DARI ASESMEN KE KEPUTUSAN KURIKULUM: KERANGKA KONSEPTUAL UMPAN BALIK BERBASIS AMANAH DALAM MANAJEMEN MADRASAH
DOI:
https://doi.org/10.70412/itr.v5i2.542Keywords:
Asesmen Formatif, Amanah, Pengambilan Keputusan Berbasis Data, Manajemen Kurikulum, MadrasahAbstract
Pemanfaatan hasil asesmen di madrasah sering berhenti pada pelaporan capaian belajar dan belum selalu menghasilkan keputusan perbaikan kurikulum. Penelitian ini bertujuan menganalisis hambatan transformasi bukti asesmen menjadi keputusan kurikulum serta merumuskan kerangka konseptual umpan balik berbasis amanah dalam manajemen madrasah. Penelitian menggunakan pendekatan kualitatif melalui studi kepustakaan dengan menelaah literatur mengenai asesmen formatif, pengambilan keputusan berbasis data, manajemen kurikulum, akuntabilitas pendidikan, dan kepemimpinan pendidikan Islam. Literatur dipilih berdasarkan relevansi tematik, keterlacakan publikasi, dan kontribusi konseptual, kemudian dianalisis melalui analisis isi, perbandingan argumen, dan sintesis tematik-kritis. Hasil kajian mengidentifikasi empat persoalan yang saling terkait, yaitu keterbatasan interpretasi bukti, kapasitas profesional pendidik, koordinasi kelembagaan, dan akuntabilitas tindak lanjut. Kajian juga merumuskan lima dimensi amanah: integritas informasi, keadilan pendidikan, partisipasi profesional, transparansi keputusan, dan tanggung jawab atas dampak kebijakan. Integrasi temuan tersebut menghasilkan kerangka umpan balik enam tahap yang mencakup penghimpunan bukti asesmen, verifikasi informasi dan konteks, interpretasi kolaboratif, penetapan keputusan kurikulum, implementasi dan pendampingan, serta evaluasi dampak. Setiap tahap dilengkapi usulan peran, sumber bukti, keluaran, dan indikator peninjauan agar keputusan dapat ditelusuri dan dievaluasi secara berkelanjutan. Secara khusus, model mengaitkan keputusan tingkat kelas dengan kewenangan manajerial madrasah melalui musyawarah, dokumentasi alasan, pemeriksaan kesetaraan dukungan belajar, serta penilaian konsekuensi kebijakan yang diambil. Kerangka ini menawarkan kontribusi berupa penerjemahan amanah dari prinsip normatif menjadi kriteria evaluatif pengambilan keputusan kurikulum. Karena belum diuji secara empiris, penerapannya memerlukan pengujian pada madrasah dengan karakteristik kelembagaan yang beragam.
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