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Artikel ini menganalisis secara kritis desain kebijakan, rasionalitas, serta implikasi sosial integrasi instrumen tersebut menggunakan pendekatan Critical Policy Analysis (CPA), diperkaya sosiologi kebijakan Stephen J. Ball dan Street-Level Bureaucracy. Kajian dokumen (termasuk Permendikdasmen Nomor 10 Tahun 2025) menunjukkan ketegangan antara Assessment of Learning dan Assessment for Learning, misalignment orientasi profil lulusan holistik dengan fokus kognitif TKA, serta risiko TKA yang bersifat “sukarela” menjadi semu ketika dipakai untuk seleksi berdaya tinggi. Kesenjangan infrastruktur dan diskresi pelaksana dapat melemahkan validitas serta integritas pelaksanaan. Tanpa regulasi dan mitigasi memadai, kebijakan berpotensi mendorong pembelajaran berorientasi ujian, memunculkan pemeringkatan terselubung, dan memperlebar ketidaksetaraan pendidikan, sehingga implementasi yang hati-hati dan berkeadilan menjadi kunci.",{"@graph":63,"@context":119},[64,81,102],{"@type":65,"itemListElement":66},"BreadcrumbList",[67,72,75,78],{"item":68,"name":69,"@type":70,"position":71},"https://docshare.wps.com","Home","ListItem",1,{"item":73,"name":9,"@type":70,"position":74},"https://docshare.wps.com/id/document/",2,{"item":76,"name":31,"@type":70,"position":77},"https://docshare.wps.com/id/document/penelitian-laporan/",3,{"item":79,"name":59,"@type":70,"position":80},"https://docshare.wps.com/id/document/policy-analysis-of-integrating-the-academic-ability-test-into-the-national-assessment-a-policy-sociology-and-education-evaluation-perspective/232601/",4,{"url":79,"name":59,"@type":82,"image":83,"author":88,"headline":59,"publisher":91,"fileFormat":94,"inLanguage":57,"description":61,"dateModified":95,"datePublished":96,"encodingFormat":94,"isAccessibleForFree":97,"interactionStatistic":98},"DigitalDocument",{"url":84,"@type":85,"width":86,"height":87},"https://docshare.wps.com/thumbnails/policy-analysis-of-integrating-the-academic-ability-test-into-the-national-assessment-a-policy-sociology-and-education-evaluation-perspective/232601.png","ImageObject",300,407,{"name":89,"@type":90},"Arica Lee","Person",{"url":68,"name":92,"@type":93},"DocShare","Organization","application/pdf","2026-10-05","2026-09-10",true,{"@type":99,"interactionType":100,"userInteractionCount":80},"InteractionCounter",{"@type":101},"ViewAction",{"@type":103,"mainEntity":104},"FAQPage",[105,111,115],{"name":106,"@type":107,"acceptedAnswer":108},"Apa tujuan utama artikel ini dalam membahas integrasi TKA ke Asesmen Nasional?","Question",{"text":109,"@type":110},"Artikel bertujuan menganalisis secara kritis desain kebijakan, rasionalitas, serta implikasi sosial dari integrasi AN dengan Tes Kemampuan Akademik (TKA).","Answer",{"name":112,"@type":107,"acceptedAnswer":113},"Mengapa integrasi TKA berpotensi menimbulkan ketegangan antara Assessment of Learning dan Assessment for Learning?",{"text":114,"@type":110},"TKA menggabungkan instrumen dengan tujuan yang berbeda sehingga muncul ketegangan paradigma Assessment of Learning (AoL) dan Assessment for Learning (AfL).",{"name":116,"@type":107,"acceptedAnswer":117},"Apa risiko ketika status TKA yang “sukarela” digunakan dalam seleksi berdaya tinggi?",{"text":118,"@type":110},"Status yang seharusnya tidak menentukan individu dapat berubah menjadi semu bila hasil TKA dipakai sebagai dasar seleksi dalam proses penerimaan, sehingga memengaruhi keputusan pendidikan secara tidak langsung.","https://schema.org",{"og:url":79,"og:type":121,"og:title":59,"og:site_name":92,"og:description":61},"article",{"robots":123,"canonical":79},"index,follow",{"doc_id":125,"site_id":56},232601,1789072703,{"code":4,"msg":5,"data":128},{"doc_id":125,"user_id":129,"nickname":89,"user_avatar":130,"doc_module":4,"category_id":30,"category_name":31,"doc_title":59,"doc_description":61,"doc_content":131,"file_id":132,"file_url":133,"file_type":134,"file_size":135,"view_count":80,"is_deleted":4,"is_public":71,"is_downloadable":71,"audit_status":71,"page_count":136,"language":137,"language_code":57,"site_id":56,"html_lang":57,"table_of_contents":138,"faqs":139,"seo_title":140,"seo_description":61,"update_tm":126,"read_time":141},8796096645457,"https://ap-avatar.wpscdn.com/avatar/800003749518d68ffe3?x-image-process=image/resize,m_fixed,w_180,h_180&k=1779345340919836971","ANALISIS KEBIJAKAN INTEGRASI TES KEMAMPUAN AKADEMIK DALAMASESMEN NASIONAL: PERSPEKTIF SOSIOLOGI KEBIJAKAN DAN  \nEVALUASI PENDIDIKAN  \nHarjono 1 , Cucu Atikah2  \n1,2 Program Studi Doktor Pendidikan, Pascasarjana, Universitas Sultan Ageng Tirtayasa [1](1 harjono@alumni.ui.ac.id)[ harjono@alumni.ui.ac.id](1 harjono@alumni.ui.ac.id), [2](2 cucuatikah@untirta.ac.id)[ ](2 cucuatikah@untirta.ac.id)[cucuatikah@untirta.ac.id](2 cucuatikah@untirta.ac.id)  \nABSTRACT  \nEducational policy in