Penelitian ini merupakan penelitian kualitatif fenomenologi, dengan menggunakan teknik pengumpulan data berupa wawancara, obervasi, dokumentadi dan studi kepustakaan. Keabsahan data menggunakan triangulasi sumber dan Teknik. Hasil dari penelitian ini adalah asesmen diagnostik kognitif digunakan untuk mengetahui kemampuan (kognitif) awal siswa sedangkan asesemen diagnsotik non kognitif digunakan untuk mengetahui kondisi latar belakang keluarga siswa. Hasil dari asesmen diagnostik kognitif digunakan oleh guru untuk membagi siswa kedalam tiga kelompok, yakni high, middle, dan low, kemudian memetakan target pembelajaran, dan melaksanakan pembelajaran dengan model inkuiri. Berdasarkan serangkaian strategi pembelajaran tersebut maka dihasilkan bahwa siswa belum memiliki keterampilan berpikir secara penuh berdasarkan hasil penilaian dari indikator keterampilan berpikir kritis menurut Ennis 1996. Sedangkan hasil dari asesmen diagnostik non kognitif adalah guru menyerahkan ke pihak BK. The purpose of this study is to determine the implementation of diagnostic assessment and teacher efforts in implementing the results of diagnostic assessment in social studies learning on the aspect of critical thinking assessment in SMP N 1 Kejajar. Research is a qualitatife research on phenomenology, using data collection techniques in the form of interviews, observations, documentaries and literature studies. The result of this study is that cognitive diagnostic assessment is used to determine students' initial (cognitive) abilities while non-cognitive diagnostic assessment is used to determine the condition of students' family background. The results of cognitive diagnostic assessment are used by teachers to divide students into three groups, namely high, middle, and low, then map learning targets, and carry out learning with an inquiry model. Based on a series of learning strategies, it is produced that students do not have full thinking skills based on the results of the assessment of critical thinking skills indicators according to Ennis 1996. While the result of the non-cognitive diagnostic assessment is that the teacher submits it to the BK.
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