<![CDATA[Pandemi COVID-19 menimbulkan berbagai dampak negatif yang mengarah pada learning loss. Siswa kehilangan kesempatan belajar sebagaimana mestinya, dan dalam hal ini hak mereka untuk mendapatkan pembelajaran tidak bisa terpenuhi secara maksimal, atas dasar inilah sehingga lahir kurikulum merdeka yang merupakan penyempurnaan dari kurikulum sebelumnya. Di mana pada kurikulum merdeka, sekolah diharuskan melaksanakan asesmen diagnostik untuk mengidentifikasi kesiapan belajar peserta didik. Penelitian ini bertujuan untuk mengkaji dan mendeskripsikan lebih jauh bagaimana pelaksanaan hasil dan tindak lanjut asesmen diagnostik di SMP Negeri 1 Malunda Kabupaten Majene. Asesmen diagnostik meliputi asesmen diagnostik nonkognitif dan kognitif. Untuk asesmen diagnostik nonkognitif terdiri dari bakat minat peserat didik, gaya belajar dan kebutuhan dasar anak. Sedangakan asesmen diagnostik kognitif meliputi kemampuan literasi dan numerasi peserta didik. Penelitian ini bersifat deskriptif. Dari hasil penelitian disimpulkan bahwa gaya belajar visual peserta didik mencapai 39,61%, bakat minat peserta didik berada pada pilihan kegiatan ekstra Siswa Pecinta Lingkungan (SPL) dengan persentase 26,84%. Untuk kebutuhan dasar anak sebanyak 31,94% peserta didik membutuhkan kebebasan. Untuk asesmen diagnostik kognitif ditemukan bahwa sebanyak 49,52% peserta didik perlu diintervensi pada asesmen literasi dan 57,19% perlu diintervensi pada kemampuan numerasi. Dari hasil asesmen diagnostik tersebut maka sekolah perlu melakukan tindak lanjut secara komprehensif dan berkesinambungan agar kemampuan kognitif, afektif dan psikomotorik peserta didik dapat tumbuh dan berkembang sesuai fase perkembangannya. Asesmen diagnostik baik nonkognitif maupun kognitif sangat penting dilaksanakan oleh sekolah yang telah menerapkan kurikulum Merdeka Belajar. Melalui hasil asesmen tersebut seorang pendidik di satuan pendidikan dapat mengakomodir kebutuhan belajar peserta didik yang berbeda dengan penerapan pembelajaran berdiferensiasi. The COVID-19 pandemic has caused various negative impacts that lead to learning loss. Students lose the opportunity to learn as they should, and in this case their right to get learning cannot be fulfilled to the fullest, on this basis, the independent curriculum was born which is an improvement on the previous curriculum. Where in the independent curriculum, schools are required to carry out diagnostic assessments to identify students' learning readiness. This study aims to examine and further describe how the implementation of diagnostic assessment results and follow-up at SMP Negeri 1 Malunda, Majene Regency. Diagnostic assessment includes non-cognitive and cognitive diagnostic assessments. For non-cognitive diagnostic assessment consists of talents, interests, learning styles and basic needs of children. While the cognitive diagnostic assessment includes students' literacy and numeracy skills. This research is descriptive. From the results of the study it was concluded that the visual learning style of students reached 39.61%, the talent of interest of students was in the choice of extra activities of Students of Environmental Lovers (SPL) with a percentage of 26.84%. For the basic needs of children, 31.94% of students need freedom. For cognitive diagnostic assessment, it was found that 49.52% of learners need intervention in literacy assessment and 57.19% need intervention in numeracy skills. From the results of the diagnostic assessment, schools need to conduct comprehensive and continuous follow-up so that the cognitive, affective and psychomotor abilities of students can grow and develop according to their developmental phase. Both non-cognitive and cognitive diagnostic assessments are very important for schools that have implemented the Merdeka Belajar curriculum. Through the results of this assessment, an educator in the education unit can accommodate the learning needs of different students by implementing differentiated learning.]]>
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