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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
FullText Text:
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  Data: Understanding Teachers' Experiences with Large-Scale Diagnostic Assessments in Indonesian Islamic Primary Schools: A Phenomenological Study
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  Data: <searchLink fieldCode="AR" term="%22Kartianom%22">Kartianom</searchLink><br /><searchLink fieldCode="AR" term="%22Heri+Retnawati%22">Heri Retnawati</searchLink><br /><searchLink fieldCode="AR" term="%22Kana+Hidayati%22">Kana Hidayati</searchLink><br /><searchLink fieldCode="AR" term="%22Andi+Harpeni+Dewantara%22">Andi Harpeni Dewantara</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Teaching+and+Learning%22"><i>Journal of Teaching and Learning</i></searchLink>. 2026 20(2):376-389.
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  Data: 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
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  Data: 14
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Experience%22">Teaching Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Measurement%22">Measurement</searchLink><br /><searchLink fieldCode="DE" term="%22Diagnostic+Tests%22">Diagnostic Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Schools%22">Elementary Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+5%22">Grade 5</searchLink><br /><searchLink fieldCode="DE" term="%22Assessment+Literacy%22">Assessment Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Results%22">Test Results</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Response%22">Teacher Response</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Indonesia%22">Indonesia</searchLink>
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  Data: 1492-1154<br />1911-8279
– Name: Abstract
  Label: Abstract
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  Data: 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.
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  Data: 2026
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  Data: EJ1508177
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 14
        StartPage: 376
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      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Teaching Experience
        Type: general
      – SubjectFull: Measurement
        Type: general
      – SubjectFull: Diagnostic Tests
        Type: general
      – SubjectFull: Elementary Schools
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      – SubjectFull: Grade 5
        Type: general
      – SubjectFull: Assessment Literacy
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Test Results
        Type: general
      – SubjectFull: Teacher Response
        Type: general
      – SubjectFull: Indonesia
        Type: general
    Titles:
      – TitleFull: Understanding Teachers' Experiences with Large-Scale Diagnostic Assessments in Indonesian Islamic Primary Schools: A Phenomenological Study
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            NameFull: Kartianom
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            NameFull: Kana Hidayati
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            NameFull: Andi Harpeni Dewantara
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