Two-Year Evaluation of AKMI (Indonesian Madrasah Competency Assessment) Implementation at Islamic Elementary School (Madrasah Ibtidaiyah)

Amalia Amalia
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Abstract

The Indonesian Madrasah Competency Assessment/Asesmen Kompetensi Minimum Indonesia (AKMI) is a form of assessment developed in schools under the auspices of the Ministry of Religious Affairs which refers to PISA (Programme for International Student Assessment) and the National Assessment (AN) system. This research aims to examine the improvement in AKMI results for Madrasah Ibtidaiyah/Islamic Elementary School (MI) students in 2021 and 2022. The approach used is quantitative descriptive and analyzed in percentage form at each level of proficiency. The author also conducted a Focus Group Discussion (FGD) in 2022 with several teachers in the AKMI Follow-up Instructor Candidate class. The results showed a shift in higher proficiency levels in all types of literacy: reading literacy, scientific literacy, numeracy literacy, and socio-cultural literacy. The increase in proficiency levels in these four types of literacy is influenced by massive Continuous Professional Development/Pengembangan Kompetensi Keberlanjutan (PKB) carried out through teacher working groups (KKG–MGMP/MGBK), working groups of madrasah heads, Kriteria Kelulusan Minimum/Graduate Minimum Criteria (KKM) and supervisory working groups (Pokjawas). In addition, the increase occurred due to the Technical Guidance/Bimbingan Teknis (BIMTEK) follow-up of AKMI results for MI teachers. Through this activity, BIMTEK participants can increase their knowledge about literacy
对伊斯兰小学(Madrasah Ibtidaiyah)实施 AKMI(印度尼西亚学校能力评估)的两年评估
印度尼西亚伊斯兰学校能力评估(AKMI)是宗教事务部参照国际学生评估项目(PISA)和国家评估(AN)系统在学校开展的一种评估形式。本研究旨在考察 2021 年和 2022 年伊斯兰学校/伊斯兰小学(MI)学生 AKMI 成绩的提高情况。所采用的方法是定量描述法,并以百分比的形式对每个水平进行分析。作者还在 2022 年与 AKMI 后续指导候选班的几位教师进行了焦点小组讨论(FGD)。结果显示,所有类型的读写能力水平都有所提高:阅读能力、科学素养、计算能力和社会文化素养。通过教师工作组(KKG-MGMP/MGBK)、伊斯兰学校校长工作组、最低标准/毕业生最低标准(KKM)和督导工作组(Pokjawas)开展的大规模持续专业发展/Pengembangan Kompetensi Keberlanjutan (PKB)活动对这四类读写能力水平的提高产生了影响。此外,由于技术指导/Bimbingan Teknis(BIMTEK)对多元智能教师的 AKMI 结果进行了跟踪,因此出现了增长。通过这项活动,BIMTEK 的参与者可以增加他们的扫盲知识
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