PENGARUH PERSEPSI SISWA TERHADAP TES KOMPETENSI AKADEMIK (TKA) DAN CAPAIAN MUTU PENDIDIKAN DI SMAIT BUNYAN INDONESIA

Rendi Faturohman; Angwar Sadat; Masyadi Masyadi

doi:10.51878/manajerial.v6i1.9019

Authors

Rendi Faturohman Universitas Muhammadiyah Jakarta
Angwar Sadat Universitas Muhammadiyah Jakarta
Masyadi Masyadi Universitas Muhammadiyah Jakarta

DOI:

https://doi.org/10.51878/manajerial.v6i1.9019

Keywords:

Persepsi Siswa, Tes Kompetensi Akademik, Mutu Pendidikan Nasional, Sekolah Islam Terpadu

Abstract

This study aims to analyze the influence of students' perceptions of the Academic Competency Test (TKA) on the achievement of national education quality at SMAIT Bunyan Indonesia. The research background stems from the importance of student perceptions in determining the effectiveness of educational assessments as instruments for quality improvement. The study employed a quantitative correlational approach involving 30 students as respondents. Data were collected through Likert scale questionnaires measuring students' perceptions of TKA and national education quality achievement. Data analysis used descriptive statistics, Shapiro-Wilk normality test, Pearson correlation, and simple linear regression. The results showed a positive and significant relationship between students' perceptions of TKA and national education quality achievement (r = 0.56; p < 0.01). Regression analysis indicated that students' perceptions of TKA had a positive and significant effect on national education quality achievement (p < 0.01) with a coefficient of determination R² = 0.31, meaning that 31% of the variation in education quality achievement can be explained by students' perceptions of TKA. These findings confirm that assessment functions not only as an academic measurement tool but also as a strategic instrument in building a quality culture in integrated Islamic schools.

ABSTRAK

Penelitian ini bertujuan menganalisis pengaruh persepsi siswa terhadap Tes Kompetensi Akademik (TKA) terhadap capaian mutu pendidikan nasional di SMAIT Bunyan Indonesia. Latar belakang penelitian berangkat dari pentingnya persepsi siswa dalam menentukan efektivitas asesmen pendidikan sebagai instrumen peningkatan mutu. Penelitian menggunakan pendekatan kuantitatif korelasional dengan melibatkan 30 siswa sebagai responden. Data dikumpulkan melalui angket skala Likert yang mengukur persepsi siswa terhadap TKA dan capaian mutu pendidikan nasional. Analisis data menggunakan statistik deskriptif, uji normalitas Shapiro-Wilk, korelasi Pearson, dan regresi linier sederhana. Hasil penelitian menunjukkan terdapat hubungan positif dan signifikan antara persepsi siswa terhadap TKA dengan capaian mutu pendidikan nasional (r = 0,56; p < 0,01). Analisis regresi menunjukkan bahwa persepsi siswa terhadap TKA berpengaruh positif dan signifikan terhadap capaian mutu pendidikan nasional (p < 0,01) dengan koefisien determinasi R² = 0,31, yang berarti 31% variasi capaian mutu pendidikan dapat dijelaskan oleh persepsi siswa terhadap TKA. Temuan ini menegaskan bahwa asesmen tidak hanya berfungsi sebagai alat ukur akademik, tetapi juga sebagai instrumen strategis dalam membangun budaya mutu di sekolah Islam terpadu.

Downloads

Download data is not yet available.

References

Agus, A. H., Norman, E., Hamid, N., & Hasanah, U. (2023). Exploring Student Perspectives on Quality Assurance in Independent Curriculum Services within Educational Institutions. Al-Tanzim: Jurnal Manajemen Pendidikan Islam, 7(3), 763-778. https://doi.org/10.33650/al-tanzim.v7i3.4607

Agustini, N. P. L., Dewi, N. L. P. E. S., Paramartha, A. A. G. Y., & Wahyuni, L. G. E. (2024). Students’ Perception and Challenges on the Use of Self-Assessment in English Writing Competence at Junior High School. Jurnal Pendidikan Bahasa Inggris undiksha, 12(1), 71-80. https://doi.org/10.23887/jpbi.v12i1.75375

Andrade, H. L. (2016). The role of assessment in learning. Educational Leadership.

