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Free Practice Questions for UKPPPG

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Key Facts: UKPPPG Exam

35

PCK items in the Guru Tertentu objective test

Petunjuk Teknis UKPPPG bagi Guru Tertentu 2026

30

SJT items weighted 1–5

Petunjuk Teknis UKPPPG bagi Guru Tertentu 2026

150 min

Ujian Tertulis time (120 + 30 minutes)

Petunjuk Teknis UKPPPG bagi Guru Tertentu 2026

2 JP

Length of the real-lesson teaching video

Petunjuk Teknis UKPPPG bagi Guru Tertentu 2026

UKPPPG pairs an online Ujian Tertulis (for Guru Tertentu in 2026: 35 PCK items, 30 weighted SJT items, and a reflective case-study essay in 150 minutes) with an Ujian Kinerja scored from a learning plan and a real classroom video. This independent OpenExamPrep bank offers 100 English-language multiple-choice study questions; it is not an official translation, a UTBK simulation, or a substitute for preparing the teaching video.

Sample UKPPPG Practice Questions

Try these sample questions to review concepts for the UKPPPG exam. Each question includes a detailed explanation. Start the interactive quiz above for the full 100+ question experience with AI tutoring.

1A teacher is planning a new unit using backward design (desain mundur). What should the teacher do first?
A.Select learning activities and media that will keep students engaged throughout the unit
B.Draft the summative assessment tasks first, because knowing how students will be tested makes the rest of the unit easier to plan
C.Determine the learning objectives students should achieve, derived from the Capaian Pembelajaran for the phase
D.Choose the textbook chapters and student worksheets (LKPD) that cover the topic
Explanation: Backward design starts from the intended results: the teacher first formulates learning objectives (tujuan pembelajaran) from the Capaian Pembelajaran. Only then does the teacher decide what assessment evidence will show those objectives were met, and finally which activities will get students there.
2Which statement best describes how teachers use the Capaian Pembelajaran (CP) when planning learning in the national curriculum?
A.CP are phase-level learning outcomes set nationally; teachers break them down into tujuan pembelajaran and arrange them in an alur tujuan pembelajaran (ATP)
B.CP are daily lesson targets that each teacher writes and revises weekly in the modul ajar
C.CP are the minimum scores students must reach in each subject before moving to the next semester
D.CP are themes chosen by each school for its kokurikuler activities, and they replace the separate learning objectives of individual subjects in every phase of schooling
Explanation: Capaian Pembelajaran describe the competencies students should reach by the end of each phase (fase) and are set nationally. Teachers or schools translate them into more specific tujuan pembelajaran and sequence those objectives in an ATP, which then guides the modul ajar or lesson plan.
3Kemendikdasmen describes pembelajaran mendalam (deep learning) as learning that is berkesadaran, bermakna, and menggembirakan. A teacher asks students to state a personal goal for the lesson and to check their own progress midway. Which principle does this most directly strengthen?
A.Bermakna (meaningful), because setting a personal goal connects the topic to what matters most in students' daily lives
B.Menggembirakan (joyful), because it creates a positive classroom atmosphere
C.Penalaran kritis, because students evaluate evidence from different sources
D.Berkesadaran (mindful), because students become aware of their learning goals and regulate their own progress
Explanation: Berkesadaran (mindful learning) means students understand what they are trying to learn and actively monitor and regulate their own learning. Setting a personal goal and checking progress midway builds exactly that self-awareness and self-regulation.
4The pembelajaran mendalam framework describes three learning experiences within a lesson or unit. Which order reflects them?
A.Mengaplikasi, then memahami, then merefleksi
B.Memahami, then mengaplikasi, then merefleksi
C.Merefleksi, then memahami, then mengaplikasi
D.Memahami, then merefleksi, then mengaplikasi
Explanation: Students first build understanding (memahami), then use that knowledge in new or real contexts (mengaplikasi), and finally reflect on what and how they learned (merefleksi). Reflection closes the cycle and informs the next learning goals.
5Which of the following is one of the eight dimensions of the profil lulusan (graduate profile) set out in Permendikdasmen No. 13 Tahun 2025?
A.Berkebinekaan global
B.Kesehatan
C.Kewirausahaan
D.Literasi finansial
Explanation: The eight profil lulusan dimensions are keimanan dan ketakwaan kepada Tuhan Yang Maha Esa, kewargaan, penalaran kritis, kreativitas, kolaborasi, kemandirian, kesehatan, and komunikasi. They refine the earlier Profil Pelajar Pancasila dimensions.
