Triangulasi Asesmen Awal (Tes, Observasi, Wawancara) dalam Membangun Profil Komprehensif Peserta Didik untuk Pembelajaran IPS Berdiferensiasi

Abstract

Effective differentiated learning requires comprehensive and multidimensional initial assessment. This study aims to describe the use of initial assessment triangulation encompassing a digital questionnaire, structured observation, and homeroom teacher interview in building a comprehensive student profile of Class 7A at SMP Labschool Unesa 3 as a foundation for designing differentiated social studies learning. The study employed a descriptive qualitative approach with a single case study design involving 25 students. Data were collected through a Google Form questionnaire (36 items), a structured observation sheet (12 indicators, 4 aspects), and a structured interview guide with the homeroom teacher (8 categories, 16 questions). Analysis followed Miles and Huberman's interactive model with method triangulation. Results indicate that triangulation produced a six-dimensional profile: dominant visual-kinesthetic-social learning styles, moderate learning readiness requiring scaffolding, high interest in contextual content, healthy social climate with 32% of students lacking emotional support systems, three identified students with special needs, and adequate home learning support. Each instrument contributed uniquely and could not be replaced by others. Triangulation proved to produce more accurate and richer profiles than single instruments, providing a concrete foundation for differentiating content, process, and product in social studies instruction. These findings affirm that multi-source initial assessment should become a professional standard for teachers in Merdeka Curriculum implementation.