The Role of Diagnostic Assessment in the Preparation of Learning Strategies that Focus on the Needs of Students

This study aims to analyze the effectiveness of providing cognitive and non-cognitive diagnostic (learning style) assessments and recognizing students' learning styles before the learning process occurs. The results of this study show that, typically, the diagnostic assessment process is not implemented before learning activities begin, and that the learning process proceeds without first taking into account the learning style of the students. This study also analyzes the effectiveness of the use of GeoGebra in learning as a solution to facilitating various student learning styles. The research was carried out in 2 schools, namely SMA Negeri 2 Kefamenanu and SMA Katolik Warta Bakti Kefamenanu, utilizing a Pre-Experimental design, with a total of 53 students chosen by a purposive sampling technique. Data were collected using questionnaires and test questions, then analyzed using the Kruskal-Wallis and Wilcoxon Signed Test methods to compare the student groups from each school. The results indicate that the average mathematical diagnostic assessment score was 16.4553. After utilizing GeoGebra during learning and focusing on student learning styles, the students' average mathematical ability score increased to 62. This result is supported by the Kruskal-Wallis Test and Wilcoxon Signed Test, indicating that the average of the mathematical ability score from the diagnostic assessment reaches near-equilibrium after the students are exposed to GeoGebra. The increase in students' ability by 55% on the N-Gain Test shows that learning by utilizing GeoGebra is quite effective in improving students' mathematical skills. These results lead to the conclusion that learning by using GeoGebra during learning after cognitive diagnostic assessments and paying attention to students' learning styles is the best way to improve student learning outcomes.

Based on research over the past three years, the average for the implementation of diagnostic assessments shows that they still feel unfamiliar with its use. Then, the implementation of cognitive diagnostic assessments on fluid material often only reveals the inability to memorize rather than conceptual understanding. Teachers have received sufficient training regarding its implementation, but there are still obstacles in students' understanding of science concepts related to fluid material. The objective of this research focuses on discussing the optimization of cognitive diagnostic assessment with the PjBL learning model. This study uses a quasi-experimental approach with a pretest-posttest control group design. The subjects of the study are eighth-grade students at a junior high school implementing the Merdeka Curriculum. The class was divided into two groups, namely the experimental class that applied the Project-Based Learning (PjBL) model with the optimization of cognitive diagnostic assessment, and the control class that used conventional teaching methods. The results of this study show a significant difference in pre-test and post-test scores (p<0.001). The average gain score of 24.34 indicates the effectiveness of PJBL learning by optimizing cognitive diagnostic assessment. Although teachers have received adequate training on cognitive diagnostic assessments, there are still obstacles in students' understanding of science concepts, especially in fluid materials. Therefore, the PjBL approach with structured diagnostic assessment can be a solution to overcome these obstacles. This study also highlights the importance of remedial support for students who have not yet achieved competence in understanding fluid concepts. By aligning learning based on the average competency of students, teachers can provide more targeted interventions. In general, the combination of the PjBL model and cognitive diagnostic assessment can be an effective learning strategy in the Merdeka Curriculum.

Abstract: Many studies report that learning style plays an important role in the effectiveness of learning strategies. This study will offer, present and simultaneously test the effect of direct learning strategies and tutorial strategies and learning styles of the ability to apply concepts and implementing procedures in the course Development Media Video / TV Learning. Based on calculations by multivariate analysis of variance can be concluded in general that there are differences in the acquisition of learning outcomes of the application of the concepts and procedures on learning strategies directly and learning strategies tutorials, the difference in the acquisition of learning outcomes on student's learning style, and there was no interaction effect of learning styles and strategies the application of the concept of learning outcomes and procedures.

The ability to identify, reflect, and generalize mathematical concepts from previous learning experiences into new situations is known as reflective abstraction. This study intends to examine the reflective abstraction process carried out by students with disabilities in solving mathematical problems. This research is a qualitative study that employs a descriptive approach. This study involved two students with hearing impairments who were purposively selected at the middle school level in Branjangan, Jember. Data were collected through observations, interviews, and supporting documents related to the mathematical problem-solving process. The results of the study show that this reflective abstraction process varies depending on the type of disability and the students' learning experiences. Factors such as teacher support, the use of visual aids, and previous learning experiences play a significant role in student success. This study offers explanations for how students with disabilities develop their understanding and highlights the importance of adaptive and inclusive learning approaches to support them. We hope that these findings will serve as a foundation for the creation of more inclusive learning strategies, especially in teaching.

