scalable and validated digital platform that simplifies the diagnostic process while ensuring data accuracy.

Using a Research and Development (R&D) approach grounded in educational diagnostic and data-driven

decision-making frameworks, Senostik integrates cognitive and non-cognitive dimensions to measure students’

readiness and learning characteristics. The validity and reliability of its instruments were established through

schools confirmed its usability, affordability, and scalability. Findings show that Senostik provides teachers and

counsellors with clear, actionable diagnostic reports that enhance lesson planning and counselling decisions. In

digital education agenda and setting a model for evidence-based assessment in the region.

(Kemendikbud, 2020). Bimbingan & Kaunseling (BK) or guidance and counselling teachers play a strategic

role in mapping the strengths, weaknesses, and socio-emotional conditions of students to provide differentiated

learning that is timely and appropriate for each learner in school (Nuraini et al., 2022).

Diagnostic assessment is an important stage in preparing differentiated learning under the Merdeka

Curriculum. It determines students' characteristics, initial competencies, strengths, and weaknesses in learning

strategies. Accurate education plans are possible when teachers ensure that teaching materials are matched with

students' abilities (Maryani et al., 2023).

Diagnostic assessments help students organise themselves into groups based on their abilities, interests, and

learning styles. This means that different content learning strategies can be adopted for diverse groups of

students, yielding significant learning effects (Susanti, 2025).

advancement. Many schools in Indonesia are having difficulty with diagnostic assessments that are aligned

with the Merdeka Curriculum. Conventional approaches, such as paper-based testing, manual scoring, and

expensive external psychometric services, are inefficient, error-prone, and often inaccessible for large groups

of students (Nuraini et al., 2022; Wahyuningsih, 2022).

A survey found that only 45.45% of teachers had ever conducted diagnostic assessments. The percentage of

teachers who did not understand the process at all was 40.91%, while 77.27% claimed they had never received

any guidance and/or training for diagnostic assessments (Sanjaya et al., 2023). This is supported by Anggrayni

understanding and training about them. Although the policy has been issued, diagnostic assessment processes

should constantly be revised. In particular, this involves raising teachers' overall level of understanding and

teaching them about how diagnostic assessments can help students' learning (Rakhmi et al., 2023).

implementing diagnostic assessments under the Merdeka Curriculum are mainly related to the lack of

understanding, training opportunities, time and facilities. Compared with the past, teachers have placed much

more emphasis on the diagnosis of learning problems. To ensure the success of diagnostic assessments and

their positive impact on learning, teachers' ability and support materials must be improved (Oryandarini &

Munir, 2024).

Without systematic data on whether learners are ready to learn, what their interests are, or how they are faring

as individuals, instructions are likely to disregard individual needs. A scalable innovation, optimising validated

instruments and easy technology, is necessary to enable schools to plan and deliver guided or evidence-based

teaching. Senostik was thus developed in response to this void, providing a user-friendly and evidence-based

diagnostic tool, suitable and accessible to a wider educational audience.

3. To create a more personalised lesson planning and evidence-based interventions.

4. To facilitate the coordination between teachers, counsellors, and parents by offering practical advice

using diagnostic results.

Senostik is an Android application built using open-source technologies: Flutter 3.0, PHP for the user interface,

MySQL for database management, Firebase, Laravel 9.0, and FPDF for creating PDF reports available for

download (Nuraini et al., 2022). It even performs well on some older Androids. The step-by-step guides for

using the app are shown in Figure 1 (Senostik Usage Flowchart).

The application combines three fundamental assessment types:

1. Preliminary Assessment, in which the readiness before instruction is identified.

2. Process Assessment, for tracking progress and offering formative feedback during learning.

3. Interest and Academic/Career Exploration, to help learners choose appropriate subjects, pathways, and

and the application of empirical data to guide instruction (Bejar, 1982; Davis, 2024; Shamsuddin & Razak,

2023). These theoretical foundations justify the use of diagnostic instruments and iterative validation

processes, reinforcing the educational value of Senostik.

Using a Research and Development (R&D) process, construct validity was tested by Exploratory Factor

Analysis (EFA), and reliability was ensured by Cronbach’s Alpha, indicating satisfactory psychometric quality.

The trials involved junior and senior secondary schools to ascertain suitability for a wide range of student

samples. The app generates reports both on the student and group level (including suggestions for teachers and

counsellors to offer focused assistance to students).

All students' personal data collected during the assessment is stored in encrypted form and can only be

accessed by authorised parties to ensure data security and privacy. Without written consent from the school or

student guardian, data may not be shared with third parties. To prevent data misuse, participants' identities will

be anonymised during the assessment results analysis process. This mechanism is designed to keep all student

data secure in accordance with applicable data protection principles.

Field trials demonstrated that Senostik simplifies assessment procedures and provides clear, actionable reports

diagnostic data in accordance with the education standards for assessment. Its affordability and compatibility

with older devices allow adoption by resource-limited schools. Its pedagogical potential is its low cost and

The development and utilisation of Senostik in other Southeast Asian countries grappling with the same issues

in diagnostic testing and learner profiling can also be explored. Its inclusion of both individual, group, and

school-wide representations of data allows for a level of policy decision-making that is unparalleled.

Senostik is designed to function as an innovative digital education product and diagnostic assessment tool.

With a Software as a Service (SaaS) business model, schools, educational institutions, and local governments

can subscribe to Senostik services on a regular basis. Feature updates, automatic data analysis, and ongoing

technical support are made possible by this scheme to maintain service quality and ensure revenue

sustainability.

To increase its reach, Senostik can work strategically with the government, particularly in programmes to

improve the quality of education and early detection of learning difficulties. This collaboration may include

innovative and practical solution to challenges faced under the Merdeka Curriculum. By providing teachers

and counsellors with timely, data-driven insights, Senostik contributes to the realisation of Profil Pelajar

Future efforts should focus on strengthening national partnerships, expanding the item banks, and integrating

analytics for broader school and policy-level planning.

Senostik can expand to other Southeast Asian countries, such as Malaysia, Thailand, and the Philippines,

in the pilot test, and to educational departments and educators across Indonesia for their support. A special

providing Senostik a platform for international recognition.

Independent Curriculum At Smk N 3 Yogyakarta. 2(2), 36–39.

9. Purnawanto, A. T. (2022). Perencanaan pembelajaran bermakna dan asesmen Kurikulum Merdeka. Journal

of Pedagogy, 15(1), 1–20.

10. Rakhmi, M. P., Utomo, A. P. Y., Putri, S. A. A. S., & Ghufron, W. (2023). Pemanfaatan Google Form dalam

Asesmen Diagnostik di SMA Negeri 11 Semarang. Concept: Journal of Social Humanities and Education,

2(1), 115–126.

13. Susanti, A. (2025). Asesmen Diagnostik Pendidikan Pancasila dalam Pembelajaran Berdiferensiasi pada