Asesmen Diagnostik dan Pembelajaran Berdiferensiasi: Studi Kasus Kualitatif tentang Analisis Kebutuhan Belajar Siswa di Sekolah Menengah Pertama

Students’ diverse learning needs require instructional practices informed by accurate diagnostic assessment and responsive pedagogical decisions. This study examines how student learning needs are identified, translated into differentiated instruction, and supported through school organizational practices. Employing a qualitative case study design, the research was conducted at SMP Negeri 2 Tanah Grogot, East Kalimantan, Indonesia, involving eight purposively selected informants comprising a principal, two guidance counselors, two subject teachers, and three students. Data were collected through semi-structured interviews, observations, and documentation and analyzed through data condensation, display, and conclusion verification. Findings reveal that students’ needs encompass academic readiness, interests, learning preferences, and environmental conditions. Diagnostic assessment provides initial information that guidance counselors and teachers use to map student profiles and adjust instructional activities, learning support, and assessment products. Teachers provide varied learning opportunities while maintaining shared learning objectives. The findings also identify a recurring process connecting needs identification, information sharing, instructional decisions, monitoring of student responses, and pedagogical reflection. Teacher collaboration, professional development, facilities, and school leadership support this process. The study proposes a context-specific Diagnosis-to-Differentiation Adaptive Learning Model, positioning diagnostic assessment as a foundation for continuous instructional adaptation rather than merely student classification. As a single-school case study, the findings offer contextual insights without establishing causal effectiveness or broad generalizability. These insights inform school-level planning for responsive and inclusive teaching.