. Penelitian menggunakan pendekatan mixed methods dengan desain convergent parallel. Data kualitatif diperoleh melalui observasi, wawancara, dan dokumentasi, sedangkan data kuantitatif diperoleh melalui penyebaran angket kepada guru sekolah dasar penyelenggara pendidikan inklusif. Data kualitatif dianalisis menggunakan model Miles, Huberman, dan Saldaña, sementara data kuantitatif dianalisis secara deskriptif menggunakan nilai rata-rata dan persentase. Hasil penelitian menunjukkan bahwa implementasi asesmen diagnostik berada pada kategori baik, ditandai dengan pelaksanaan identifikasi kemampuan awal, karakteristik, dan kebutuhan belajar peserta didik sebagai dasar penyusunan pembelajaran. Tantangan utama yang dihadapi guru meliputi keterbatasan waktu, kesulitan menyusun instrumen asesmen yang sesuai dengan karakteristik peserta didik, serta terbatasnya pelatihan mengenai asesmen diagnostik. Strategi yang dilakukan guru meliputi observasi berkelanjutan, pemanfaatan hasil asesmen dalam pembelajaran berdiferensiasi, serta kolaborasi dengan orang tua dan guru pendamping khusus. Temuan penelitian menegaskan bahwa asesmen diagnostik berperan penting dalam mendukung pembelajaran yang adaptif, inklusif, dan berorientasi pada kebutuhan peserta didik. Abstract: This study aims to analyze the implementation of diagnostic assessment in inclusive learning at elementary schools, identify the challenges faced by teachers, and describe the strategies employed to optimize diagnostic assessment practices. The study employed a mixed-methods approach using a convergent parallel design. Qualitative data were collected through observations, interviews, and document analysis, while quantitative data were obtained through questionnaires administered to teachers in inclusive elementary schools. Qualitative data were analyzed using the Miles, Huberman, and Saldaña interactive model, whereas quantitative data were analyzed descriptively using mean scores and percentages. The findings indicate that the implementation of diagnostic assessment was categorized as good, as reflected in teachers' efforts to identify students' initial abilities, characteristics, and learning needs prior to instruction. The major challenges included limited time, difficulties in developing assessment instruments tailored to diverse student characteristics, and limited professional training on diagnostic assessment. Teachers addressed these challenges by conducting continuous classroom observations, utilizing assessment results to design differentiated instruction, and strengthening collaboration with parents and special education teachers. The findings highlight the significant role of diagnostic assessment in supporting adaptive, inclusive, and student-centered learning in elementary schools.]]>
