The Ability of Javanese Language Teachers in Semarang City to Conduct Cognitive Diagnostic Assessments
Keywords:
Diagnostic Assessment, Javanese Language, Teachers AbilityAbstract
There is still much variation in how people understand diagnostic assessment and how it is done. This is also true for Javanese language teachers in Semarang. This study aims to describe how well Javanese language teachers in Semarang can do diagnostic assessments. The data for this study are from documents about diagnostic assessments done by Javanese language teachers in Semarang. The data sources for this study were Javanese language teachers in Semarang City. Data were collected using document analysis, questionnaires, and interviews. The instruments used were data cards, questionnaires, and interview guidelines. Data were validated using triangulation techniques. The validated data were then analyzed using content analysis, which involved categorizing the data into the diagnostic assessment preparation, implementation, and follow-up stages. The study results showed that 32 (71.1%) respondents had carried out diagnostic assessment preparation and implementation stages. Fifteen (33.3%) respondents had carried out follow-up activities. This indicates that not all respondents who had carried out the diagnostic assessment preparation and implementation stages also performed follow-up activities. The following recommendations were made based on these results. Cognitive diagnostic assessment instruments must be designed for each topic with varying difficulty levels. Cognitive diagnostic assessments need to be conducted regularly, especially for new material. Follow-up activities should be conducted. This is to integrate several learning components, including diagnostic assessment, differentiated learning, formative assessment, and summative assessment.
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