Teaching Reading Differently: Exploring Indonesian PPG Graduates’ Strategies and Barriers in Differentiated Assessment Implementation
DOI:
https://doi.org/10.26740/paramasastra.v12n2.p315-335Kata Kunci:
Differentiated Assessment, Reading Instruction, PPG Graduates, Assessment LiteracyAbstrak
Abstrak
Studi ini membahas penerapan Differentiated Reading Assessment oleh guru Pendidikan Profesi Guru di sekolah menengah pertama di Indonesia, dengan fokus pada strategi khusus yang digunakan di kelas, serta tantangan yang dihadapi oleh guru. Penelitian ini dilakukan dalam paradigma interpretatif, menggunakan metode studi kasus kualitatif, termasuk observasi kelas, analisis rencana pelaksanaan pembelajaran, dan wawancara semi-terstruktur. Hasil penelitian menunjukkan bahwa guru menggunakan pengelompokan fleksibel, membagi murid dalam hal pilihan materi bacaan dan mode respons, melibatkan murid dalam asesmen multimodal yang respektif budaya, dan melakukan umpan balik formatif yang berkelanjutan. Namun, semua strategi tersebut terhambat karena tantangan kelembagaan dan sistemik, termasuk keterbatasan waktu dan sumber materi bacaan, literasi asesmen yang tidak memadai, dan push-test asesmen standar dari kebijakan. Implikasi penelitian ini termasuk perlunya dimulainya reformasi sistemik, yang harus menyertakan pelatihan guru yang relevan, kurikulum yang lebih fleksibel, investasi dalam sumber materi bacaan, dan memerankan pemimpin sekolah. Semua langkah ini diperlukan untuk memungkinkan implementasi DRA di Indonesia.
Kata kunci: asesmen terdiferensiasi, pembelajaran membaca, lulusan PPG, literasi asesmen.
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