Inclusive education is a strategic approach that aims to ensure that all learners, including those with special needs, receive equal and quality education services in regular schools. Although it has become an important part of the education system in many countries, the implementation of inclusive education faces various challenges, such as limited resources, lack of teacher competence and less than optimal collaborative support from all stakeholders. This study conducted a systematic review of strategies, approaches and best practices that have been implemented to optimize the implementation of inclusive education in regular schools. The results emphasize the need to strengthen ongoing teacher training, increase collaboration among stakeholders and implement adaptive and innovative learning strategies. The implications of these results suggest the importance of developing policies that support continuous training and enforcing closer collaboration at the school and community levels. Strategic recommendations include increasing teachers' capacity through continuous training, using inclusive learning strategies and varied media, and a comprehensive evaluation system. The findings are expected to serve as a reference for educators, policy makers and school managers in designing and implementing effective and sustainable inclusive education policies.

This study aims to describe the utilization of audiovisual media as a differentiated learning strategy at MTs Nurul Islam Indonesia. The background of this research is based on the diversity of students’ characteristics in terms of learning styles, abilities, and levels of understanding, which requires adaptive and inclusive learning strategies. This research employed a descriptive qualitative approach, with data collected through classroom observations, interviews with teachers and students, and documentation of learning activities. The results indicate that audiovisual media were systematically utilized in the learning process as an introduction to the material, a means of concept explanation, and a tool for reinforcing students’ understanding. The integration of audiovisual media with group discussion activities was able to accommodate differences in students’ learning abilities, increase learning motivation and classroom participation, and enhance conceptual understanding. Furthermore, the role of teachers was found to be crucial in the successful implementation of differentiated learning, particularly in managing media use, facilitating discussions, and providing constructive feedback. This study concludes that the use of audiovisual media as a differentiated learning strategy can serve as an effective alternative to create meaningful, participatory, and equitable learning experiences in madrasah education.

The issue of educational integration is a significant concern in meeting the special needs of regular school students, including Islamic Religious Education (PAI) subjects. Although the inclusive program aims to create an equitable learning environment, its implementation has various challenges, including limited teacher resources and lack of training. This study aimed to determine the PAI learning strategy for inclusive students at SMA Muhammadiyah 6 Surakarta and identify the obstacles faced during its implementation. This study used a qualitative method with a case study approach. Data was collected through direct observation of the learning process in grades 10-12, in-depth interviews with PAI teachers, students, and parents, and document analysis. The study results showed that inclusive learning strategies began with recognizing the unique needs of students, such as visual impairments, hearing impairments, hyperactivity, and intellectual disabilities. The strategies implemented included personalization of learning, use of audiovisual media, adaptation of teaching materials such as the Quran and Hadith, and collaboration with parents. Up to 40% of teachers felt adequately trained in inclusive learning, and revised assessments showed an increase in student engagement academically and socially by up to 30%. This study concludes that flexible, innovative, and inclusive learning strategies can enhance the academic and social potential of students with special needs. The implications of this study highlight the importance of intensive training for teachers, the development of more adaptive curricula, and educational policies that support inclusive learning in formal schools.

This research discusses the Characteristics and Model of PAI Learning for ABK at SLB/A Yaketunis. The method used is a qualitative method. The subject in this research is the main source that can provide the data information needed to support the problems in the research. The main source who is the subject of this research is the Islamic Religious Education Teacher. The data collection method uses observation and interviews using observations and recording important points in order to obtain data directly on the research object. The research results show that the PAI learning process at SLB/A Yaketunis was adapted through a music-based approach, by changing the learning material into songs that are sung during the learning process. Learning materials are also linked to students' daily activities to facilitate understanding and application of religious teachings in the context of their lives. Inclusive learning strategies are used to overcome the different speed of understanding of each MDVI student. Good collaboration between educators, students, and parents is important to understand students' individual needs and develop appropriate learning strategies.

