SOSIALISASI HUKUM TINDAK KEKERASAN SEKSUAL: MEMBANGUN KESADARAN DAN MENCEGAH TINDAK KEKERASAN SEKSUAL DALAM MASYARAKAT DAN PASANTREN DI DESA UTEUN KOT LHOKSEUMAWE (Legal Socialization on Sexual Violence: Building Awareness and Preventing Sexual Violence in the Community and Islamic Boarding Schools in Uteun Kot Village, Lhokseumawe)

Fauzah Nur Aksa, Herinawati Herinawati, Fitri Maghfirah, Shira Thani, Arnita Arnita, Jamidi Jamidi

Abstract


This community service aims to enhance the competency of science subject teachers in implementing non-cognitive diagnostic assessments to support the independent curriculum and identify students' characteristics. The Science Subject Teachers' Conference (MGMP) teachers in Lhokseumawe faced challenges in accessing information related to students' profiles, emotions during science learning, learning styles, and psychological readiness. To address these difficulties, a five-day training program will be conducted for 20 members of the MGMP IPA at SMPN 1 Lhokseumawe. The training sessions cover key aspects of non-cognitive diagnostic assessments, including techniques for identifying student characteristics, recognizing emotions during science learning, analyzing learning styles, and assessing psychological readiness. The approach will be practical and interactive, incorporating group discussions, case studies, and simulations to enhance teachers' understanding and skills. Upon completion of the training, IPA teachers in Lhokseumawe have improved their knowledge and abilities in non-cognitive diagnostic assessments. They proficient in identifying student characteristics, understanding student emotions during science learning, recognizing learning styles, and assessing psychological readiness before the learning process. Recommendations include integrating non-cognitive diagnostic assessments as an integral part of IPA teachers' teaching practices. School authorities and local governments are encouraged to support the continued implementation of this training and ensure the integration of non-cognitive diagnostic assessments into the development of the independent curriculum. Collaboration among IPA teachers is also recommended for sharing experiences and strategies.


Keywords


Assessment; Diagnostic; Non-cognitif; Kurikulum Merdeka; Learning Style

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DOI: https://doi.org/10.29103/uhjpm.v2i1.13420

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