Asmarni, T., & Zakir, S. (2023). Persepsi Guru MTsN 1 Lima Puluh Kota Tentang Asesmen Kompetensi Minimum. Arus Jurnal Pendidikan, 3(1), 6-14. https://doi.org/10.57250/ajup.v3i1.184

Baines, S. (2025). Students' perception of authentic assessment in higher education. Cogent Education.

br Barus, L. M., Dewi, N. L. P. E. S., Paramartha, A. A. G. Y., & Wahyuni, L. G. E. (2024). Students’ Perception on Self-Assessment of Writing Competency at Vocational High School. Jurnal Pendidikan Bahasa Inggris undiksha, 12(1), 35-44. https://doi.org/10.23887/jpbi.v12i1.74803

Fahrurrozi, M. (2020). Pengembangan Pendidikan Karakter di TPA (Taman Pendidikan Al-Qur’an) Ittihadil Ummah Karang Anyar Kota Mataram. TARLIM: Jurnal Pendidikan Agama Islam, 3(2), 89-100. https://doi.org/10.32528/tarlim.v3i2.3930

Gerritsen-van Leeuwenkamp, K. J., Joosten-Ten Brinke, D., & Kester, L. (2019). Students’ perceptions of assessment quality related to their learning approaches and learning outcomes. Studies in Educational Evaluation, 63, 72-82. https://doi.org/10.1016/j.stueduc.2019.07.005

Ghozali, A. S., & Tyas, P. A. (2022). The importance of formative assessment based on students’ perception. Jurnal Konseling dan Pendidikan, 10(2), 218-222. https://doi.org/10.29210/184500

Kemendikbudristek. (2021). Panduan Penyelenggaraan Asesmen Nasional 2021. Jakarta: Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi.

Mulyasa, E. (2021). Manajemen pendidikan karakter. Bumi Aksara.

Nurgiyantoro, B., & Efendi, A. (2017). Re-Actualization of Puppet Characters in Modern Indonesian Fictions of The 21st Century. 3L: The Southeast Asian Journal of English Language Studies. 23 (2), 141-153. http://doi.org/10.17576/3L-2017-2302-11

Octavianda, R. P., Rustaman, N., & Sriyati, S. (2015). Student’s perception about assessment related with implementation of 2013 curriculum. Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam, 20(2), 191-195. https://doi.org/10.18269/jpmipa.v20i2.36244

Panadero, E., Andrade, H., & Brookhart, S. (2018). Fusing self-regulated learning and formative assessment: A roadmap of where we are, how we got here, and where we are going. The Australian Educational Researcher, 45(1), 13-31. https://doi.org/10.1007/s13384-018-0258-y

Parinduri, F. A. S., Ratno, S., Ferica, G. P., Simanjuntak, T. O. B., Minarta, S., Pardede, F. H., & Gea, G. R. (2025). Analisis Persepsi Siswa Terhadap Implementasi Standar Nasional Kependidikan Di Sma Negeri 14 Medan. Jurnal Intelek Dan Cendikiawan Nusantara, 2(3), 1495-1500. https://jicnusantara.com/index.php/jicn/article/view/3703

Putra, A. T. A., & Qomariyah, E. (2024). Evaluasi Penjaminan Mutu Pendidikan Agama Islam Dan Implikasinya Pada Prestasi Lembaga Pendidikan:(Studi di Sekolah Menengah Pertama Islam Terpadu AL Qalam). Journal Publicuho, 7(2), 627-642. https://doi.org/10.35817/publicuho.v7i2.425

Raza, N. (2017). Pengaruh Self-Regulated Learning Terhadap Persepsi Siswa Mengenai Tugas Akademik Pada Siswa. Psikoborneo: Jurnal Ilmiah Psikologi, 5(3), 397-403. http://dx.doi.org/10.30872/psikoborneo.v5i3.4426

Salsabilla, I. S., Niswah, S., & Jaya, A. I. A. (2024). Persepsi Guru dan Siswa terhadap Manajemen Akreditasi di Sekolah Menengah Atas. Dirasat: Jurnal Manajemen Dan Pendidikan Islam, 10(2), 227–246. https://doi.org/10.26594/dirasat.v10i2.5332

Yulmaidar, Y., Putra, R., & Imamuddin, M. (2023). Sekolah Unggul: Persepsi Siswa Terhadap Mutu Pendidikan SDIT ATTIN Kota Pariaman Sumatera Barat. KOLONI, 2(3), 1-8. https://doi.org/10.31004/koloni.v2i3.499