An Analysis of Elementary School Teachers Level of Understanding of The Academic Ability Test (TKA) Alvina Damayanti (a), Tia Citra Bayuni (b*), Bramianto Setiawan (c), Titin Sunaryati (d), Dinda Putri Sekarwangi (e), Tiara Rosalia Mahulae (f), Vivi Khoerunnissa (g)
(abcdefg) Primary Teacher Education Study Program, Faculty of Teacher Training and Tarbiyah, Pelita Bangsa University, Cikarang, Indonesia
Abstract
Assessment plays a crucial role in improving the quality of learning in elementary schools, particularly in supporting students^ comprehensive academic achievement. The Academic Ability Test (TKA) was developed as an assessment tool- however, its implementation still faces challenges, particularly regarding teachers^ technical and interpretive understanding. This study aims to determine the level of teachers^ understanding of the TKA assessment and the challenges in its implementation. The method used was a quantitative survey with a questionnaire containing 20 four-point Likert scale statements covering indicators of understanding of concepts and objectives, knowledge of components and question formats, the ability to develop assessment instruments, the ability to interpret results, and the utilization of results. The respondents consisted of 43 elementary school teachers in Bekasi and Karawang Regencies. The results showed that teachers^ understanding of TKA concepts and objectives was 69.33%, their knowledge of TKA components and question formats was 73.84%, their ability to develop TKA-based assessment instruments was 74.27%, their ability to interpret TKA results was 70.78%, and their utilization of TKA results for instructional improvement was 72.53%. Overall, the teachers^ understanding is considered good but not yet optimal- therefore, training and mentoring are needed to ensure more effective utilization.
Keywords: Elementary School Teachers Understanding, Assessment, Academic Ability Test.
Topic: Media literacy Ethics Sociology History (MESH) Learning