Indonesia has undergone another significant shift with the issuance of Minister of Primary and Secondary Education Regulation Number 9 of 2026, which integrates the National Assessment (Asesmen Nasional/AN) with a new instrument, the Academic Ability Test (Tes Kemampuan Akademik/TKA). This article aims to critically examine the policy design, its underlying rationale, and its social implications. The study employs a Critical Policy Analysis (CPA) approach, enriched by Stephen J. Ball’s sociology of policy perspective and the theory of Street-Level Bureaucracy. It highlights the tension between the paradigms of Assessment of Learning (AoL) and Assessment for Learning (AfL) arising from the integration of instruments with differing objectives. Document analysis, including Regulation Number 10 of 2025 on Graduate Competency Standards, reveals amisalignment between the holistic orientation of graduate profiles and the cognitively oriented nature of the TKA. Furthermore, the “voluntary” status of TKA risks becoming nominal when its results are used in high-stakes student selection processes. Infrastructure disparities and implementer discretion at the school level further raise concerns regarding test validity and integrity. This study concludes that, without adequate regulation and mitigation, the policy risks reinforcing test-oriented teaching practices, fostering implicit school ranking, and exacerbating educational inequality. Careful and equitable implementation is therefore essential.  \nKeywords: Integration of National Assessment and Academic Ability Test, Critical Policy Analysis, Assessment of Learning vs Assessment for Learning.  \nABSTRAK  \nPerubahan kebijakan pendidikan di Indonesia kembali mengemuka melalui terbitnya Permendikdasmen Nomor 9 Tahun 2026 yang mengintegrasikan Asesmen Nasional (AN) dengan Tes Kemampuan Akademik (TKA) . Artikel ini bertujuan menganalisis secara kritis desain kebijakan, rasionalitas, serta implikasisosial dari integrasi tersebut. Pendekatan yang digunakan adalah Critical Policy Analysis ( CPA), diperkaya dengan perspektif sosiologi kebijakan Stephen J. Ball dan teori Street-Level Bureaucracy. Kajian ini menyoroti adanya ketegangan antara paradigma Assessment of Learning (AoL) dan Assessment for Learning (AfL) akibat penggabungan instrumen dengan tujuan yang berbeda. Analisis dokumen  \nkebijakan, termasuk Permendikdasmen Nomor 10 Tahun 2025 tentang Standar Kompetensi Lulusan, menunjukkan adanya ketidaksesuaian antara orientasi profil lulusan yang holistik dengan kecenderungan TKA yang berfokus pada aspek kognitif. Selain itu, status TKA yang bersifat “sukarela” berpotensi menjadi semuketika digunakan sebagai dasar seleksi pada Sistem Penerimaan Murid Baru (SPMB) . Kesenjangan infrastruktur dan diskresi pelaksana di tingkat sekolah turut memunculkan potensi masalah validitas dan integritas pelaksanaan. Kajian inimenyimpulkan bahwa tanpa pengaturan dan mitigasi yang memadai, kebijakan ini berisiko mendorong praktik pembelajaran berorientasi ujian, memunculkan pemeringkatan terselubung, serta memperlebar kesenjangan pendidikan. Olehkarena itu, implementasi kebijakan perlu dilakukan secara hati-hati dan berkeadilan.  \nKata Kunci: Integrasi Asesmen Nasional dan Tes Kemampuan Akademik, Critical Policy Analysis, Assessment of Learning vs Assessment for Learning.  \nA. Pendahuluan  \nLanskap pendidikan Indonesia terus bergerak di antara dua kepentingan utama: kebutuhan akan standardisasi mutu secara nasional dan tuntutan kemerde","cbCaipJDppeqUhF8","https://ap.wps.com/l/cbCaipJDppeqUhF8","pdf",144727,13,"Indonesian","# A. Pendahuluan\n## Latar belakang pergeseran evaluasi pendidikan dari UN ke AN\n## Tantangan akuntabilitas dan kebutuhan seleksi akademik\n## Integrasi TKA dalam Permendikdasmen Nomor 9 Tahun 2026","[{\"question\":\"Apa tujuan utama artikel ini dalam membahas integrasi TKA ke Asesmen Nasional?\",\"answer\":\"Artikel bertujuan menganalisis secara kritis desain kebijakan, rasionalitas, serta implikasi sosial dari integrasi AN dengan Tes Kemampuan Akademik (TKA).\"},{\"question\":\"Mengapa integrasi TKA berpotensi menimbulkan ketegangan antara Assessment of Learning dan Assessment for Learning?\",\"answer\":\"TKA menggabungkan instrumen dengan tujuan yang berbeda sehingga muncul ketegangan paradigma Assessment of Learning (AoL) dan Assessment for Learning (AfL).\"},{\"question\":\"Apa risiko ketika status TKA yang “sukarela” digunakan dalam seleksi berdaya tinggi?\",\"answer\":\"Status yang seharusnya tidak menentukan individu dapat berubah menjadi semu bila hasil TKA dipakai sebagai dasar seleksi dalam proses penerimaan, sehingga memengaruhi keputusan pendidikan secara tidak langsung.\"}]","ANALISIS KEBIJAKAN INTEGRASI TES KEMAMPUAN AKADEMIK DALAM ASSESMEN NASIONAL - PERSPEKTIF SOSIOLOGI KEBIJAKAN DAN EVALUASI PENDIDIKAN | PDF",20]