Profil Capaian Matematika Siswa Aceh Berdasarkan Tes Kemampuan Akademik 2025
Analisis Lintas Jenjang dan Implikasi Kebijakan
DOI:
https://doi.org/10.61693/elhadhary.vol402.2026.144-168Kata Kunci:
Aceh, Kesenjangan pendidikan, literasi data, literasi matematika, numerasi, tes kemampuan akademikAbstrak
Penelitian ini mengkaji profil capaian matematika siswa Aceh berdasarkan data Tes Kemampuan Akademik (TKA) 2025 yang dirilis Pusat Asesmen Pendidikan, mencakup 101.015 siswa SD, 94.884 siswa SMP, dan 80.492 siswa SMA/SMK. Pendekatan yang digunakan adalah deskriptif kuantitatif atas data sekunder. Capaian dipetakan per domain (Bilangan, Aljabar, Geometri dan Pengukuran, Data dan Peluang/Ketidakpastian), kemudian dianalisis pola kesenjangannya terhadap rerata nasional. Tiga temuan utama diperoleh. Pertama, Aceh konsisten berada di bawah rerata nasional pada ketiga jenjang, dengan jarak terlebar di SD (-5,72 poin) dan tersempit di SMA/SMK (-1,79 poin). Kedua, domain Data (penyajian, pembacaan diagram, dan literasi statistika) berulang kali muncul sebagai titik terlemah pada semua jenjang, dengan gap mencapai -9,35 poin pada butir interpretasi data di SD. Ketiga, ketika butir SMP dan SMA/SMK diklasifikasikan berdasarkan level kognitif Pengetahuan-Aplikasi-Penalaran, kesenjangan terbukti lebih ditentukan oleh topik konten spesifik (literasi data, KPK-FPB, barisan dan deret aritmetika) daripada oleh kompleksitas kognitif butir soal. Temuan tersebut dikontekstualisasikan dengan kerangka literasi matematika PISA dan domain kognitif TIMSS. Hasil ini memperkuat temuan sebelumnya mengenai adanya kesulitan siswa dalam literasi data, yang selama ini lebih banyak terdokumentasi melalui studi-studi berskala lokal di Indonesia. Implikasi kebijakan yang direkomendasikan adalah penguatan pembelajaran literasi data sejak jenjang SD, disertai intervensi berbasis topik spesifik.
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