From diagnostic assessment to Deep Learning: Mapping non-cognitive needs and differentiated strategies in Indonesian language instruction
DOI:
https://doi.org/10.67964/wvwbbk46Keywords:
Non-cognitive learning needs, Deep Learning, Differentiated instruction, Oral communication, Reading literacyAbstract
Differences in students’ learning needs require responsive Indonesian language instruction in implementing Deep Learning. This study aims to map the non-cognitive learning needs of Grade X and XII students at SMA Negeri 2 Padang as a basis for differentiated instructional strategies. A descriptive quantitative approach with a cross-grade comparative design was employed involving 132 students through non-cognitive diagnostic questionnaires analyzed using means, frequencies, and percentages. The findings reveal variations in learning needs across groups. Oral communication confidence emerged as a relatively consistent need, while reading literacy was a concern among Grade X students. Students showed a tendency toward visual and auditory preferences alongside diverse learning choices, while laziness and physical fatigue were the most frequently reported barriers. This study contributes a diagnostic-to-pedagogical mapping that connects non-cognitive learning needs with the mindful, meaningful, and joyful principles of Deep Learning and with content and process differentiation, providing a concrete basis for designing responsive Indonesian language instruction.
Abstrak
Perbedaan kebutuhan belajar peserta didik menuntut pembelajaran Bahasa Indonesia yang responsif dalam penerapan Pembelajaran Mendalam. Penelitian ini bertujuan memetakan kebutuhan belajar non-kognitif peserta didik kelas X dan XII SMA Negeri 2 Padang sebagai dasar perumusan strategi pembelajaran berdiferensiasi. Penelitian menggunakan pendekatan deskriptif kuantitatif dengan desain perbandingan lintas jenjang terhadap 132 peserta didik melalui angket asesmen diagnostik non-kognitif yang dianalisis menggunakan rata-rata, frekuensi, dan persentase. Hasil menunjukkan adanya variasi profil kebutuhan antarkelompok. Kepercayaan diri komunikasi lisan menjadi kebutuhan yang relatif konsisten, sedangkan literasi membaca menjadi perhatian pada kelas X. Peserta didik menunjukkan kecenderungan preferensi visual dan auditori dengan pilihan belajar yang beragam, sementara rasa malas dan kelelahan fisik menjadi hambatan yang paling sering dilaporkan. Kontribusi penelitian ini adalah menghasilkan pemetaan diagnostik-pedagogis yang menghubungkan kebutuhan non-kognitif dengan prinsip mindful, meaningful, dan joyful serta strategi diferensiasi proses dan konten sebagai dasar konkret perancangan pembelajaran Bahasa Indonesia yang responsif.
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