MPR Deputy Chairperson Says TKA Results Must Form Basis for Education System Improvements

MPR Deputy Chairperson Lestari Moerdijat (Rerie) stated that the results of student academic assessments must truly form the basis for future education system improvements. Such reforms require a shared commitment to implement them.

‘Detailed data down to the school level and individual competencies are in our hands. The question now is whether all of us—the central government, education departments, school principals, teachers, and parents—are truly prepared to change teaching and mentoring approaches?’ Rerie said in a written statement on Saturday, 30 May 2026.

Over 8.7 million primary and secondary school students across Indonesia took the 2026 Academic Ability Test (TKA). According to the Ministry of Basic and Secondary Education (Kemendikdasmen), national participation reached 98.51%, with even the lowest-performing province exceeding 95%.

This data is not merely numbers but a precise map of the current education system’s strengths and weaknesses. The results are clear: national literacy averages 60 (primary) and 60.83 (secondary), while numeracy scores stand at 43.41 (primary) and 40.34 (secondary).

Toni Toharudin, Head of the Basic and Secondary Education Policy Agency (BKPDM), confirmed on Tuesday, 26 May, that the data would serve as the foundation for evidence-based policies.

According to Rerie, academic assessment findings should not be used to compare schools or regions but to design precise interventions. For instance, in a district where student numeracy has plummeted but literacy remains strong, teacher training, distribution of teaching aids, and classroom learning methods must be adjusted immediately.

‘There must be no one-size-fits-all policies for differing issues,’ Rerie said.

To support this, Rerie stressed that central and regional governments must allocate budgets not just for testing but for data-driven remedial programmes.

‘Do not let high costs for mapping be followed by minimal follow-up actions,’ Rerie emphasised.

Furthermore, educational institutions and teachers must shift from chasing grades to building competencies and character.

‘Teacher evaluations should encourage critical thinking over rote learning and instil honesty and integrity,’ Rerie explained.

She added that parents must support meaningful learning at home, focusing not on rankings, and oversee implemented policies to prevent them from remaining theoretical.

‘Our education system needs a strong collective commitment to implement evidence-based policies, not fleeting ambitions. The TKA has provided us with a roadmap; now we must all have the courage to move forward,’ Rerie concluded.