Economics Teachers’ Position in UKPPPG Pass Rate Trends for Certain Teachers, 2024-2025

Abstract

Indonesia's accelerated certification scheme, Teacher Professional Education (PPG) for Certain Teachers, has recorded a high national pass rate on the competency test (UKPPPG), yet the consistency of these outcomes across implementation periods and subject fields has not been examined empirically. This study describes the 2024-2025 UKPPPG pass-rate trend, examines differences across subject fields, and maps the position of economics teachers relative to other fields. A descriptive quantitative design was applied to official aggregate data from the Ministry of Primary and Secondary Education covering 11 implementation periods (n = 1,420,105) and 16 subject fields (n = 1,311,480), analyzed using chi-square tests, Cramér's V, and two-proportion z-tests. The overall pass rate was 98.85% across periods and 98.94% across subject fields; both chi-square tests were statistically significant (p < .001), but the effect sizes were negligible (Cramér's V = 0.062 and 0.048). Economics ranked 12th of 16 fields (98.69%), statistically below the pooled other fields but only by 0.26 percentage points. These findings establish a descriptive baseline of highly consistent administrative certification outcomes while highlighting the need to complement pass rates with direct evaluation of economics teachers’ pedagogical and professional competence after certification.