PARADOX OF FINAL ASSESSMENT IN INDONESIAN SCHOOLS REPRESENTED IN TIKTOK CONTENT CREATORS’ PERSPECTIVE

Abstract

This study examines how TikTok material reflects the paradox of final assessments in Indonesian schools. The phenomenon, known as "abracadabra grades," draws attention to the practice of teachers manipulating test results in order to achieve the K–12 Minimum Passing Grade (KKM) requirements. This study explores how these approaches affect student motivation, instructor responsibility, and educational integrity. The study aims to comprehend the elements causing this contradiction and how it is portrayed on social media by examining TikTok videos from content creators like @afniwahyuni24, @gracemangontan, and @ammaleeya_. The results point to a complicated interaction in cultural norms, educational regulations, and the demands placed on educators through content creators' perspective.