ULM Academic Emphasizes Policy Evaluation Behind Low 2025 TKA Scores
Banjarmasin – Dr. Muhammad Yamin, S.Pd., M.Pd., a lecturer at the Faculty of Teacher Training and Education (FKIP) at Lambung Mangkurat University (ULM), believes the low scores in the 2025 Academic Ability Test (TKA) cannot be simply attributed to teacher failure, but rather is closely related to the design and implementation of education policies at the central level.
This view was conveyed by Dr. Muhammad Yamin in a statement published in the December 2, 2025, edition of the Banjarmasin Post. He emphasized that the TKA is a new policy introduced under the leadership of a new minister, but its implementation has not been accompanied by adequate socialization and technical assistance, especially for regional governments.
According to the ULM academic, the TKA policy has a good goal, namely to map students’ academic abilities nationally. However, implementation without thorough preparation has the potential to lead to inequities in results. He questioned whether the curriculum, learning policies, and strengthening of students’ literacy, numeracy, and logic skills had been prepared evenly before the TKA was implemented as a measurement instrument.
Dr. Yamin also highlighted that the low achievement of TKA is not isolated. External factors such as unequal access to educational facilities and infrastructure, particularly in remote and marginalized areas, also influence student abilities. This situation, he argued, puts the TKA at risk of becoming a measuring tool that is not entirely fair for all regions in Indonesia.
From an educational scientific perspective, he urged the government to conduct a comprehensive evaluation of the TKA policy. This evaluation should not only focus on teacher performance but also on structuring education policies, equitable distribution of learning facilities, and improving the welfare of educators as part of a comprehensive education ecosystem.
Through Dr. Muhammad Yamin’s critical thinking, Lambung Mangkurat University affirms its academic role as a scientific reference in responding to national strategic issues. It is hoped that this contribution will provide constructive input for policymakers in formulating more equitable, contextual, and sustainable education policies.
