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THE ROLE OF NON-COGNITIVE DIAGNOSTIC ASSESSMENT IN IDENTIFYNG STUDENTS' LEARNING STYLES

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Auteur principal:	Suyuti, Nur Sehang Thamrin, Mohamad Akbar
Format:	Recurso digital
Publié:	Zenodo 2026
Sujets:	Assessment, Diagnostic, Non-Cognitive, Learning Styles.
Accès en ligne:	Acceder al recurso
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_version_	1866902141320298496
author	Suyuti, Nur Sehang Thamrin, Mohamad Akbar
author_facet	Suyuti, Nur Sehang Thamrin, Mohamad Akbar
contents	<h4>This study aims to eaaxamine the role of non-cognitive diagnostic assessment in identifying students’ learning styles and to explore how this assessment could inform more personalized teaching practices, thereby enabling instructional design to be better tailored to students’ needs. Based on the educational philosophy of Ki Hajar Dewantara, education should align with the innate tendencies of each child to create<span> </span>a learning environment that supports their development. Each student possesses a distinct learning style, including visual, auditory, and kinesthetic modalities. By understanding these learning styles, teachers can design more effective and adaptive instructional strategies. This research used a descriptive qualitative method, with data<span> </span>collected<span> </span>through<span> </span>observations and questionnaires involving<span> </span>a total<span> </span>student population<span> </span>of 1,511<span> </span>individuals.<span> </span>By<span> </span>the<span> </span>research<span> </span>objectives,<span> </span>the<span> </span>sampling<span> </span>technique<span> </span>used<span> </span>was<span> </span>purposive<span> </span>sampling,<span> </span>resulting in a sample size of 456 students from SMAN 1 Palu. The results indicated that the majority of students had a kinesthetic learning style (50.00%), followed by visual (33.00%) and auditory (17.00%). These results highlighted<span> </span>the<span> </span>necessity<span> </span>of<span> </span>diverse<span> </span>and<span> </span>student-centered<span> </span>learning<span> </span>approaches<span> </span>to<span> </span>enhance<span> </span>comprehension<span> </span>and academic achievement. Therefore, non-cognitive diagnostic assessment is crucial in helping teachers create learning experiences that are more meaningful, effective, and inclusive for all students. conclusion Approaches that are tailored to students’ characteristics are expected to enhance learning effectiveness, improve student motivation, and support better comprehension and application of learning materials. In addition, non-cognitive diagnostic assessment also had a significant positive impact on fostering students’ self-confidence, self-motivation, and sense of responsibility. Through a deeper understanding of their own strengths<span> </span>and<span> </span>weaknesses,<span> </span>students<span> </span>felt<span> </span>more<span> </span>valued<span> </span>and<span> </span>were<span> </span>given<span> </span>greater<span> </span>opportunities<span> </span>to<span> </span>grow<span> </span>according to their individual potential.</h4>
format	Recurso digital
id	zenodo_https___doi_org_10_5281_zenodo_19672067
institution	Zenodo
language
publishDate	2026
publisher	Zenodo
record_format	zenodo
spellingShingle	THE ROLE OF NON-COGNITIVE DIAGNOSTIC ASSESSMENT IN IDENTIFYNG STUDENTS' LEARNING STYLES Suyuti, Nur Sehang Thamrin, Mohamad Akbar Assessment, Diagnostic, Non-Cognitive, Learning Styles. <h4>This study aims to eaaxamine the role of non-cognitive diagnostic assessment in identifying students’ learning styles and to explore how this assessment could inform more personalized teaching practices, thereby enabling instructional design to be better tailored to students’ needs. Based on the educational philosophy of Ki Hajar Dewantara, education should align with the innate tendencies of each child to create<span> </span>a learning environment that supports their development. Each student possesses a distinct learning style, including visual, auditory, and kinesthetic modalities. By understanding these learning styles, teachers can design more effective and adaptive instructional strategies. This research used a descriptive qualitative method, with data<span> </span>collected<span> </span>through<span> </span>observations and questionnaires involving<span> </span>a total<span> </span>student population<span> </span>of 1,511<span> </span>individuals.<span> </span>By<span> </span>the<span> </span>research<span> </span>objectives,<span> </span>the<span> </span>sampling<span> </span>technique<span> </span>used<span> </span>was<span> </span>purposive<span> </span>sampling,<span> </span>resulting in a sample size of 456 students from SMAN 1 Palu. The results indicated that the majority of students had a kinesthetic learning style (50.00%), followed by visual (33.00%) and auditory (17.00%). These results highlighted<span> </span>the<span> </span>necessity<span> </span>of<span> </span>diverse<span> </span>and<span> </span>student-centered<span> </span>learning<span> </span>approaches<span> </span>to<span> </span>enhance<span> </span>comprehension<span> </span>and academic achievement. Therefore, non-cognitive diagnostic assessment is crucial in helping teachers create learning experiences that are more meaningful, effective, and inclusive for all students. conclusion Approaches that are tailored to students’ characteristics are expected to enhance learning effectiveness, improve student motivation, and support better comprehension and application of learning materials. In addition, non-cognitive diagnostic assessment also had a significant positive impact on fostering students’ self-confidence, self-motivation, and sense of responsibility. Through a deeper understanding of their own strengths<span> </span>and<span> </span>weaknesses,<span> </span>students<span> </span>felt<span> </span>more<span> </span>valued<span> </span>and<span> </span>were<span> </span>given<span> </span>greater<span> </span>opportunities<span> </span>to<span> </span>grow<span> </span>according to their individual potential.</h4>
title	THE ROLE OF NON-COGNITIVE DIAGNOSTIC ASSESSMENT IN IDENTIFYNG STUDENTS' LEARNING STYLES
topic	Assessment, Diagnostic, Non-Cognitive, Learning Styles.
url	https://doi.org/10.5281/zenodo.19672067