2026 TKA Results: Literacy Scores Surpass Math for SD and SMP Students

The 2026 national academic ability test (TKA) results for elementary and secondary students reveal a notable disparity between literacy and numeracy scores, with language proficiency outpacing mathematical performance across both educational levels.

According to data released by the Ministry of Basic and Secondary Education (Kemendikdasmen) on May 26, 2026, students at the elementary level (SD sederajat) scored an average of 60.14 in Bahasa Indonesia, compared to 43.41 in mathematics. At the secondary level (SMP sederajat), the average for Bahasa Indonesia was 60.83, while mathematics averaged 40.34. These figures highlight a consistent gap between language and math competencies.

Kepala Badan Kebijakan Pendidikan Dasar dan Menengah Toni Toharudin emphasized the significance of the findings, stating that “literacy skills in Bahasa Indonesia are relatively stronger than numeracy and mathematics for both SD and SMP levels.” He called for enhanced focus on logical thinking, mathematical reasoning, and problem-solving in daily classroom instruction.

The results were officially announced at 1:00 PM WIB on May 26, 2026, but direct access for students is restricted. Schools receive the data through a collective report (DKHTKA) and must verify student information before obtaining individual results via a formal declaration (SPTJM).

The findings may prompt further analysis of teaching methods and resource allocation, though no immediate policy changes are mentioned in the source. Educational institutions are likely to focus on integrating more practical problem-solving exercises into mathematics instruction, as suggested by officials.

Frequently Asked Questions

What are the average TKA scores for SD and SMP in Bahasa Indonesia?
Elementary students scored 60.14, while secondary students scored 60.83.

When were the TKA results announced?
The results were officially released on May 26, 2026, at 1:00 PM WIB.

How do schools access TKA results?
Schools receive data through a collective report (DKHTKA) and must verify student information before obtaining individual results via a formal declaration (SPTJM).

What steps might educational institutions take to address the score disparity? Would targeted interventions in mathematics education be prioritized, or could this reflect broader systemic challenges in curriculum implementation?