TEACHERS' PERCEPTION AND PRACTICES OF DIAGNOSTIC ASSESSMENT IN IMPLEMENTING MERDEKA CURRICULUM (A CASE STUDY OF ENGLISH CHANGE AGENT TEACHERS OF JUNIOR HIGH SCHOOLS IN GROBOGAN, CENTRAL JAVA)
DOI:
https://doi.org/10.23969/jp.v9i04.20454Keywords:
Teachers’ perception, practices, diagnostics assessment, Merdeka CurriculumAbstract
In order to implement the Merdeka Curriculum, this study sought to understand how teachers perceived diagnostic assessment and how their perceptions and practices related to each other. In this case, the researcher combined a qualitative and quantitative methodology. This study presents the results and analysis of the information acquired through questionnaires, interviews, and classroom observations. The researcher separated the study into several sections in order to collect data on teachers' perception, such as their perceptions about the concept, preferred techniques, benefits, challenges, and strategies for using diagnostic assessments. Based on the research findings, it was determined that the teachers who joined the English change agent teacher batch-4 from Grobogan regency had successfully completed the diagnostics assessment. Teachers have good perception about diagnostic assessments as they found that the assessments are beneficial, which encourages them in conducting the learning process better.Downloads
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