<![CDATA[This study aims to analyze the influence of students' perceptions of the Academic Competency Test (TKA) on the achievement of national education quality at SMAIT Bunyan Indonesia. The research background stems from the importance of student perceptions in determining the effectiveness of educational assessments as instruments for quality improvement. The study employed a quantitative correlational approach involving 30 students as respondents. Data were collected through Likert scale questionnaires measuring students' perceptions of TKA and national education quality achievement. Data analysis used descriptive statistics, Shapiro-Wilk normality test, Pearson correlation, and simple linear regression. The results showed a positive and significant relationship between students' perceptions of TKA and national education quality achievement (r = 0.56; p < 0.01). Regression analysis indicated that students' perceptions of TKA had a positive and significant effect on national education quality achievement (p < 0.01) with a coefficient of determination R² = 0.31, meaning that 31% of the variation in education quality achievement can be explained by students' perceptions of TKA. These findings confirm that assessment functions not only as an academic measurement tool but also as a strategic instrument in building a quality culture in integrated Islamic schools. ABSTRAK Penelitian ini bertujuan menganalisis pengaruh persepsi siswa terhadap Tes Kompetensi Akademik (TKA) terhadap capaian mutu pendidikan nasional di SMAIT Bunyan Indonesia. Latar belakang penelitian berangkat dari pentingnya persepsi siswa dalam menentukan efektivitas asesmen pendidikan sebagai instrumen peningkatan mutu. Penelitian menggunakan pendekatan kuantitatif korelasional dengan melibatkan 30 siswa sebagai responden. Data dikumpulkan melalui angket skala Likert yang mengukur persepsi siswa terhadap TKA dan capaian mutu pendidikan nasional. Analisis data menggunakan statistik deskriptif, uji normalitas Shapiro-Wilk, korelasi Pearson, dan regresi linier sederhana. Hasil penelitian menunjukkan terdapat hubungan positif dan signifikan antara persepsi siswa terhadap TKA dengan capaian mutu pendidikan nasional (r = 0,56; p < 0,01). Analisis regresi menunjukkan bahwa persepsi siswa terhadap TKA berpengaruh positif dan signifikan terhadap capaian mutu pendidikan nasional (p < 0,01) dengan koefisien determinasi R² = 0,31, yang berarti 31% variasi capaian mutu pendidikan dapat dijelaskan oleh persepsi siswa terhadap TKA. Temuan ini menegaskan bahwa asesmen tidak hanya berfungsi sebagai alat ukur akademik, tetapi juga sebagai instrumen strategis dalam membangun budaya mutu di sekolah Islam terpadu.]]>
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