IMPLEMENTASI ASESMEN DIAGNOSTIK NON-KOGNITIF DALAM MENINGKATKAN KESIAPAN DAN KETERLIBATAN BELAJAR SISWA PADA PEMBELAJARAN IPAS KELAS IV

Febriantika, Indah. 2025. Implementation of Non-Cognitive Diagnostic Assessment in Improving Students' Learning Readiness and Engagement in Grade IV IPAS Learning. Thesis of Master of Pedagogy Study Program, Postgraduate Directorate, University of Muhammadiyah Malang. Advisor 1: Dr. Erna Yayuk, M.Pd, Advisor 2: Dr. Siti Fatimah Soenaryo, M.Pd. [email protected]
This study aims to describe the implementation of non-cognitive diagnostic assessments in Grade 4 Natural and Social Science (IPAS) learning at SDN Bandungrejosari 1, Malang City, and analyze its impact on students’ readiness and engagement. In the Merdeka Curriculum context, non-cognitive assessments are essential for helping teachers understand students’ psychosocial conditions such as motivation, interest, anxiety, and self-confidence which significantly influence learning processes. This qualitative research applies a case study design. Data were collected through participatory observation, in-depth interviews, and documentation. The results reveal that teachers conduct non-cognitive assessments at the beginning of the learning process using questionnaires, reflective dialogues, and classroom observation. The assessment results are utilized to design differentiated learning strategies and create a supportive, responsive learning environment. These efforts contribute to improving students’ emotional and social readiness, reflected in increased participation, confidence, and cooperative behavior in IPAS activities. Furthermore, student engagement improves across behavioral, emotional, and cognitive dimensions. This study concludes that the integration of non-cognitive diagnostic assessments is a critical step in realizing inclusive, adaptive, and student-centered learning. It recommends that such assessments become an integral part of instructional planning to optimize learning quality and promote meaningful educational experiences aligned with students' diverse needs.