An Integrated Ecosystem Model for Academic Potential Test Readiness in Islamic Secondary Education
DOI:
https://doi.org/10.69714/nrrr4f69Keywords:
TKA Preparation, Differentiated Instruction, Higher-Order Thinking Skills (HOTS)Abstract
This descriptive qualitative study employs a case study design to comprehensively investigate the strategic implementation of Academic Potential Test (TKA) preparation at SMA Muhammadiyah Mlati. Empirical data were gathered through field observations, in-depth interviews, and documentary analysis, and subsequently analyzed using the interactive model by Miles, Huberman, and Saldaña. The findings reveal five core operational dimensions driving exam preparation success: (1) baseline diagnostic mapping for ability-grouped learning cohorts, (2) routine computer-based mock tests that enhance procedural fluency and mitigate test anxiety, (3) Higher-Order Thinking Skills (HOTS) enrichment through the logical deconstruction of complex items, (4) integration of Al-Islam and Kemuhammadiyahan (AIK) values as a spiritual and emotional regulation anchor, and (5) structured, data-driven parental monitoring synergy. In conclusion, achieving optimal examination readiness requires a holistic, ecosystemic model that combines differentiated instruction, technological adaptation, critical reasoning, faith-based emotional grounding, and active home-school collaboration. Moving forward, the school is recommended to continuously update its HOTS question banks, maintain digital testing infrastructure, and strengthen transparent communication channels with parents.
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