AKMI as a Literacy Assessment on Education Quality in Indonesian Madrasa during the 5.0 Era

Abstract

The level of literacy is one indicator of a nation’s development. A country’s high level of literacy is indicative of its educational development. The advancement of education will significantly impact national and state life. Literacy is the key to academic achievement. The greater a country’s literacy rate, the more sophisticated its education. Literacy is not limited to reading, writing, and arithmetic but is also closely related to a critical perspective in problem-solving and decision-making. Through the AKMI program, the Ministry of Religious Affairs of the Republic of Indonesia measures four literacy that must be mastered by students, namely reading, numeracy, science, and sociocultural literacy. This research is a type of mixed-method research using a concurrent embedded approach. The population consisted of fourth-grade Madrasah Ibtidaiyah students from 34 provinces in Indonesia, with a sample size of 325,506. This study employed instruments of AKMI standardized tests. The data were processed by using inferential statistics. The results showed that (1) Three provinces with literacy scores above the national average, namely Yogyakarta 41.44%, DKI Jakarta 40.98%, and Bali 39.50%, (2) Three provinces obtained the lowest literacy index below the national average were East Nusa Tenggara 29.48%, West Kalimantan 28.23%, and North Maluku 21.82%, (3) Literacy assessment portraits six levels of student proficiency competence that is ‘unadaptable,’ ‘assistance need,’ ‘basic,’ ‘capable,’ ‘skilled,’ and ‘needs of creation space,’ (4) The low ability of students at the level of proficiency needs of creation space in the four literacy tested, which is 1%.