Low performance on recent academic competency tests (TKA) has sparked a national conversation regarding the state of Indonesia’s education system. Published on May 26 by the Elementary and Secondary Education Ministry, the results for elementary and junior high students indicate a persistent gap between current student achievement and established competency benchmarks.
On a scale of 100, elementary students averaged 42 in mathematics and 60 in Indonesian. Junior high students recorded similar averages of 40 and 60, respectively, while 12th-grade scores stood at 36 in math and 55 in Indonesian. These results fall significantly below the common minimum competency benchmark of 70.
Calls for Systemic Reform
Education consultant Ina Liem noted that national exams have consistently highlighted poor literacy and numeracy skills over the past two decades. She argued that the core issue lies in school governance, specifically the lack of merit-based recruitment for educators, and principals. Liem warned that an excessive focus on test scores may encourage schools to prioritize examinations over the actual learning process, potentially reducing the value of years of schooling to a few hours of testing.
Jejen Musfah, an education observer from Syarif Hidayatullah State Islamic University (UIN) Jakarta, attributed the low scores to inadequate teaching quality and a lack of student preparedness. “The low scores reflect the government’s failure to provide the best teachers and learning facilities,” Musfah said, adding that student quality is a direct reflection of teaching standards.
Government Response and Future Outlook
Toni Toharudin, head of the Elementary and Secondary Education Policy Agency (BKPDM), stated that the TKA results are intended to map student competencies to help formulate more precise education policies. Despite the low scores, he emphasized that the test is not meant to label students or regions, but rather to highlight the need for stronger logical thinking and mathematical reasoning in daily learning.
Looking ahead, the ministry is adjusting the format for the upcoming October test. Following complaints from high schoolers, officials plan to extend the exam duration, reduce the volume of math questions, and spread the five subjects over four days instead of two. However, Ubaid Matraji of the Indonesian Education Monitoring Network (JPPI) cautioned that meaningful improvement is unlikely if the government continues to prioritize programs like the free nutritious meal initiative over core investments in teaching skills and school infrastructure.
Frequently Asked Questions
What is the purpose of the TKA exam?
According to the Elementary and Secondary Education Policy Agency, the test is intended to generate a dataset to map student competencies and help policymakers create education policies based on actual student needs.
Are students required to take the TKA?
No, Schools Minister Abdul Mu’ti has stated that the exam is voluntary and is not a requirement for graduation.
How is the government responding to the recent test results?
The ministry intends to make the test easier for the upcoming October session by extending the duration, reducing the number of math questions, and spreading the exam over four days.
How should the government balance the need for academic data with the goal of providing a holistic education for students?
