<![CDATA[ This study examines the implementation of diagnostic assessment in Indonesian language teaching at SMP Negeri 1 Bulango Selatan under the Kurikulum Merdeka, focusing on assessment forms, implementation processes, and challenges. A qualitative descriptive approach was employed, involving one Indonesian language teacher (G1), three classroom observation sessions, a semi-structured interview, and document analysis of Grade VII and VIII teaching modules. Data were analyzed through reduction, display, conclusion drawing, and triangulation. The findings identified prompting questions, oral questioning, brainstorming, and multiple-choice quizzes as diagnostic assessment practices. Grade VII emphasized contextualized visual stimuli and interactive questioning, whereas Grade VIII combined questions about reading experiences and narrative elements with a ten-item diagnostic quiz. Cognitive assessment was more systematically represented, while non-cognitive characteristics were explored informally without structured instruments. Classroom observations confirmed the implementation of initial diagnostic activities, and G1 reported using students’ responses to adjust instruction. However, teaching documents did not explicitly establish procedures for interpreting assessment evidence, identifying individual learning needs, or determining differentiated instructional follow-up. Additional challenges included inconsistencies in assessment documentation, difficulties interpreting students’ oral participation, and time constraints. The study concludes that diagnostic assessment is incorporated into classroom practice, but the connection between assessment evidence and instructional action remains insufficiently systematic. A six-stage diagnostic assessment cycle is proposed to strengthen the interpretation, documentation, and instructional use of diagnostic information.]]>
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