Implementation of the Test of Academic Ability Policy in Equivalency Education

Lestari, Widia
Hazin, Mufarrihul
Nuphanudin, Nuphanudin
Khamidi, Amrozi
Nursalim, Mochammad
Karwanto, Karwanto

SCAFFOLDING: Jurnal Pendidikan Islam dan Multikulturalisme
Vol. 8 No. 3 (2026): Pendidikan Islam dan Multikulturalisme

This study aims to analyze the implementation of the Test of Academic Ability policy in equivalency education based on the dimensions of communication, resources, implementer dispositions, and bureaucratic structure within the Edwards III framework. The study employs a qualitative approach with a multisite study design at PKBM Hidayah and PKBM Salam Cordova in Probolinggo City. Data were collected from May to August 2026 through in-depth interviews with five key informants representing PKBM directors, tutors, and operators/proctors; two rounds of observation at each site; and analysis of policy and institutional documents. The analysis was conducted in two stages—site-specific analysis and cross-site analysis—through data condensation, data presentation, and conclusion verification. The research findings indicate that policy communication channels are available through official letters, coordination meetings, digital media, and guidelines; however, technical information does not always result in uniform operational understanding. Both PKBMs possess the basic resources to administer the Academic Ability Test, although the material capacity and technical competencies of the implementers vary. Implementers’ attitudes tended to be positive and helped ensure the sustainability of implementation, but they could not replace the need for technical competence, clear information, and documented procedures. The bureaucratic structure was supported by task division and coordination, although the level of formalization of SOPs specific to the Test of Academic Ability and institutional documentation still needed strengthening. Findings across sites indicate that implementation challenges do not primarily lie in acceptance of the policy, but rather in transforming the policy into standardized operational capacity. The study recommends standardizing technical information, providing simulation-based training, strengthening technology risk management, and updating SOPs to support more consistent implementation of the Test of Academic Ability in equivalency education.