Analysis of The Implementation of Diagnostic Assessment in Elementary School Mover in The Buleleng District

A diagnostic assessment is a specialized evaluation conducted with the specific purpose of identifying students' characteristics, competencies, strengths, weaknesses, and preferred learning styles. In schools, such assessments yield numerous benefits and ignite a particular passion among teachers, enabling them to tailor and devise learning methods, models, and media that cater to each student's unique abilities. The objective of this study was to examine the implementation of diagnostic assessments at the Elementary School Mover in the Buleleng district, using a qualitative research approach. The research participants included purposefully selected teachers, principals, and students. The study's findings indicate that an overwhelming majority, 95% of teachers at the Elementary School Mover in the Buleleng district, are familiar with and acknowledge the significance of the independent curriculum, with assessment being one of its key components. In general, 78% of teachers have conducted cognitive diagnostic assessments, while 72% have carried out non-cognitive diagnostic assessments in their own customized approaches.