Understanding Teachers' Experiences with Large-Scale Diagnostic Assessments in Indonesian Islamic Primary Schools: A Phenomenological Study
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| Title: | Understanding Teachers' Experiences with Large-Scale Diagnostic Assessments in Indonesian Islamic Primary Schools: A Phenomenological Study |
|---|---|
| Language: | English |
| Authors: | Kartianom, Heri Retnawati, Kana Hidayati, Andi Harpeni Dewantara |
| Source: | Journal of Teaching and Learning. 2026 20(2):376-389. |
| Availability: | Journal of Teaching and Learning. 401 Sunset Ave. Faculty of Education, University of Windsor, Windsor, Ontario, Canada N9B 3P4. Tel: 519-253-3000 Ext. 4068; e-mail: jtl@uwindsor.ca; Web site: https://ojs.uwindsor.ca/index.php/JTL |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Grade 5 Intermediate Grades Middle Schools |
| Descriptors: | Foreign Countries, Teaching Experience, Measurement, Diagnostic Tests, Elementary Schools, Grade 5, Assessment Literacy, Teacher Attitudes, Test Results, Teacher Response |
| Geographic Terms: | Indonesia |
| ISSN: | 1492-1154 1911-8279 |
| Abstract: | This study explores teachers' experiences with and follow-up on large-scale diagnostic assessments in Indonesia, specifically the Indonesian Madrasah Competency Assessment (AKMI). A phenomenological approach within a qualitative methodology was adopted. Six 5th-grade teachers from an Indonesian Islamic Primary School participated. Data were collected through focus group discussions (FGDs). Data analysis was conducted in four steps: decontextualization, recontextualization, categorization, and compilation, to identify the content's underlying meanings. Key findings include: (1) teachers acquired administrative knowledge (e.g., test content management) and technical skills (e.g., student data management); (2) teachers' assessment understanding varied significantly but remained predominantly traditional rather than diagnostic; and (3) follow-up efforts primarily involved socialization and school programs, rather than instructional improvement. The study implies an urgent need to align assessment systems with classroom practice. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1508177 |
| Database: | ERIC |
| Abstract: | This study explores teachers' experiences with and follow-up on large-scale diagnostic assessments in Indonesia, specifically the Indonesian Madrasah Competency Assessment (AKMI). A phenomenological approach within a qualitative methodology was adopted. Six 5th-grade teachers from an Indonesian Islamic Primary School participated. Data were collected through focus group discussions (FGDs). Data analysis was conducted in four steps: decontextualization, recontextualization, categorization, and compilation, to identify the content's underlying meanings. Key findings include: (1) teachers acquired administrative knowledge (e.g., test content management) and technical skills (e.g., student data management); (2) teachers' assessment understanding varied significantly but remained predominantly traditional rather than diagnostic; and (3) follow-up efforts primarily involved socialization and school programs, rather than instructional improvement. The study implies an urgent need to align assessment systems with classroom practice. |
|---|---|
| ISSN: | 1492-1154 1911-8279 |
