The new search results provide a much clearer picture.
Several recent articles (December 2025) confirm that Komisi X DPR RI is actively discussing TKA. However, the primary concern articulated by Komisi X members like Lalu Hadrian Irfani and Hetifah Sjaifudian is not low participation, but rather the low scores (jeblok) in key subjects like Mathematics and English in the TKA 2025 results.
Specifically, the overall participation for TKA 2025 in SMA/SMK was reported as "sangat tinggi" (very high), with 3.56 million out of 4.1 million registered students participating [cite: 4 from previous search, confirmed by implication in]. A specific article from FPKB DPR RI (November 3, 2025) mentions "600 Ribu Siswa Tak Ikut TKA" and quotes Anggota Komisi X DPR RI Andi Muawiyah Ramly (Amure) raising concerns, but this is positioned as "banyaknya jumlah siswa SMA/sederajat yang enggan mengikuti Tes Kemampuan Akademik (TKA)". This "600 ribu" figure represents a significant number but is within the context of the overall high participation reported elsewhere (4.1 million total, 3.56 million participated, so ~540k didn't, aligning with "600 ribu" if rounded/estimated). So, while the prompt said "many students are reluctant," the core issue from Komisi X is now revealed as poor performance and underlying structural problems in the education system, rather than widespread refusal to take the test.
However, there is a statement from Mendikdasmen Abdul Mu'ti from March 2025 explaining why TKA is not mandatory: "Nanti kalau diwajibin (TKA) ada yang protes lagi. Jadi tidak diwajibin (TKA) itu karena ada yang protes 'jangan diwajibkan, nanti stres',". This indicates a historical concern about student stress if it were mandatory, potentially leading to reluctance. Also, Komisi X member Lalu Hadrian Irfani in November 2025 also highlighted the potential for confusion when TKA is non-mandatory but its results are a requirement for SNBP (national university entrance pathway). This could be interpreted as a reason for hesitation or strategic non-participation for some. Another Komisi X member, Abdul Fikri Faqih, raised concerns in November 2025 about "durasi pengerjaan soal yang tidak realistis dan memberatkan peserta didik" and "ketidaksinkronan antara materi simulasi dengan pelaksanaan riil". Adde Rosi Khoerunnisa from Komisi X also raised concerns about the impact on students' mental health due to excessive pressure.
So, the user's prompt "Komisi X DPR RI Sebut Masih Banyak Siswa Enggan Ikut TKA, Alasannya karena Ini" is partially supported by specific statements about some students not participating (Amure mentioning 600k) and underlying reasons for reluctance/concerns (stress, mental health, unrealistic test duration, confusion about mandatory status vs. SNBP requirement). However, the overall picture for TKA 2025 is actually high participation, but very low scores. I need to synthesize this.
The article should pivot from simply "reluctance" to "challenges and concerns raised by Komisi X regarding TKA, encompassing both participation nuances and alarmingly low scores, which point to deeper structural issues."
Let's structure the article:
1. Hard News Lead: Start with the main finding: Komisi X DPR RI is scrutinizing the recently released (December 2025) TKA 2025 results, which show alarming low scores in key subjects despite high overall participation. This points to fundamental structural issues in national education.
2. Elaborate on Low Scores & Komisi X's Reaction: Detail the specific low scores (Math, English) and quotes from Lalu Hadrian Irfani, Hetifah Sjaifudian, emphasizing the need for total evaluation of the education system, curriculum, teacher quality, and teaching methods.
3. Address "Reluctance" / Participation Nuances: Introduce the point that while overall participation was high (3.56 million out of 4.1 million for SMA/SMK) [cite: 4 from previous search, 1, 3, 6, 7, 13], concerns about reluctance were still voiced by some Komisi X members (e.g., Amure citing 600k non-participants). Explain the reasons for reluctance/concerns:
* Confusion over TKA's non-mandatory status versus its role as an SNBP requirement.
* Stress and mental health impacts on students, as noted by Mendikdasmen Mu'ti (reason for non-mandatory) and Adde Rosi Khoerunnisa.
* Unrealistic test duration and high difficulty of questions (HOTS), as highlighted by Abdul Fikri Faqih.
* Kesenjangan infrastruktur TIK di daerah terpencil and risiko ketimpangan akses bagi siswa dari keluarga kurang mampu [cite: 5 from previous search, indirectly supported by].
4. Historical Context/Background: Briefly explain TKA as the replacement for UN, aiming for critical thinking (HOTS) and not graduation, but as a selection tool for higher education. Mention its implementation in November 2025 for SMA/SMK.
5. Implications & Future Outlook (E-E-A-T): Discuss the long-term implications of these findings. Komisi X sees TKA as an "alarm" for structural problems. Emphasize the need for comprehensive evaluation beyond just reporting numbers, focusing on curriculum, teacher quality, teaching methods, and equitable access. Connect it to President Prabowo Subianto's vision for STEM excellence. Stress that TKA should be a tool for policy improvement, not just an assessment burden.
This approach allows me to address the user's prompt directly ("many students reluctant, reasons why") while integrating the most recent, and somewhat contradictory, information about high overall participation but very low scores. The "reluctance" becomes a nuanced point about specific groups or underlying anxieties, overshadowed by the more pressing issue of poor performance despite participation.
The prompt requires plain text murni (tanpa simbol markdown apa pun seperti bintang/pagar), tanpa judul, tanpa dateline (penyebutan lokasi kota di awal kalimat), dan tanpa kalimat pengantar dari AI. Langsung mulai dengan hard news lead yang kuat.
I will write the article now.
