ASESMEN DIAGNOSTIK SEBAGAI IMPLEMENTASI KURIKULUM MERDEKA KELAS VB DI SD NEGERI TLOGOMAS 2

Education currently applies the Independent Curriculum where the application in learning applies learning by accommodating differentiated learning. Diagnostic Assessment in the Independent Curriculum is a special assessment that aims to identify characteristics, competency conditions, strengths and weaknesses of students' learning models, so that learning can be designed according to the various competencies and conditions of students. This research aims to describe the Diagnostic Assessment as an Implementation of the Independent Curriculum for Class VB at SD Negeri Tlogomas 2.
This research uses qualitative research and the type used is descriptive. This research was carried out at SD Negeri Tlogomas 2 which focused on the principal, class VB teachers and class VB students. This research data was obtained through interviews, observation and documentation so that in its implementation the researcher conducted interviews, observation and documentation. Data analysis in this research went through four stages, namely data collection, data reduction, data presentation, and drawing conclusions. Checking the validity of the data uses two techniques, namely source triangulation and technical triangulation.
The results of the research obtained are that Tlogomas 2 Public Elementary School has implemented diagnostic assessments in the Merdeka curriculum since 1 year ago in the 2023/2024 academic year. There are 2 (two) diagnostic assessments, namely the Non-Cognitive Diagnostic Assessment which is carried out in the first week of the beginning of the learning year, which is carried out 1 (one) time during the introduction period to the school environment, while the implementation of the Cognitive Diagnostic Assessment is carried out at the beginning when the teacher introduces a new learning topic. Non-cognitive diagnostic assessments aim to measure the psychological aspects and emotional conditions of students before starting learning, while cognitive diagnostic assessments aim to diagnose students' basic abilities on a subject topic. Through carrying out diagnostic assessment activities to identify or find out the characteristics, competency conditions, strengths, weaknesses of students' learning models, students' learning styles so that learning can be designed according to the students' competencies and conditions.