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All Journal Literasi: Jurnal Ilmiah Pendidikan Bahasa, Sastra Indonesia dan Daerah Didaktika: Jurnal Kependidikan
Linda Rizkika Sekarsari
Universitas Negeri Yogyakarta
Education Languange, Linguistic, Communication & Media Mathematics Other

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Kesenjangan Ideal dan Aktual Asesmen Diagnostik Pembelajaran Bahasa Indonesia di SMA/SMK Linda Rizkika Sekarsari; Sudiati; Esti Swatika Sari
Didaktika: Jurnal Kependidikan Vol. 15 No. 1 Februari (2026): Didaktika Jurnal Kependidikan
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/27454312.3312

Abstract

Penelitian ini mengungkapkan kesenjangan antara konsep ideal asesmen diagnostik dalam kurikulum baru dengan praktik di lapangan, khususnya pada pembelajaran Bahasa Indonesia di SMA N 1 Mlati dan SMK Muhammadiyah 1 Seyegan. Penelitian ini bertujuan untuk mengkaji bagaimana guru memahami dan menerapkan asesmen diagnostik, seberapa baik hasilnya dimanfaatkan untuk perencanaan dan diferensiasi pembelajaran, serta mengidentifikasi kesenjangan dan dampaknya pada pengembangan literasi siswa. Metode kualitatif deskriptif digunakan melalui wawancara semiterstruktur dengan enam partisipan (guru Bahasa Indonesia, wakil kepala sekolah kurikulum, dan guru BK dari kedua sekolah) serta studi dokumen seperti modul ajar dan instrumen asesmen, dilakukan pada November 2025. Hasil menunjukkan bahwa asesmen diagnostik sering kali hanya pretest sederhana yang berfokus pada aspek kognitif, tanpa integrasi kuat elemen nonkognitif seperti motivasi dan sikap sehingga diferensiasi pembelajaran kurang efektif dan siswa heterogen tidak mendapat pengalaman belajar yang sesuai. Hambatan utama meliputi kurangnya pelatihan guru, beban administrasi, dan komunikasi antarpihak yang membuat hasil asesmen jarang dimanfaatkan maksimal. Ini berdampak pada pengembangan literasi Bahasa Indonesia yang belum sepenuhnya mendalam, meski ada upaya fleksibel di salah satu sekolah. Penelitian ini memberikan gambaran empiris tentang tantangan implementasi kurikulum baru di konteks sekolah menengah, yang bisa jadi dasar untuk perbaikan praktik pendidikan. Kata kunci: asesmen diagnostik, pembelajaran Bahasa Indonesia, kurikulum baru, kesenjangan ideal aktual, diferensiasi pembelajaran
Eksplorasi Bahan Ajar Interaktif Berbasis Google Sites dalam Pembelajaran Menulis Deskripsi bagi Siswa Kelas VII SMP/MTs Linda Rizkika Sekarsari; Anwar Efendi; Ari Kusmiatun
Literasi: Jurnal Ilmiah Pendidikan Bahasa, Sastra Indonesia dan Daerah Vol. 16 No. 2 (2026): Literasi: Jurnal Ilmiah Pendidikan Bahasa, Sastra Indonesia dan Daerah
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/literasi.v16i2.46395

Abstract

Descriptive writing in Phase D requires students to observe objects, select relevant details, and organize ideas coherently. In practice, the teaching materials available in schools remain fragmented across textbooks, worksheets, slides, and sample texts, and therefore do not form a single sequence that guides students through the writing process. This study maps teachers' and students' needs for Google Sites-based interactive teaching materials as the basis for subsequent product development. It was designed as a preliminary needs analysis situated in the Analyze phase of the ADDIE model, employing a descriptive qualitative approach supported by a quantitative survey. Data were gathered through questionnaires completed by 177 seventh-grade students and eight Indonesian language teachers across ten public and private junior secondary schools and madrasahs in the Special Region of Yogyakarta, supplemented by document analysis. The data were analyzed using the interactive model of Miles, Huberman, and Saldaña, with source and method triangulation. The findings reveal a paradox of need: most students and teachers rated their learning resources as appropriate (90.4% and 87.5%), yet only some actually used materials designed specifically for writing (69.5% and 62.5%), while open-ended responses uncovered concrete writing difficulties among 81.9% of the students. The availability of learning resources therefore does not amount to the availability of tools that guide the writing process. The most prominent need concerns explicit step-by-step writing guidance and visual support as observational stimuli rather than attractive presentation. The novelty of this study lies in formulating an empirically grounded needs framework, integrated, sequential, multimodal, and contextual, that positions Google Sites as an organizer of the writing process rather than a repository of materials.
Co-Authors Anwar Efendi Ari Kusmiatun Esti Swatika Sari Sudiati Sudiati