Summary of "TKA: Kebijakan Ambigu yang Mengacaukan Pendidikan! - Ina Liem & Dr. Itje Chodidjah"
Overview of the TKA Implementation Issues
The video discusses the confusion and problems surrounding the recent implementation of the TKA (Tes Kompetensi Akademik) or National Exam in Indonesia’s education system. Speakers Ina Liem and Dr. Itje Chodidjah analyze how ambiguous government policies and poor communication have led to misunderstandings among schools, teachers, students, and parents.
Although the Ministry of Education and Culture states that the TKA is not mandatory and primarily serves as a validation test for students applying to universities through the achievement pathway (SNBP), many schools treat it as compulsory. This causes students who have not been fully taught the required materials to be rushed through lessons and pressured to take the exam, creating stress and burnout.
Key Issues Highlighted
-
Policy Ambiguity and Misuse The unclear policy has led to misuse, such as schools forcing students to take the test or requiring TKA certificates for job applications, despite official regulations.
-
Lack of Understanding Among Educators Educational supervisors, principals, and teachers often do not fully understand the policy’s intent, which worsens the situation.
-
Misalignment of Test Content and Policy Goals The TKA is intended to measure literacy and critical thinking rather than rote memorization. However, circulating practice questions tend to focus on memorization, contradicting the policy’s objectives.
Broader Educational Challenges in Indonesia
The conversation also touches on several systemic issues:
- Declining interest in STEM fields among students.
- A mismatch between curriculum goals (such as project-based learning) and exam content.
- The education system’s failure to prepare students with the high-order thinking skills demanded by the workforce.
The speakers compare Indonesia’s education system with countries like China and Finland, highlighting how motivation and holistic learning environments contribute to student success abroad. In contrast, Indonesian students often face pressure and exhaustion.
Recommendations and Conclusions
Both speakers agree on the following points:
- Policies should focus on strengthening teachers and school administrators first, ensuring they understand and can implement reforms effectively before imposing new demands on students.
- There is a need for clearer, consistent policies and better coordination between education ministries to avoid harming children and wasting resources.
- The implementation of the TKA should be carefully monitored and evaluated.
- Advocacy for accountability in policymaking is essential.
- The well-being and development of students must be prioritized over bureaucratic or administrative convenience.
Speakers
- Ina Liem
- Dr. Itje Chodidjah (referred to as Mrs. Ice or Mrs. Icek in the subtitles)
