Publisher

UIGMUIGM

Journal Global Expert: Jurnal Bahasa dan SastraGlobal Expert: Jurnal Bahasa dan Sastra Abstract

The Academic Ability Test (Tes Kemampuan Akademik/TKA), mandated by Regulation of the Ministry of Education and Culture Number 045/H/AN/2025, aims to standardize academic assessment in Indonesian senior high and vocational schools. This study examines teachers perspectives on TKA implementation, focusing on teachers understanding of the regulation, students readiness, and students attitudes toward the test. Using a descriptive qualitative design, data were collected from four senior high school teachers in Palembang through a structured 20-item Likert-scale questionnaire. The results indicate varying levels of teacher understanding, despite general procedural compliance through try-outs and dress rehearsals. Students readiness was perceived as moderate, with psychological pressure and difficulties in higher-order thinking tasks identified as key challenges. Overall, students demonstrated positive attitudes toward the TKA, though some showed low motivation. The study highlights that successful TKA implementation requires strengthened teacher assessment literacy, student psychological support, and instructional alignment with assessment demands.

Conclusion

This study concludes that the implementation of the Academic Ability Test (Tes Kemampuan Akademik/TKA) under Regulation Number 045/H/AN/2025 has generally been received positively at the school level, yet it still faces substantive challenges.Teachers have demonstrated procedural compliance, but implementation often remains at a surface level, emphasizing administrative fulfillment rather than pedagogical purpose.Students are moderately prepared academically, but encounter psychological and cognitive obstacles, indicating a gap between instructional practices and the skills required by the TKA.

Future Research

Penelitian lebih lanjut perlu dilakukan untuk mengeksplorasi secara mendalam dampak TKA terhadap kualitas pembelajaran di kelas, dengan fokus pada bagaimana guru menyesuaikan strategi pengajaran mereka berdasarkan hasil asesmen TKA. Selain itu, studi komparatif antara sekolah-sekolah dengan tingkat implementasi TKA yang berbeda dapat memberikan wawasan berharga tentang faktor-faktor yang berkontribusi pada keberhasilan atau kegagalan implementasi. Terakhir, penelitian kualitatif yang melibatkan siswa secara langsung, melalui wawancara atau focus group discussion, dapat mengungkap pengalaman dan persepsi mereka terhadap TKA secara lebih komprehensif, termasuk dampak psikologis dan motivasi belajar mereka, sehingga dapat dirumuskan strategi dukungan yang lebih efektif bagi siswa dalam menghadapi asesmen standar ini.

References

1. Education at a Glance 2022 | OECD. education glance oecd skip main content indicators report close doi... oecd.org/en/publications/education-at-a-glance-2022_3197152b-en.htmlEducation at a Glance 2022 OECD education glance oecd skip main content indicators report close doi oecd en publications education at a glance 2022 3197152b en html

Metadata

File size	702.81 KB
Pages	5
DMCA	Report