This research aims to analyze the readiness of teachers and students through their perceptions of the Minimum Competency Assessment (AKM) questions. This research was conducted at the Junior High School and Senior High School levels, the samples took in Jakarta, Bogor, Depok, Tangerang and Bekasi. There are 60% of Junior High School teachers said that most of the AKM questions were in accordance with the learning method and process, but in this case, there are only 40% of high school teachers. Middle school students' perceptions of 54% and SMA 50% said that the AKM questions were by the learning method or process. The learning process in schools has not emphasized students to think analytically. Teachers' readiness to face AKM needs to adjust teaching methods in the learning process. There are less than 50% of Junior High School and Senior High School teachers whose assessments were by the types of AKM questions. It means that more than 50% of the teachers do not use similar assessments with the AKM. There are 50% of Junior High School and Senior High School teachers said that most of the AKM was difficult. There are 28% of Junior High School and 34% of Senior High School Students said that most of AKM is difficult. In working on AKM questions, students can obtain answers based on their opinions. For students, if they have answered, it will be worth it. A recommendation that the teacher's book: be revised with HOTS learning accompanied by examples of HOTs questions. Readability of questions, such as the use of words that are familiar to students, clarity of appearance of pictures and complexity of question discourse.

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This study aims to develop a rationalization strategy for class size through mapping school typologies and correlation analysis based on class size and the results of the National Examination at the Senior high school. Data in the research use quadrant analysis based on the class size and the results of the National Examination followed by correlation analysis. There were 9,565 schools that met the standards, reaching 76.14%. The number of students per class <20, number of classes <3 does not correlate significantly with the UNBK science and social studies results. Schools with the number of students per class <20 and rombel <3 are private schools that have the lowest UN scores compared to schools in other quadrants. The number of students per class and number of classes is not conditioned but because of a shortage of students. Correlation value in the quadrant with the number of students per class 20-36 and the number of classes > 36 highest compared to other quadrant correlation values. Correlation value r = 0.318 IPA and r = 0.305 IPS. That schools have accreditation value above 93 and ensured the quality of the learning process is guaranteed which amounts to 98 schools (0.78%). Increasing the number of students per class and the number of classes per school is adjusted to the capacity of school resources and classrooms. However, SMA with the optimum UNBK score is in the position of the average number of class 33 and the number of students per class 36.

This study aims to create a strategy to advance the educational ecosystem in utilizing the results of the National Exams to improve the quality of education. The method used is a case study in areas that have attention to the results of the National Exams that is Surabaya, Yogyakarta, and Badung. An educational ecosystem consisting of education offices, Deliberation of Subject Teachers (MGMPs), supervisors, principals, parents, teachers and students, in the city of Surabaya and Yogyakarta has served its role properly. The role of the education office: utilizing The National Exams Results by bench marking the results of this year and the previous year National Exams in the provincial, city and school level, and comparing the results of the National Exams on grade level. Their work programs as The "Mathematics Home" program which targets students; science teacher training; material strengthening; and Graduate's Competency Standard study and analyze training for UN subject teachers. The role of MGMP: setting up workshops for RPP making for grade VII-grade IX, preparing questions in line with the National Exams questions. The role of supervisors: guiding teachers and principals, and strengthening MGMP. The role of schools: Each school has its own creativity to utilize the results of the National Exams, strategies to improve the quality of education in schools starting from class VII, VIII and continued to grade IX. Teacher's role: using learning methods tailored to the characteristics of students and assisting the implementation of the programs from the education office. Parents' role: motivating students and supporting the teaching and learning process. The role of students: learning, being discipline, hardworking, and being peer tutors.