Assessment is part of the learning cycle, so that assessment cannot be separated from a learning activity. The Minister of Education and Culture said that the implementation of the 2020 National-Based School Examination will be carried out with exams held by schools. The exam is conducted to assess student competence and can be done in the form of a written test or a comprehensive assessment such as portfolios and assignments. This portfolio can later be done through group assignments, paper work, and so on. Researchers want to know the extent of school readiness, teachers' perceptions and knowledge of portfolio assessments, types / forms of portfolio assessments that have been carried out in schools, and constraints in implementing portfolio assessments. The research was carried out in superior junior high junior high schools in the the Special Region of Yogyakarta, namely SMPN 1 Bantul and SMPN 4 Pakem. The implementation of the portfolio assessment carried out at SMPN 1 Bantul and SMPN 4 Pakem went very well and was effective because it was supported by school members (school principals, educators, education staff, students, parents, and the community) through various policies and concrete actions carried out consistently and the seriousness of the school in supporting the program.

Ideally both parent and teacher work together for student' success. The current phenomenon is that many parents with higher education work outside the home with long working hours, so that quantity assistance to children in terms of learning is less, although there are also parents who can maintain the quality of children's learning assistance by facilitating various ways adequate learning or bringing home tutors or facilitating children with online learning. This research aims to examine th e relationship between parent and teacher support for students' success. Thus it can add references for research on the theme of Parents and Teacher S upport. A S EM model was used to investigate the correlations among variables via Mplus 8.4. The results showed that the model was fit with RMS EA = .049; CFI and TLI was .90, respectively. Parents and Teacher supports were highly correlated significantly (r = .71, p < .05). The implication of these results will be discussed detail at the end of this paper.

One of non-cognitive factors which has not been optimally explored in supporting academic achievement was self-disclosure. To overcome that problem, the purpose of this study is to examine the relation between students' self-disclosure to their parents and the mathematics score achievement in the Computer-Based National Exam (UNBK) program. This study used descriptive analysis and correlation analysis as a research method. The study used the mathematics score of Junior High School (SMP) and Islamic Junior High School (MTs) students in 2018 UNBK in DKI Jakarta and DI Yogyakarta provinces as samples. The study shows that (1) there is a positive relation between students' self-disclosure to their parents and mathematics score achievement, and (2) students with low self-disclosure had a greater risk of achieving mathematics scores in the low category. The findings of this study are expected to extend the contribution of self-disclosure in enhancing academic achievement, and the development of a self-disclosure instrument for UNBK questionnaire.

In the globalization era, it is very easy to get information about everything, including information about other countries’ culture, such as lifestyle, good and well-known school, joyful environment and complete facilities, beautiful places for a holiday, comfortable living places, as well as a various technological advances. Besides, there are many other cultural characteristics such as punctuality, independency, critical thinking, creativity, and more freedom in determining life and career paths. These situations make people more interested in learning about other countries’ cultures. The main objective of this study is to answer the following questions: how are students interested in learning about other countries' cultures? Could students’ interest of culture have positive contribution to their score in UNBK 2019? The sample of this study was 9th grader of junior high school who were taking the Computer-Based National Examination (UNBK) 2019 in 34 provinces and completed the questionnaires about their interest in learning other countries' cultures. This paper focuses on students’ cultural interests that assume a positive contribution to their academic performance. The analysis method used in this research is descriptive analysis and regression analysis. Results of the analysis, show that students who are interested in other countries' cultures have slightly higher UNBK scores compared to their peers. Therefore, based on the results analysis of this paper, cultural interest has made a positive contribution to the UNBK score in 2019. Further, researches recommend to give more attention to this variable in order to build students’ characteristics, and to enhance their academic achievement.

Parents' support in the era of advancement in science and technology is needed to prepare students with characters who have success in learning and have 21st-century competence. Parents' support for their children can be supported when learning at home, or parents' support for various activities and programs at school. How big the influence of parents' support on the achievement of student competency tests is the research purpose. This research uses descriptive statistical analysis methods and factor analysis methods as inferential analysis for questionnaire data. The data used the AKSI SMP 2019 survey data for three subjects, namely Indonesian Language, Mathematics, and Sciences, as well as 17.098 student questionnaire data. The data were obtained from the Center for Assessment and Learning, Ministry of Education and Culture.The results showed that the correlation coefficient between seven items with latent variables has a large value and a positive value. This shows that the more intensive seven forms of parents' support for their children, the greater the index of parents' support for children in the learning process. Then, the average scores of students from Indonesian Language, Mathematics, and Sciences, who received parents' support during the learning process, were relatively higher than students who had enough or less support from their parents during the learning process. Some form of parents' support is still less intensively felt by students, namely to give attention to what children are learning in school and about children's education plans going forward so that parents' support for this must be further enhanced for their children.