Analysis of the relationship between academic report scores and academic ability tests in university entrance selection in Indonesia

Authors

DOI:

https://doi.org/10.22460/jpmi.v9i5.33625

Keywords:

Academic Report Scores, Academic Ability Test (TKA), Assessment divergence, Mathematics assessment, University admission

Abstract

This study examines the relationship between five-semester Academic Report Scores and Academic Ability Test (TKA) scores and identifies assessment divergence in the 2026 SNBP selection. A correlational design was employed using secondary data from 124 students from three public senior high schools who were admitted to state universities through SNBP. Data were analyzed using Pearson correlation, quartile analysis, and identification of overestimated and underestimated patterns. The findings revealed a weak but statistically significant positive relationship between academic report scores and TKA scores (r = 0.249; p = 0.005), with approximately 6% shared variance. For Mathematics, the relationship was moderate (r = 0.542; p = 0.005). Quartile analysis showed only 37.9% agreement between the two measures, alongside discrepancies in the estimates of student performance based on report scores. These findings indicate a divergence between school-based assessment and standardized assessment. Therefore, academic report card grades should not be regarded as indicators that can be used interchangeably with standardized academic achievement; rather, they should be integrated to enhance the validity and fairness of the admissions process

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2026-09-30

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Vol. 9 No. 5 (2026): JPMI

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