The Advanced Progressive Matrices (APM) is a nonverbal test used to measure abstract reasoning and overal intelligence. Developed by John C. Raven in the 1960s, the APM was designed as an improved version of earlier Raven's Progressive Matrices, designed specifically to challenge individuals with higher cognitive abilities (Gregory, 2016). Over time, its application expanded beyond traditional settings, as researchers and practitioners recognized its potential for use in diverse populations, including athletes and gifted students (Bayani et al., 2024). To conclude, its main goal is to assess how well someone can solve problems by identifying patterns and logical relationships without relying on words or specific cultural knowledge. 

The test is made up of 48 questions, divided into two sets, which include a smaller set with 12 items and a larger one with 36 items. Each question presents a grid with one piece missing, and the participants are asked to select the correct shape that completes the pattern. This task relies on an individual's capacity to detect patterns, make logical inferences, and apply deductive reasoning without the influence of language or cultural knowledge. Then, as the participants progress through the test, the questions become more challenging. This gradual increase in difficulty helps in accurately assessing a person's ability to think critically and logically (Nurhudaya et al., 2019).

One of the biggest strengths of the APM is its simplicity and fairness. Because it doesn't depend on language, it minimizes cultural biases, making it a popular choice for use in diverse educational and research settings (Nurhudaya et al., 2019). Its design allows for group testing, which is very useful in school or college environments where time is limited and many people need to be assessed quickly. Additionally, the test is straightforward to administer and doesn't take too much time, reducing the risk of fatigue affecting the results (Gregory, 2016).

However, the APM is not without its weaknesses. Some researchers have noted that while it is great for assessing general abstract reasoning, it may not always distinguish well between very high levels of ability. This means that for exceptionally gifted individuals, the test might not provide a clear enough picture of their true potential (Nurhudaya et al., 2019). Moreover, because it focuses mainly on abstract reasoning, it does not capture other important aspects of intelligence, such as creativity or verbal skills (Gregory, 2016). Despite these limitations, the APM remains a widely respected tool in both academic and applied settings, including its recent use in a study linking cognitive ability with self-confidence among athletes (Nurhudaya et al., 2019; Bayani et al., 2024)

References

1. Bayani, S. N., Komarudin, K., Saputra, M. Y., & Novian, G. (2024). Meningkatkan percaya diri atlet intelektual rendah pada cabang olahraga open-skill melalui latihan kognisi. Jambura Journal of Sports Coaching, 6(2), 84–97. https://doi.org/10.37311/jjsc.v6i2.24739
2. Gregory, R. J. (2016). Psychological testing history, principles and applications (7th ed.). Pearson Education
3. Nurhudaya, Dr., Taufik, A., Sakti Yudha, E., & Suryana, D. (2019). The raven’s advanced progressive matrices in education assessment with a rasch analysis. Universal Journal of Educational Research, 7(9), 1996–2002. https://doi.org/10.13189/ujer.2019.070921