Asesmen Diagnostik: Analisis Komparatif dan Rekonstruksi Modul Ajar Teks Deskripsi Kelas VII

Isna Vardianawati; Deby Luriawati Naryatmojo; Wagiran Wagiran

doi:10.17509/

Authors

Isna Vardianawati State University of Semarang
Deby Luriawati Naryatmojo State University of Semarang
Wagiran Wagiran State University of Semarang

DOI:

https://doi.org/10.17509/

Keywords:

Diagnostic Assessment, Cognitive Assessment, Non-cognitive Assessment, Teaching Module, Descriptive Text

Abstract

Diagnostic assessments serve to provide preliminary information regarding students' readiness, abilities, and learning needs; however, the mere inclusion of an initial assessment in a teaching module does not guarantee that this function is fulfilled. This study aims to analyze the alignment of cognitive and non-cognitive diagnostic assessments within three teaching modules on descriptive texts for Grade VII (Junior High/Islamic Junior High level) and to reconstruct the instruments based on learning objectives. A qualitative descriptive approach was employed, utilizing document analysis of teaching modules from SMPIP Nihadul Qulub Ungaran, MTs Nurul Islam, and SMP IT Assalam Bandungan. The analysis compared learning objectives, initial assessment items, cognitive levels, and non-cognitive aspects. The results revealed a lack of alignment between learning objectives and initial assessments across all three modules. The first module contained three general, experience-based oral questions; the second included only two questions covering a broad scope of objectives; while the third was more structured but failed to measure all prerequisite competencies. Non-cognitive information in all three modules tended to consist of teacher descriptions rather than results from instruments completed by the students. Reconstruction involved incorporating text stimuli, C1–C4 cognitive items, and non-cognitive questionnaires, ensuring that each item could be traced back to specific ability indicators or learning needs. This study represents a conceptual reconstruction and has not yet empirically tested the validity of the instruments. In conclusion, diagnostic assessments should be designed as instruments that generate information to guide subsequent instructional actions, rather than serving merely as introductory questions.

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