Peran Asesmen Diagnostik Nonkognitif dalam Menentukan Gaya Belajar Peserta Didik di Pembelajaran Bahasa Indonesia
Abstract
Penelitian ini bertujuan untuk mengkaji peran asesmen diagnostik nonkognitif dalam menentukan gaya belajar peserta didik pada pembelajaran Bahasa Indonesia. Gaya belajar merupakan faktor penting dalam efektivitas pembelajaran, karena setiap peserta didik memiliki preferensi yang berbeda dalam menerima dan mengolah informasi. Penelitian ini menggunakan metode deskriptif kualitatif dengan pengumpulan data melalui observasi, wawancara, dan angket di SMA Negeri 2 Semarang. Hasil penelitian menunjukkan bahwa asesmen diagnostik nonkognitif dapat mengidentifikasi gaya belajar peserta didik, yaitu visual (40%), auditori (33%), dan kinestetik (27%). Guru yang memahami hasil asesmen tersebut mulai menerapkan strategi pembelajaran yang lebih bervariasi dan adaptif, seperti penggunaan media visual, diskusi kelompok, serta simulasi atau permainan peran. Temuan ini menunjukkan bahwa asesmen nonkognitif berdampak positif terhadap peningkatan motivasi, partisipasi, dan prestasi akademik peserta didik. Selain itu, guru juga dapat mengenali hambatan emosional dan sosial yang memengaruhi proses belajar. Dalam konteks Kurikulum Merdeka, asesmen ini menjadi dasar penting dalam pembelajaran berdiferensiasi. Kendati terdapat tantangan dalam implementasinya, seperti keterbatasan waktu dan kompetensi guru, asesmen diagnostik nonkognitif terbukti mendukung terciptanya lingkungan belajar yang lebih inklusif dan berpusat pada peserta didik. Oleh karena itu, asesmen ini perlu diintegrasikan secara berkelanjutan dalam praktik pembelajaran sebagai upaya mewujudkan pendidikan yang humanis dan responsif terhadap kebutuhan individual.
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