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Eduvista: Journal of Education and Innovation
Published by PT Bina Perfidia Akademia
ISSN : -     EISSN : 31640303     DOI : -
Core Subject :
Eduvista: Journal of Education and Innovation is a peer-reviewed scholarly journal that publishes high-quality research, conceptual papers, review articles, and case studies on education and educational innovation. The journal provides a platform for researchers, educators, policymakers, and practitioners to disseminate knowledge and innovative practices that advance educational theory, policy, and practice across diverse contexts. Scope The journal welcomes manuscripts in, but is not limited to, the following areas: Educational Innovation Educational Technology and Digital Learning Artificial Intelligence in Education Curriculum Development and Instructional Design Teaching, Learning, and Assessment Educational Psychology Teacher Education and Professional Development Educational Leadership, Management, and Policy Primary, Secondary, and Higher Education Inclusive and Special Education STEM and Language Education Learning Analytics and Educational Data Lifelong Learning Education for Sustainable Development Innovative Learning Media and Classroom Practices Eduvista accepts manuscripts in English and encourages interdisciplinary perspectives that foster innovation and address contemporary challenges in education.
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Articles 21 Documents
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From diagnostic assessment to Deep Learning: Mapping non-cognitive needs and differentiated strategies in Indonesian language instruction Rio Sahputra; Musriana Musriana; Dina Ramadhanti; Fazila Ade Zulfa; Kasmita Kasmita
Eduvista: Journal of Education and Innovation Vol. 1 No. 1 (2026): Eduvista: Journal of Education and Innovation
Publisher : PT Bina Perfidia Akademia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67964/wvwbbk46

Abstract

Differences in students’ learning needs require responsive Indonesian language instruction in implementing Deep Learning. This study aims to map the non-cognitive learning needs of Grade X and XII students at SMA Negeri 2 Padang as a basis for differentiated instructional strategies. A descriptive quantitative approach with a cross-grade comparative design was employed involving 132 students through non-cognitive diagnostic questionnaires analyzed using means, frequencies, and percentages. The findings reveal variations in learning needs across groups. Oral communication confidence emerged as a relatively consistent need, while reading literacy was a concern among Grade X students. Students showed a tendency toward visual and auditory preferences alongside diverse learning choices, while laziness and physical fatigue were the most frequently reported barriers. This study contributes a diagnostic-to-pedagogical mapping that connects non-cognitive learning needs with the mindful, meaningful, and joyful principles of Deep Learning and with content and process differentiation, providing a concrete basis for designing responsive Indonesian language instruction. Abstrak Perbedaan kebutuhan belajar peserta didik menuntut pembelajaran Bahasa Indonesia yang responsif dalam penerapan Pembelajaran Mendalam. Penelitian ini bertujuan memetakan kebutuhan belajar non-kognitif peserta didik kelas X dan XII SMA Negeri 2 Padang sebagai dasar perumusan strategi pembelajaran berdiferensiasi. Penelitian menggunakan pendekatan deskriptif kuantitatif dengan desain perbandingan lintas jenjang terhadap 132 peserta didik melalui angket asesmen diagnostik non-kognitif yang dianalisis menggunakan rata-rata, frekuensi, dan persentase. Hasil menunjukkan adanya variasi profil kebutuhan antarkelompok. Kepercayaan diri komunikasi lisan menjadi kebutuhan yang relatif konsisten, sedangkan literasi membaca menjadi perhatian pada kelas X. Peserta didik menunjukkan kecenderungan preferensi visual dan auditori dengan pilihan belajar yang beragam, sementara rasa malas dan kelelahan fisik menjadi hambatan yang paling sering dilaporkan. Kontribusi penelitian ini adalah menghasilkan pemetaan diagnostik-pedagogis yang menghubungkan kebutuhan non-kognitif dengan prinsip mindful, meaningful, dan joyful serta strategi diferensiasi proses dan konten sebagai dasar konkret perancangan pembelajaran Bahasa Indonesia yang responsif.

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