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An Evaluation of Indonesian National Examination By. Ulfa Rahmi

An Evaluation of Indonesian National Examination By. Ulfa Rahmi

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Published by Ulfa Rahmi
at Deakin University
at Deakin University

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Published by: Ulfa Rahmi on Feb 15, 2011
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04/23/2013

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EXE 733
 Assignment 2
 An Evaluation of IndonesianNational Examination
By. Ulfa Rahmi211077007
Table of Contents
Introduction ............................................................................................................................................ 1Overview of Indonesian National Examination ...................................................................................... 1Historical of Indonesian standardized examination ........................................................................... 1Defining Indonesian National Examination and Its Purposes ............................................................. 2UN Characteristic ................................................................................................................................ 3The Impact of UN .................................................................................................................................... 3Positive impact of UN ......................................................................................................................... 4Negative impact of UN ........................................................................................................................ 4Fairness, Reliability and Validity of UN ............................................................................................... 6Suggestion for Indonesian National Examination ................................................................................... 7Conclusion ............................................................................................................................................... 9Reference ................................................................................................................................................ 9Appendix ............................................................................................................................................... 11
 
ULFA RAHMI Page 1
An Evaluation of Indonesian NationalExamination
Introduction
The current trend of using standardized examination is motivated by a desire to improvepublic education. In Indonesia, the government has a policy that every student has toparticipate in a national examination. Through this exam, it will be determined whether astudent is ready to leave the school and receive the graduation certificate.There are major controversies in implementing the national examination. This can be seenfrom the various media such as television, newspaper and internet arguing whether suchexams are beneficial. The policy makers believe that by establishing such examinations,teachers will be pushed to teach better and students will be motivated to learn more(Shepard, 1991). However, there is no guarantee this examination will ensure high qualityinstruction and greater students learning.This paper discussion is organized in three parts. The first part is an overview of theIndonesian national examination. The second part describes the impact of the nationalexamination in the Indonesian context. The third part presents the suggestion solution frommy perspective in implementing the national examination in Indonesia.
Overview of Indonesian National Examination
In this section a brief history of the national examination in Indonesia a
nd its purposes will bediscussed as well as the characteristic of Indonesian national testing.
 
Historical of Indonesian standardized examination
The national examination has become a dominant feature in the Indonesian educationalsystem. It has been implemented for almost five decades. Afrianto (2008:1) explains thatthe first standardized examination was held in Indonesia in 1965 and
called “
Ujian Negara
” 
 (State exam). This exam was practiced until 1975 and measured almost all subjects that are
 
ULFA RAHMI Page 2
taught at school. After this period, the policy was changed and school was given the powerto set the final exam based on the guidelines given from the government. Later on, in 1980,this non-standardized exam was changed to the new policy 1
to go back to “the centralizedexam system”. It was called
Evaluasi Belajar Tahap Akhir National 
(National Final LearningEvaluation), commonly known as
Ebtanas.
This examination was implemented for almosttwenty-one years. In the year 2003, the new form of national examination was introduced,called
Ujian Akhir Nasional 
(national final examination) abbreviated as
UAN
. This exam
tested students’ performance in three subjects, n
amely Bahasa Indonesia, English and Math.Later in the year 2005, UAN was given a new name,
Ujian Nasional 
(national Examination) or
UN
. However in 2008 the government change the policy to add three more subjects testedin the UN, namely Biology, chemistry and physics for natural science mainstream and math,sociology, economy and geography for social science mainstream (Depdiknas, 2009).
Defining Indonesian National Examination and Its Purposes
The national examination- known as UN- is a standardized test 2 which is done nationally to
measure and assess the learners’ competency in particular subject
s in primary andsecondary education (Kemdiknas, n.d.). Clause 3 of the Decree No. 75/2009 from theministry of education states four purposes for conducting the UN. Firstly, mapping thecompetency and quality of Indonesian national education; secondly, determination of students graduation from one education level; thirdly, selection basis into the nexteducation level; and lastly, a basic supervising and providing support to a particular schooldue to an effort to improve the education quality (Permendiknas, 2009). The vice president
of Indonesia, Boediono, currently said that “the objective of the National Examination (UN)
is to raise the standard of education in the country. It is intended to measure the level of their scholastic abilities and to improve their standard
(Embassy of Indonesia, 2011).The UN practice in Indonesia is conducted three times after the completion of each level of education: primary-grade 6, lower secondary-grade 9 and upper secondary-grade 12(SEAMEO, 2001). Those exams differ from the exam for entering the higher education whichalso done nationally. Thus, if Indonesian students want to have a full education, they haveto sit in four different exams. This situation of course is really difficult for students becauseall they have to do is prepare their selves for the examination.

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