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All Journal IJoLE: International Journal of Language Education Ideguru: Jurnal Karya Ilmiah Guru
Siburian, Desi Arni Natalina Br
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Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Implementasi Asesmen Diagnostik dalam Kurikulum Merdeka di SMAN 1 Kabun Siburian, Desi Arni Natalina Br; Mukhlis, Muhammad
Ideguru: Jurnal Karya Ilmiah Guru Vol 9 No 3 (2024): Edisi September 2024
Publisher : Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51169/ideguru.v9i3.1095

Abstract

The teacher's important role is in planning a good assessment so that it can be given to students to measure their basic abilities, the implementation of the assessment, as well as the results and evaluation/follow-up to students after carrying out the Diagnostic Assessment. What things do teachers do to produce a good assessment as well as the obstacles and constraints experienced while preparing and implementing this Diagnostic Assessment. The research method used in this research is a descriptive qualitative research method. Data collection techniques in this research are interview and documentation techniques. The purpose of this research is to find out the extent of preparations made by educators to implement and carry out Diagnostic Assessments in schools from the preparation, implementation stages to the results of evaluations and follow-up carried out as well as knowing the weaknesses and strengths of each student. The benefit of this research is to obtain information about the implementation of Diagnostic Assessment at SMA N 1 Kabun. Find out what obstacles were experienced during the implementation of the Diagnostic Assessment at SMA N 1 Kabun. After knowing this, educators will easily determine the learning model that will be carried out on students. From the results of this research, the Diagnostic Assessment in the Merdeka Curriculum at SMA N 1 Kabun really helps teachers in teaching, and makes students know and can measure their own basic abilities, and students also become more active and enthusiastic in learning. Even though teachers have various obstacles and obstacles in implementing this Diagnostic Assessment, so far the implementation has been quite good and has shown maximum results.
Dyslexic Students’ Profiles in Vocational Schools: Characteristics and Strategies Mukhlis, Muhammad; Sohnui, Suhailee; Asnawi, Asnawi; Yuliawan, Tri; Shafina, Vira; Siburian, Desi Arni Natalina Br
International Journal of Language Education Vol. 9, No. 4, 2025
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v9i4.82166

Abstract

Inclusive education aims to provide equal learning access for all students, including those with special needs such as dyslexia. This study explores the characteristics of students at risk of dyslexia in Vocational High Schools (SMK) and the learning strategies that can be implemented to improve their reading skills. Using a descriptive qualitative approach, data was collected from 11 Indonesian language teachers at public vocational schools in Pekanbaru through questionnaires and Focus Group Discussions (FGD). The findings indicate that dyslexic students face difficulties in letter recognition, reading fluency, and text comprehension, which impact their self-confidence and motivation to learn. The learning strategies currently applied in schools have not been fully adapted to the needs of dyslexic students, relying heavily on text-based methods without incorporating multisensory approaches or adaptive technology. Furthermore, the assessment methods still follow conventional formats, making it difficult for dyslexic students to demonstrate their understanding optimally. Therefore, more adaptive learning approaches are needed, such as multisensory methods, explicit phonics instruction, and the integration of assistive technology to enhance the literacy skills of dyslexic students. These findings are expected to serve as a foundation for developing more inclusive educational policies and improving teachers' competencies in supporting students with special needs in vocational school environments.
Co-Authors Asnawi Asnawi Mukhlis, Muhammad Shafina, Vira Sohnui, Suhailee Yuliawan, Tri