Pendampingan Guru Madrasah Tsanawiyah dalam Merancang Asesmen Hasil Belajar melalui Penguatan Komunitas Madrasah

Abstract

Improving the quality of learning in madrasas requires professionally designed, valid, and contextual assessments. However, many Madrasah Tsanawiyah (MTs) teachers still face challenges in understanding learning outcomes, designing appropriate assessment instruments, and implementing them in accordance with the principles of the Independent Curriculum. This program aims to assist MT teachers in developing and implementing collaborative, sustainable assessments of learning outcomes by strengthening the madrasah community. The method used is Participatory Action Research (PAR) with a diagnostic-planning-action-reflection procedure. This PKM activity involved 30 Islamic Religious Education (PAI) teachers from public and private MTs in Agam Regency, who participated voluntarily. Data collection was carried out through questionnaires, FGDs, classroom observations, and documentation. The results of this community service program show a significant increase in teacher competency in designing and implementing assessments. Diagnostic results indicated a high level of teacher difficulty (Overall Mean = 3.75 out of 5), with the main difficulties centered on developing measurable assessment rubrics and implementing authentic assessments that motivate students (Highest mean score 4.20). The program implementation successfully transformed conceptual understanding and practical skills. The evaluation demonstrated the program's success with a high overall satisfaction score (3.96). It validated that the training was very helpful in developing assessments (4.33), although there were reflections on the need for greater time allocation. The conclusion indicates that the PAR-based mentoring program is effective in addressing teachers' urgent needs related to the Independent Curriculum assessment and recommends following up with practical classroom mentoring.