Beginning from the 2025\/2026 academic year, the Ministry of Basic and\nSecondary Education (Kemendikdasmen) plans to introduce two new student\nlearning evaluation programmes: academic ability testing (TKA) and basic\nliteracy-numeracy diagnostic testing. These programmes complement and\nimprove existing evaluation policies (PSKP Kemendikdasmen, 2025). This\narticle examines the significance of TKA, which was first conducted by\nKemendikdasmen in 2025 and will be utilised in admissions selection for\nnew students in the 2026\/2027 academic year.<\/p>\n
Five years ago, the author raised concerns in media regarding the use\nof report cards as the basis for new student admissions (PPDB),\nquestioning whether report card grades could be held accountable as\nselection criteria. The concern stemmed from the fact that whilst PPDB\nshould employ standardised and equivalent measurement instruments,\nreport card grades obtained through evaluation using non-standardised\nmethods by individual teachers lack consistency and may not be\nequivalent. Additional information sources and specific mechanisms are\nneeded to make report cards a reliable basis for selection.<\/p>\n
Similar concerns have persistently arisen in university admissions\nthrough the report card pathway. Empirical data shows that report card\naverages from some lower-quality schools are frequently higher compared\nto report cards from more prestigious schools. Consequently, each\nuniversity develops its own formula, considering school indices,\nspecific subject grades, alumni achievement records, and other factors\npredicted to influence prospective students\u2019 success. Through\nlongitudinal research, universities eventually discover the optimal\nformula that produces the best composite scores for selecting new\nstudents through report card pathways.<\/p>\n
The presence of TKA appears designed to address these concerns. The\nCentre for Educational Standards and Policy (PSKP) of Kemendikdasmen\n(2025) states that TKA is a student learning evaluation designed to\nsupport admission selection for new students in state educational\ninstitutions, from junior secondary schools through to universities.\nThis need arises from the lack of standardisation in student report card\ngrades, which are based on assessments and examinations conducted by\nindividual schools. However, several questions and concerns have\nemerged: Will TKA become a high-stakes test like the former National\nExamination (UN)? Will TKA function as an entrance examination for\nhigher education?<\/p>\n
Indonesia has experienced a long history of positioning examinations\nwithin educational evaluation systems at basic and secondary levels.\nFrom the Final Examinations of the 1950s, through State Examinations,\nSchool Examinations, Final Learning Evaluations (EBTA) and National\nFinal Learning Evaluations (Ebtanas), National Final Examinations (UAN),\nNational Examinations (UN), to National Assessments, this lengthy\nhistory demonstrates the dynamic shifts in government, school, and\nteacher authority, whilst providing varied psychological experiences for\nstudents, parents, and society. Disagreement and differing perspectives\nhave characterised this history, with both support and opposition\naccompanying each examination change, particularly regarding high-stakes\ntesting with significant consequences such as examination results\ndetermining graduation.<\/p>\n
Contemporary educational consensus recognises that developing\nhigher-order thinking skills\u2014including critical thinking, creativity,\nand problem-solving\u2014must be the focus of learning outcomes across all\neducational types and levels. Additionally, communication,\ncollaboration, and literacy skills represent emphasised paradigms of\n21st-century education. According to Constructive Alignment theory\n(Biggs, 2003), every learning process must be designed constructively,\nproviding extensive opportunities for students to construct their own\ncompetencies through direct learning experiences, with assessments\ndesigned in alignment with learning activities and expected outcomes.\nConsequently, student graduation as a measure of achieving expected\ncompetencies cannot be assessed through a single uniform examination, as\neach student possesses distinct characteristics and each institution has\ndifferent support capacities.<\/p>\n
However, when no standardised and equivalent learning outcome\nmeasurement process exists, concerns arise when comparing one student\u2019s\nlearning results with another\u2019s, such as in new student admissions\nselection. Therefore, TKA\u2019s presence, with standardised instruments and\nfair implementation and result processing, becomes critically important.\nTKA results should be credible and accountable. Nevertheless, TKA need\nnot become a high-stakes test that determines everything. TKA is not a\ngraduation determinant. TKA is also not the sole basis for new student\nadmissions selection. TKA can function as a control, comparison, or\nvalid supporting information source, ensuring educational evaluation,\nincluding admission processes, remains comprehensive and fair.<\/p>", "url": "https:\/\/jawawa.id\/newsitem\/understanding-the-importance-of-academic-ability-testing-1772406089", "image": "" }, "sponsor": "Okusi Associates", "sponsor_url": "https:\/\/okusiassociates.com" }