AKMI Data-Based Teacher Competency Development: An Approach to Improving the Quality of Learning in Madrasah

Abstract

Teacher competency development is key to improving the quality of education. AKMI (Indonesian Madrasah Competency Assessment) serves as an important instrument for measuring student competency and for providing an overview of teachers' abilities to support the development of literacy, numeracy, science, and socio-cultural competencies. This study aims to analyze needs and formulate strategies for developing teacher competencies, based on AKMI results, as a basis for improving learning effectiveness in madrasas. The study used a qualitative descriptive method. Data were collected through in-depth interviews, non-participatory observation, and document analysis of AKMI results from 15 teachers in five elementary madrasas in the Gembong District, Pati. Data were analyzed using Miles & Huberman techniques, including data reduction, data presentation, and verification. The results showed that 60% of teachers (9 out of 15 respondents) had a good understanding of AKMI results, enabling them to better design learning based on student needs. Conversely, 40% of teachers still experienced difficulties in analyzing AKMI data, especially in the fields of science and socio-cultural. Teacher competency development needs to focus on AKMI data analysis skills and the application of data-driven learning strategies. In conclusion, optimal use of AKMI data can improve learning effectiveness and positively impact the quality of education in madrasas. A key recommendation is the need for intensive teacher training in analyzing and implementing assessment data.