Arabic is often considered difficult by most students therefore an appropiate strategy is needed so that students do not find it difficult. In this case, the student learning strategy is one of components that must be considered carrefully by the teacher in improving student’s Arabic learning outcomes. Student learning strategies according to O’Malley and Chamot are divided in to 3 categories, namely metacognitive, cognitive, and affective social. The purpose of this research is to find out what strategies are used by student in learning, and the influence the student learning strategies on student learning outcomes of MAN 5 Kediri. This study used a quantitative method with an ex-post facto design. The population of this study was 230 students. While the number of samples is this study were 58 students. Sampling was determined by means of Random Sampling. The results of this study reveated that the learning strategies that were mostly used by students were cognitive strategies with an average score of 57,28. While student learning outcomes belong to the medium category. The effect of metacognitive learning strategies on learning outcomes was 4,8%, the effect of cognitive learning strategies on learning outcomes was 8,3%, and the effect of affective social learning strategies on learning outcomes was 7.1%.

This study aims to examine why teachers need to use diagnostic assessments of Indonesian language lessons in classes that implement the Teaching at the Right Level (TARL) approach. This study is a qualitative study with a case study approach. This study was conducted in class V (NUH) with 47 students. Data were obtained by collecting the results of diagnostic assessments of three different classes (up to medium, low) of Indonesian language lessons. The assessment was adapted from the book "Bahasa Indonesia: Anak-Anak Yang Ubah Dunia," published by KEMENDIKBUDRISTEK in 2022. The results of the study found that class VI, which was divided into three classes based on the results of the previous semester's report card scores and adjusted to the children's ability levels, showed significant differences between the level-up and low-level classes. 20 students were grouped in class NUH 1 (level up) and answered according to the instructions and directions of the questions with maximum scores. 15 students were grouped into NUH 2 (medium) class, 50% of students answered incorrectly, and 12 students were grouped into NUH 3 (low) class. Only 5 children followed the instructions and directions of the questions from the total of 12 children, plus it turned out that there were 2 students who needed reading assistance from the teacher. This study is expected to provide a strong reason that teachers are advised to apply diagnostic assessments before lessons to be used as a reference for providing stimulus or supporting media for learning, especially Indonesian language lessons.

Effective Learning Techniques are an integral part of learning strategies; the student needs to be involved in the presentation in order to be successful in learning. Student learning outcomes are stated in the analysis of sample data at a rate of 20.15; high score 29.00 low score 13.00; 4% received less than average (13 -14 marks), 3% received average marks (15 marks) and 93% received above average (16 - 29 marks). We investigated effective learning strategies (interview, video clip, role play, role play, five-minute paper, clear break, and group performance) and student learning outcomes (SLOs) among a sample of 158 Wolaita Sodo University Department of Physics. Answering a list of learning questions and assessment of student learning outcomes. We have made our analysis reveal a statistically significant correlation between effective learning strategies and student learning outcomes; therefore learning strategies should also provide 14% (Rsq = 0.139) of variability included in students' learning outcomes and this has been found to be statistically significant (F (1,156) = 25.23, p <.05). In addition, video clip simulation emerged as the most effective learning strategy and had the highest association with student learning outcomes (r = 0.340, p <0.05). The findings discuss the importance of effective learning strategies that promote learning among university students.

