The Role of Multidimensional Teachers in Preparing Students' Academic Competency Tests at Muhammadiyah Pucang Gading Junior High School

Abstract

This study aimed to describe the multidimensional roles of teachers in preparing students for the Academic Competency Test (ACT) at SMP Muhammadiyah Pucang Gading. The research employed a qualitative approach with a case study design. Informants included mathematics and Indonesian language teachers serving as ACT mentors, the principal, vice principals for curriculum and student affairs, and ninth-grade homeroom teachers selected through purposive sampling. Data were collected through observation, in-depth interviews, and documentation, then analyzed using the interactive model of Miles, Huberman, and Saldaña, including data reduction, data display, and conclusion drawing. The findings revealed that teachers performed multidimensional roles as learning facilitators, evaluators, motivators, mentors for independent learning, guides for students’ mental, emotional, and spiritual readiness, mediators between schools and parents, and instillers of ethical examination values. Teachers not only strengthened students’ academic readiness through adaptive learning, continuous evaluation, and intensive mentoring, but also developed students’ motivation, self-confidence, psychological resilience, and moral integrity. Furthermore, parental involvement and religious activities contributed significantly to supporting students’ holistic readiness in facing the ACT. These findings emphasize that academic success requires integrated pedagogical, emotional, social, spiritual, and character-based support within Islamic education practices nationwide.