6Under Permendikdasmen No. 13 Tahun 2025, how has kokurikuler learning changed compared with the earlier Projek Penguatan Profil Pelajar Pancasila (P5)?
A.Kokurikuler has been removed from the curriculum structure, so character development now happens only through ekstrakurikuler clubs and the daily routines of school life
B.Kokurikuler must still run only as fixed-theme P5 project blocks each semester
C.Kokurikuler has been replaced by Pramuka, which schools now teach as a graded intrakurikuler subject
D.Kokurikuler has become more flexible and can take forms such as collaborative cross-subject learning or integration of the 7 Kebiasaan Anak Indonesia Hebat movement
Explanation: The regulation moves kokurikuler from P5 projects toward more flexible activities. Schools can design collaborative learning across subjects or disciplines or integrate the 7 Kebiasaan Anak Indonesia Hebat movement, rather than being limited to fixed P5 project blocks.
7Before starting a Fase B unit on fractions, a teacher gives short tasks to check whether students understand equal parts and halves. How should the results mainly be used?
A.To set starting points and plan support or grouping based on students' readiness
B.To enter the scores in the semester report so students take the tasks seriously
C.To skip the introductory lessons for the whole class if most students answered correctly
D.To rank students and share the list with parents so they can arrange extra tutoring
Explanation: This is an asesmen diagnostik: its purpose is to find out what students already know and where the gaps are before instruction. The teacher uses the evidence to decide starting points, grouping, and the support different students need.
8Exit tickets show that about half of a Fase C class confuses perimeter with area. What is the most effective response in the next lesson?
A.Continue with the planned lesson to stay on schedule, and add a perimeter-versus-area question to the end-of-unit test
B.Assign extra homework worksheets on both formulas to the students who made errors
C.Open with a task contrasting fencing a garden (perimeter) with covering it in tiles (area), then recheck understanding
D.Give the whole class a formula summary sheet to memorize before the next lesson
Explanation: Formative evidence should change the next step of teaching. A contrasting, concrete task makes the difference between the length around a shape and the space inside it visible, and a quick recheck confirms whether the misconception has shifted.
9A teacher's learning objective is 'students write an argumentative paragraph with a claim, supporting evidence, and reasoning.' Which criteria would best help the teacher decide whether students have achieved it?
A.A single cut-off score of 75 for the paragraph, applied in the same way to every student so that the grading stays consistent
B.The number of words written and whether the handwriting is neat
C.Whether each paragraph is better than the class average
D.Descriptors for the claim, the relevance of the evidence, and how clearly the reasoning links the evidence to the claim
Explanation: Criteria for achieving a learning objective should describe observable evidence of the objective itself. Descriptors for claim, evidence, and reasoning show both teacher and students what successful work looks like and what to improve.
10In a Fase D reading lesson, all students read the same text. Some complete a guided graphic organizer with the teacher, some annotate independently, and others discuss the text in pairs using question cards. What is being differentiated?
A.Content, because students are working with different learning materials
B.Process, because students make sense of the same material in different ways and with different levels of support
C.Product, because students will create different final outputs
D.Learning environment, because the three groups are arranged in different areas of the room and work in different social settings
Explanation: The text and objective are the same, so the content is not differentiated. What varies is how students work through the text and how much scaffolding they receive, which is differentiation of process.

About the UKPPPG Exam

UKPPPG is Indonesia's national competency test for Pendidikan Profesi Guru (PPG) participants and one of the bases for issuing the Sertifikat Pendidik.

Exam sponsor: Direktorat Pendidikan Profesi Guru, Kemendikdasmen, with BPPP and the UKPPPG national committee. The requirements and fees below concern the certification or admission exam, separate from our free practice resources.

Assessment

Ujian Tertulis (UTBK), taken online at home under Zoom supervision: PCK and SJT objective test (120 minutes), then a reflective case-study essay (30 minutes) on a classroom problem, the efforts made, the results, and the valuable experience gained. Ujian Kinerja: a self-developed learning plan and a real 2 JP classroom lesson video, submitted as a full unedited recording plus an edited version of about 30 minutes.