Determining the learning quality and the role of measurement and evaluation are accepted as part of the duties and responsibilities of teachers and operators in structured teaching programs. This qualitative case study research examined teacher candidates' conceptual understanding of the reasons for measurement and evaluation and for determining of the learning change to ascertain if trained teacher candidates met the required expectations. The study participants were determined using criteria sampling and consisted of 101 science teacher candidates. The data was collected using open ended questions, which were analyzed using content analysis. The research found that the teacher candidates' conceptual understanding as to the reasons for evaluation and determining the learning change were inadequate. It was found that the participants were unable to relate the measurement and evaluation purposes with learning change, arid that the understanding of the measurement and evaluation concepts aimed at determining the need for learning change did not coincide. The data suggested that there could be teacher training insufficiencies arid that the duties and responsi bititles of the new teaching programs encumbered the teachers. In this context, it was suggested that determ ini ng the learning changes by measurement and evaluation practices be emphasized during teacher training.KeywordsDetermining the Learning Change, Teacher Candidates, Measurement, Evaluation, Conceptual Understanding.Over the last five years the teaching programs in our country, which had been developed within the frame of the European Union adaptation standards, have been restructured with regard to learning areas and approaches. Newer teaching programs, therefore, have improved natures/structures (Kurnaz & Cepni, 2012; Milli Egitim Bakanligi [MEB], 2007; Ustun, Eryilmaz, & Gulyurdu, 2008). Therefore, teachers and the operators of teaching programs have new important responsibilities with regards to the areas of learning and approaches to the program (Ates et al., 2009; Gunes & Tasar, 2006; Serin & Kanli, 2008). This implies that teachers are expected to assimilate these renewed learning areas and approaches into their teaching, such as the constructivist learning approach which requires that learners take responsibility for their own learning progress while the teachers act as facilitators or guides (Cobern, 1993; Karamustafaoglu, Costu, & Ayas, 2005; Kurnaz & Calik, 2008, 2009; Mathews, 2000; Osborne & Wittrock, 1983).For science and technology teaching programs, teachers are required to carry out diagnostic, formative, and summative measurement and evaluation (Kumaz & Cepni, 2012). Therefore, there needs to be a change in the way teachers perceive the measurement and evaluation process in parallel with the new teaching programs, a process which is clearly stated in the teaching programs (see also MEB, 2006, 2013). The key features of the diagnostic, formative, and summative assessments are shown in Table 1.As shown in Figure 1, a teacher needs to first conduct a diagnostic assessment to determine a student's present knowledge. From the data obtained, a formative assessment is conducted to enable a deepening of the learning. Finally, a summative assessment is conducted to determine the student's acquisition, recognize the learning change, and identify learning gaps. What is new here is the need for the diagnostic assessment at the start of the learning process and determining the learning changes. As stated above, the diagnostic assessment is related to understanding the extent of a student's prior knowledge.According to Hailikari (2009), prior knowledge is used for (I) determining the student's level, (II) determining the class aims, and (III) designing the student learning environment. In recent research, it has been observed that students' prior knowledge level should be considered for determining learning change (Hake, 2002a, 2002b; Ladd & Walsh, 2012; Meltzer, 2002; Thompson, 2008; Zeilik, 2012). …

Diagnostic assessment is important in evaluating learning to identify students' readiness, learning difficulties, and conceptual errors to maintain the quality of education. This study aims to analyze research trends on the theme of diagnostic assessment in Indonesian journals on educational evaluation and assessment during the period 2014 to 2025. This research employs a systematic review of articles published in educational evaluation and assessment journals indexed in SINTA. The results of this systematic review indicate that the primary focus of research in this field is the development and validation of diagnostic instruments, with a predominance of quantitative approaches and research and development methods. Research subjects primarily involve high school students, while studies involving elementary school students or educators remain limited. The use of qualitative and mixed methods is still rare. These findings indicate that there is still room for expanding the approaches and focus of diagnostic assessment research in Indonesia to generate a more comprehensive understanding that can support educational practices that are more responsive to students' needs. This study can serve as an initial reference for the development of future research and practices in diagnostic assessment.

This article discusses the Arabic language learning strategy for elementary school graduates at Pondok Pesantren Yusuf Abdussatar, Kediri Lobar, West Nusa Tenggara. The background of this research is based on the importance of mastering Arabic as a means of communication and understanding religious texts in Islamic boarding schools. However, elementary school graduates who enter pesantren often have limitations in Arabic language skills. Therefore, effective learning strategies are needed to facilitate their understanding. This article examines the various methods used, ranging from the communicative approach, context-based learning, to the use of interactive media and a supportive learning environment. This research uses qualitative methods with observation, interview and document analysis techniques. The results show that the applied learning strategies succeeded in improving students' learning motivation and their Arabic language skills, especially through the combination of theory and hands-on practice. In addition, the active involvement of teachers and the support of an intensive boarding school environment play an important role in the success of the learning process. This article recommends further development on the integration of technology in Arabic language learning to improve the efficiency and effectiveness of learning in Islamic boarding schools.

Strategy is one thing that must be done in carrying out every action. Because by doing a strategy will get results in accordance with what will be achieved. Strategies in learning can increase motivation and effectiveness in learning so that in such situations and conditions learning strategies can make students gain both cognitive and intellectual abilities. This study aims to explain the Arabic language learning strategies that are carried out to improve students' cognitive abilities so that students are able to follow the lessons being implemented. The method in this research uses qualitative methods with descriptive analysis so that in this method the researcher will explain and analyze the learning strategies carried out. The results in this study indicate that an effective Arabic learning strategy is taught directly, followed by question practice and reading together so that in this learning process students will interact actively and will improve the existing cognitive system. In addition, students also train their self-confidence.