Two-Year Evaluation of AKMI (Indonesian Madrasah Competency Assessment) Implementation at Islamic Elementary School (Madrasah Ibtidaiyah)
Main Article Content
Keywords
AKMI, Proficiency Level, Science Literacy, Socio-Cultural Literacy
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
Downloads
References
Crehan, L. (2016). Cleverlands: The secrets behind the success of the world’s education superpowers. UK, Random House.
Direktorat Jenderal Pendidikan Islam Kemenag RI. (2023). Keputusan direktur jenderal pendidikan islam nomor 4404 tahun 2023 tentang prosedur operasional standar penyelenggaraan asesmen kompetensi madrasah indonesia tahun 2023, 34833236(4).
Frønes, T. S., Pettersen, A., Radišic, J., & Buchholtz, N. (2021). Equity, equality and diversity in the nordic model of education. Equity, Equality and Diversity in the Nordic Model of Education. Springer International Publishing. https://doi.org/10.1007/978-3-030-61648-9
González‐pérez, L. I., & Ramírez‐montoya, M. S. (2022). Components of education 4.0 in 21st century skills frameworks: Systematic review. Sustainability (Switzerland), 14(3). MDPI. https://doi.org/10.3390/su14031493
Harmon, J., Wood, K., Smith, K., Zakaria, N., Ramadan, K., & Sykes, M. (2016). Teaching and learning in high school reading classes: Perspectives of teachers and students. Reading Psychology, 37(7), 962–994. https://doi.org/10.1080/02702711.2016.1157536
Hidayat, R., Fauzia, E., & Hidayati, S. (2023). Analisis kebijakan asesmen kompetensi madrasah indonesia (akmi) pada satuan madrasah ibtidaiyah. Jurnal Primary Edu (JPE), 1(2). https://jurnal.rakeyansantang.ac.id/index.php/primary/article/view/392
Hidayatullah, A., Pujihastuti, N., Suwardi, Sidik, P., Kadarisman, Y. P., & Mujahid. (2022). Framework asesmen kompetensi madrasah indonesia (akmi) 2022. Direktorat KSKK Madrasah Kementerian Agama RI
Isnaniah, S., & Islahuddin, I. (2022). The application of religious moderation concept in indonesia language teaching : A case study in islamic schools and islamic university. Penamas, 35(2), 213–222. https://doi.org/10.31330/penamas.v35i2.629
Jufrida, J., Basuki, F. R., Kurniawan, W., Pangestu, M. D., & Fitaloka, O. (2019). Scientific literacy and science learning achievement at junior high school. International Journal of Evaluation and Research in Education, 8(4), 630–636. https://doi.org/10.11591/ijere.v8i4.20312
Kamaliah, K. (2023). Eksistensi kelompok kerja guru dalam penguatan kompetensi profesional guru quran hadits madrasah ibtidaiyah di kota banda aceh. Attadrib: Jurnal Pendidikan Guru Madrasah Ibtidaiyah, 6(1), 114–122. https://doi.org/10.54069/attadrib.v6i1.391
Lessy, D. (2022). Peningkatan kemampuan numerasi bagi guru MI melalui bimtek tindak lanjut hasil asesmen kompetensi madrasah Indonesia, Jurnal Pendidikan Dan Pengabdian Masyarakat, 5(1), 23-29. https://doi.org/10.29303/jppm.v5i1.3323
Marlina, T., & Halidatunnisa, N. (2022). Implementasi literasi sosial budaya di sekolah dan madrasah. Al-Madrasah: Jurnal Pendidikan Madrasah Ibtidaiyah, 6(2), 426. https://doi.org/10.35931/am.v6i2.1002
Megawati, L. A., & Sutarto, H. (2021). Analysis numeracy literacy skills in terms of standardized math problem on a minimum competency assessment. Unnes Journal of Mathematics Education, 10(2), 155–165. https://doi.org/10.15294/ujme.v10i2.49540
Millah, M. F., Jaenudin, R., Nurhayati, E., Mulyani, S., Nurmaulidah, E. F., & Nasrudin, D. (2022). AKMI: Initial Knowledge, misconceptions, and readiness of madrasa teachers. In International Conference on Madrasah Reform 2021 (ICMR 2021) (pp. 154-159). Atlantis Press.
Muhdar, R. (2023). Assesmen kompetensi minimum numerasi program merdeka belajar. Jurnal Ilmiah Wahana Pendidikan, 9(12), 407-411.. https://doi.org/10.5281/zenodo.8079162
Mullis, I. V. S., Martin, M. O., Foy, P., & Drucker, K. T. (2012). PIRLS 2011 international results in reading. International Association for the Evaluation of Educational Achievement. Herengracht 487, Amsterdam, 1017 BT, The Netherlands.
Nurlaili, N., Ilhamdi, M. L., & Astria, F. P. (2023). Analisis kemampuan literasi sains siswa kelas v sdn 1 sukarara pada pembelajaran ipa materi perpindahan kalor. Jurnal Ilmiah Profesi Pendidikan, 8(3), 1690–1698. https://doi.org/10.29303/jipp.v8i3.1554
Portal Kemenag.go.id. (2021). Ini potret enam kelompok hasil asesmen kompetensi siswa MI tertinggi Yogyakarta. Kementerian Agama Republik Indonesia. https://kemenag.go.id/nasional/ini-potret-enam-kelompok-hasil-asesmen-kompetensi-siswa-mi-tertinggi-yogyakarta-bfh51i
Portal Pangkalan Data AKMI. (n.d.). Retrieved August 29, 2023, from https://pdakmi.kemenag.go.id/
Portal pendis.kemenag.go.id. (2022). Ukur kompetensi siswa madrasah, kemenag menggelar AKMI 2022. Direktorat Jenderal Pendidikan Islam Kementerian Agama RI. https://pendis.kemenag.go.id/read/ukur-kompetensi-siswa-madrasah-kemenag-menggelar-akmi-2022
Rabiudin, Agnesa, O. S., Afifi, E. H. N., & Rahmadana, A. (2023). Pelatihan pembelajaran literasi sains menggunakan keterampilan berpikir tingkat tinggi sebagai penyesuaian terhadap instrumen assesmen kompetensi madrasah. I-Com: Indonesian Community Journal, 3(1), 88–102. https://doi.org/10.33379/icom.v3i1.2121
Skulmowski, A., & Xu, K. M. (2022). Understanding cognitive load in digital and online learning: a new perspective on extraneous cognitive load. Educational psychology review, 34(1), 171-196. https://doi.org/10.1007/s10648-021-09624-7
Smith, R., Snow, P., Serry, T., & Hammond, L. (2021). The role of background knowledge in reading comprehension: a critical review. Reading Psychology, 42(3), 214–240. https://doi.org/10.1080/02702711.2021.1888348
Sofyan, F. A., Alfarizi, M. R., Liza, T., Sapitri, W., Riyani, R., & Khoirunnisa, N. (2022). Upaya guru dalam mempersiapkan asesmen kompetensi madrasah indonesia (AKMI) literasi numerasi pada kelas v mi asegaf palembang. Jurnal Multidisipliner KAPALAMADA, 1(4), 419-427. http://azramediaindonesia.azramediaindonesia.com/index.php/Kapalamada/article/view/355
Article Sidebar
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Authors who publish with JENIUS: journal of education policy and elementary education issues agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-NonCommercial 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License