Pengembangan Model Asesmen Diagnostik Non-Kognitif Berbasis Permainan "Jam Bilateral" pada Pembelajaran Inklusif
DOI:
https://doi.org/10.67686/didaktika.v10i2.2498Abstract
Inclusive learning requires teachers to understand the diversity of student characteristics from the beginning of the learning process. However, school practice shows that diagnostic assessments still focus on cognitive aspects, while the identification of non-cognitive abilities has not been carried out systematically and practically. This condition causes delays in the early detection of the learning needs of students with special needs. This study aims to develop a non-cognitive diagnostic assessment model based on the Bilateral Clock game to support early detection in inclusive learning. The study used a Design-Based Research (DBR) approach that includes needs analysis, model design, implementation, and evaluation, and reflection. The research subjects were 756 students in inclusive classes who were involved in structured game-based assessment activities. The results showed that the developed model allows teachers to more quickly identify aspects of emotional regulation, social interaction, communication, and student learning responses through natural observations within a single learning session. These findings confirm that the integration of games in non-cognitive diagnostic assessments can be an authentic and practical alternative to support inclusive education services.
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