Analysis of Mathematics Academic Competency Test (TKA) Scores of Students at SMAN 1 Wondama, Teluk Wondama Regency, West Papua: A Descriptive Study and Its Implications for Mathematics Learning

Syamsinar; Fadhilah Nur Sa'diyyah

doi:10.63922/ijeter.v4i03.6395

Syamsinar Mathematics Education Study Program, Universitas Negeri Makassar
Fadhilah Nur Sa'diyyah Mathematics Education Study Program, Universitas Negeri Makassar

DOI: https://doi.org/10.63922/ijeter.v4i03.6395

Keywords: TKA Mathematics; learning achievement; West Papua; educational gap; SMAN 1 Wondama

Abstract

This article presents a descriptive analysis of Mathematics scores on the 2025 Academic Competency Test (Tes Kemampuan Akademik/TKA) for senior high schools (SMA/MA), based on data from 266 participants at SMAN 1 Wondama, Teluk Wondama Regency, West Papua Province. Based on the collective TKA results data, the mean Mathematics score was 32.70 (SD = 9.05) on a 0–100 scale, with a median of 32.90, a minimum score of 5.00, and a maximum score of 54.16. A total of 58.5% of participants fell into the “Low” category, 31.7% into the “Adequate” category, and only 9.8% into the “Good” category; no participants reached the “Excellent” category. These findings are consistent with a number of international studies showing that students in remote regions, areas with low socio-economic status, and Indigenous students in Papua tend to achieve lower mathematics outcomes than students in urban areas or areas with better access to education. This article discusses possible contributing factors based on internationally reputable literature and offers recommendations for more contextual mathematics learning, including the application of a problem-based learning model integrated with 21st-century skills and digital literacy, as an effort to improve students’ mathematical literacy in 3T (frontier, outermost, and disadvantaged) regions.

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