Differentiated Assessment Implementation for Students with Disabilities Under the Merdeka Curriculum
DOI:
https://doi.org/10.31004/basicedu.v10i3.12031Keywords:
Differentiated Assessment, Merdeka Curriculum, Inclusive Education, Special EducationAbstract
While the Merdeka Curriculum mandates learner-centered flexibility, empirical guidance on operationalizing differentiated assessment for diverse disability clusters remains scarce. This qualitative case study addresses this gap by investigating the implementation of differentiated assessment for students with Deafness, Slow Learner characteristics, physical/intellectual disabilities, and Autism Spectrum Disorder (ASD) within the framework of Indonesia’s new curriculum. Data were gathered through observations, interviews, and document analysis. The study reveals that effective assessment requires highly specific adaptations: visual-spatial diagnostic instruments for deaf students, segmented and extended formative tasks for slow learners, assistive-technology-integrated tools for physical disabilities, and structured, low-stimulus environments for students with ASD. Moving beyond standardized testing, these tailored diagnostic, formative, and summative approaches successfully map individual learning trajectories and promote the Pancasila Student Profile. This study contributes a practical matrix for inclusive educators, demonstrating that differentiated assessment is not merely an instructional modification but a structural necessity for equitable learning.
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