Time Limit

150 minutes (Guru Tertentu Ujian Tertulis)

Passing Score

Numeric cut scores are not stated in the 2026 technical guidelines; results are announced as pass or not pass

Exam / Certification Fees

Retakers only (2026): Rp200,000 Ujian Tertulis + Rp265,000 Ujian Kinerja for Guru Tertentu; Rp200,000 + Rp410,000 for Calon Guru

Exam sponsor website

Reported exam pass rate: Not published. Exam sponsor website

Fees, eligibility, and exam policies can change. Confirm them with the exam sponsor before applying or paying.

Official sources

Our practice resources: topics covered

We aim to reflect publicly available exam outlines and topic information in our study resources. Coverage, format, and difficulty may differ from the actual exam, and we cannot guarantee that every detail is accurate or current. Confirm exam requirements, fees, and policies with the official exam sponsor.

45 of 100 questions

Pedagogical Content Knowledge (PCK)

Backward design from Capaian Pembelajaran, pembelajaran mendalam and the eight profil lulusan dimensions, differentiation, diagnostic, formative, and summative assessment, and subject misconceptions.

35 of 100 questions

Situational Judgement Test (SJT)

Choosing the most effective professional response on school and digital safety, bullying, inclusion, integrity, parent partnerships, and colleague conflict.

10 of 100 questions

Reflective Case Study

Analyzing a classroom problem, planning targeted efforts, judging evidence of results, and turning the experience into improved practice.

10 of 100 questions

Ujian Kinerja (Learning Plan and Teaching Video)

Lesson flow, consistency with the plan, content mastery, interaction, media, behavior handling, end-of-lesson evaluation, and video and plan requirements.

Preparing for the UKPPPG Exam

What You Need to Know

  • Passing score: Numeric cut scores are not stated in the 2026 technical guidelines; results are announced as pass or not pass
  • Assessment: Ujian Tertulis (UTBK), taken online at home under Zoom supervision: PCK and SJT objective test (120 minutes), then a reflective case-study essay (30 minutes) on a classroom problem, the efforts made, the results, and the valuable experience gained. Ujian Kinerja: a self-developed learning plan and a real 2 JP classroom lesson video, submitted as a full unedited recording plus an edited version of about 30 minutes.
  • Time limit: 150 minutes (Guru Tertentu Ujian Tertulis)
  • Exam / certification fees: Retakers only (2026): Rp200,000 Ujian Tertulis + Rp265,000 Ujian Kinerja for Guru Tertentu; Rp200,000 + Rp410,000 for Calon Guru Official sources

Using Our Practice Resources

  • Work through all 100 available questions
  • Review every answer and explanation
  • Track weak areas and revisit them
  • Use our AI tutor for tough concepts

UKPPPG: Suggested Study Strategy

1For PCK items, check that the learning objective, activity, and assessment evidence match before choosing an answer.
2SJT options are weighted, so compare them for student safety, learning, fairness, and proper procedure rather than looking for a merely polite response.
3Practise the four-part reflection (problem, efforts, results, valuable experience) using a real lesson you have taught.
4Plan your teaching video around the seven Ujian Kinerja focus areas and record a real lesson from your own learning plan.

Frequently Asked Questions

What is on the 2026 UKPPPG written test for Guru Tertentu?

The Ujian Tertulis is taken online under Zoom supervision. It has 35 PCK multiple-choice items and 30 SJT items weighted 1–5 in 120 minutes, followed by a 30-minute reflective essay on one classroom case study.

What does the UKPPPG Ujian Kinerja assess?

Assessors review a self-developed learning plan and a real 2 JP classroom video. The nationally set scope covers lesson flow, consistency with the plan, mastery of the material, interaction with students, appropriate media, handling of student behavior, and end-of-lesson evaluation and feedback.

Do UKPPPG candidates pay a fee in 2026?

The 2026 announcements charge retakers only. Guru Tertentu retakers pay Rp200,000 for the Ujian Tertulis and Rp265,000 for the Ujian Kinerja; Calon Guru retakers pay Rp200,000 and Rp410,000.

How does this practice bank relate to the official UKPPPG?

It is an independent English-language multiple-choice study adaptation by OpenExamPrep. The official guidelines are published in Indonesian; this bank is not an official translation, does not simulate the UTBK or the weighted SJT scoring, and cannot replace preparing your own learning plan and teaching video.