Unlocking Learner Potential: Assessment as a Tool for Understanding Learning Styles in the Merdeka Curriculum
DOI:
https://doi.org/10.14421/ijber.v2i01.8923Keywords:
Maximizing Student Potential, Assessment for Learning Styles, Learning Styles and Assessment Strategies, Merdeka Curriculum, Assessment in the Merdeka CurriculumAbstract
This research delves into the multifaceted realm of student learning styles
within the assessment framework of the Merdeka Curriculum. Employing a
qualitative approach through an extensive review of academic literature, it
meticulously examines a vast array of scholarly journals and books to unravel
a comprehensive understanding of learning styles and their profound
implications for assessment practices. The meticulous analysis unveils three
prominent categories of learning styles: visual, auditory, and kinesthetic. These
styles are not merely static traits but rather dynamic constructs shaped by a
complex interplay of internal factors, such as individual personality
characteristics, and external influences, including the ever-evolving modern
era. As a result, many contemporary students exhibit a combination of learning
styles, defying rigid categorization into a single style. The Merdeka
Curriculum, with its inherent flexibility, empowers educators to embark on a
journey of mapping the diverse learning styles of their students. This valuable
information is then strategically transformed into a powerful tool for designing
assessments that resonate with the unique strengths and preferences of each
learner. By tailoring assessments to align with a student's preferred learning
style, educators can foster a more inclusive and supportive learning
environment, ultimately propelling each student towards achieving the
designated learning objectives. This research serves as a valuable contribution
to the evolving landscape of understanding learner styles and their profound
implications for assessment practices in the era of the Merdeka Curriculum. By
recognizing the multifaceted nature of learning styles and the importance of
catering to learner diversity, educators can embark on a transformative journey
towards designing assessments that empower each student to reach their full
potential and achieve the desired learning outcomes.
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