Readiness of Teachers and Students to Take Minimum Competency Assessments

Abstract

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.

Minimum Competency Assessment to Measure Mathematical Literacy of Junior High School Students

“…Research shows the factors causing a lack of numeracy literacy, which were because most students considered that MCA questions were not in accordance with the materials learned in class. In addition, students' abilities are still below the minimum completeness criteria (Aufa & Manoy, 2022;Handayani et al, 2021;Syaifuddin, 2020). Teachers must familiarize students with solving MCA questions to improve students' numeracy literacy outcomes (Aufa & Manoy, 2022;Lin et al, 2017).…”

“…MCA is a minimum competency assessment required by all students to be able to develop self-capacity and participate positively in society. Minimum Competency Assessment (MCA) is carried out to measure students' reading literacy and mathematical numeracy (Handayani et al, 2021;Yamtinah et al, 2022). MCA -numerical literacy is a new national assessment model whose development orientation refers to the PISA problem model.…”

Teacher Social and Personality Development Model Based on Myers Briggs Type Indicator

“…The proverb says, "experience is the best teacher." Teachers must be able to teach their students by mastering the subject matter, having educational insight, and having teaching experience and skills (Handayani et al, 2021;Supadi et al, 2020). The results obtained in social competence relate to various aspects, namely cognitive capacity, a balance between social needs and privacy needs, and social skills with peers (Aliim & Ayriza, 2019;W.…”

Literasi Sains dan Asesmen Kompetensi Minimum (AKM): Integrasi Bahasa dalam Pendidikan Sains

“…Hal ini sejalan dengan beberapa penelitian sebelumnya yang menunjukkan guru memiliki pemahaman mengenai literasi sains dan menunjukkan kesiapan dalam menghadapi AKM. Mereka beranggapan teknik pembelajaran tematik integratif dalam implementasi Kurikulum 2013 memiliki kesamaan dengan tantangan membelajaran integrasi sains dan bahasa dalam mencapai kemampuan literasi sains (Handayani et al, 2021;Ismail & Zakiah, 2021).…”