Evaluating the Minimum Competency Assessment (AKM) Program for educational quality assurance: A CIPP model case study at an indonesian public elementary school
DOI:
https://doi.org/10.59944/postaxial.v4i3.1553Keywords:
program evaluation, CIPP model, educational quality assurance, literacy and numeracy, Minimum Competency AssessmentAbstract
This study evaluates the implementation of Indonesia’s Minimum Competency Assessment (
Asesmen Kompetensi Minimum, AKM) program as an instrument of educational quality assurance at elementary school, using Stufflebeam’s Context, Input, Process, Product (CIPP) evaluation model. A qualitative evaluative design was employed, involving 22 participants: the school principal, five grade-five teachers, one school operator, and fifteen grade-five students. Data were collected through in-depth interviews, participatory observation, and documentation review, and were analyzed using the interactive model of Miles, Huberman, and Saldaña (data reduction, data display, and conclusion drawing/verification), with credibility established through source, method, and time triangulation and member checking. The findings show that: (1) the contextual conditions were favourable, marked by accurate stakeholder understanding of AKM as a diagnostic tool, an active school literacy culture, and supportive policy and environmental conditions; (2) input readiness was adequate, reflected in collaborative instructional leadership, sufficient computer-based national assessment infrastructure, a sustained long-term preparation strategy, and full (100%) participant attendance; (3) the implementation process complied with national procedures, supported by effective team coordination, responsive handling of technical constraints, and a documented culture of post-assessment reflection; and (4) the resulting outcomes indicate a positive contribution to quality assurance, with 73.33% of students reaching the proficient/advanced level in reading literacy and 76.67% in numeracy, surpassing the school’s revised target of 70% (raised from a baseline of 60%). AKM results were actively used to inform remedial teaching, differentiated instruction, and data-based school planning. The study underscores the importance of strengthening teachers’ data-analysis capacity and transforming contextual literacy and numeracy pedagogy as priorities for continuous improvement.
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