KESIAPAN GURU SEKOLAH LUAR BIASA DALAM MELAKSANAKAN ASESMEN DIAGNOSTIK NONKOGNITIF BERBASIS PENDEKATAN DEEP LEARNING
DOI:
https://doi.org/10.23969/jp.v11i3.63432Keywords:
deep learning, individualized education program, non-cognitive diagnostic assessment, special schools, teacher readinessAbstract
Non-cognitive diagnostic assessment is an essential component of special education because it provides information about students’ characteristics, needs, interests, and socio-emotional conditions as the basis for developing Individualized Education Programs (IEPs). Along with the implementation of the Deep Learning approach, which emphasizes the principles of mindful, meaningful, and joyful learning, the readiness of special school (SLB) teachers has become a key factor in ensuring effective assessment practices. This study aims to analyze the concept of non-cognitive diagnostic assessment from the Deep Learning perspective, examine the readiness of SLB teachers, and identify the supporting and inhibiting factors based on previous studies. This research employed a narrative literature review by analyzing 15 scientific articles published between 2018 and 2025 from Google Scholar, Scopus, ERIC, and Garuda. The findings indicate that teacher readiness includes conceptual understanding, technical competence, and the ability to utilize assessment results in instructional planning. Supporting factors include teaching experience, professional development, school support, collaboration with parents and professionals, and the availability of assessment instruments. Strengthening teacher competencies and providing sustainable educational support are essential to optimize the implementation of Deep Learning-based non-cognitive diagnostic assessment in special schools.
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