Analysis of the Academic Ability Test (TKA) Program in Elementary Schools in Rongga District, West Bandung Regency from the Perspective of Government Regulations
DOI:
https://doi.org/10.38035/dijms.v7i5.6916Keywords:
Academic Ability Test, Program Effectiveness, Education Regulations, Case Studies, SDG 4Abstract
The implementation of the Academic Ability Test (TKA) Program in elementary schools is an important part of the national education evaluation policy to ensure the quality of learning and accountability of educational units; however, its implementation at the target elementary school level still faces challenges related to technical readiness, understanding of regulations, availability of facilities, and consistency of implementation according to government guidelines. This study aims to analyze the effectiveness of the TKA Program in Elementary Schools in Rongga District, West Bandung Regency from the perspective of government regulations. The study used a qualitative approach with a multi-site evaluative case study design in 10 target elementary schools in Rongga District, with participants consisting of principals, teachers, operators, and supervisors, through analysis of policy documents, surveys, observations, and interviews. The results of the study indicate that the effectiveness of the TKA implementation is generally in the fairly effective category, characterized by administrative compliance with regulations, implementation of socialization, and institutional support, but still found obstacles in the readiness of digital infrastructure, equal distribution of technical competencies of implementers, and optimization of monitoring and follow-up of evaluation results. The conclusion of this study confirms that the effectiveness of the TKA requires strengthening the integration between regulations, human resource capacity, and support facilities for better quality and sustainable implementation. Originally, this research contributes to the development of an evaluation model for the implementation of basic assessment policies that support SDG 4/Sustainable Development Goals (Quality Education) by strengthening the governance of inclusive, effective, and quality basic education assessments.
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