NATIONAL EXAM CONTROVERSY

NATIONAL  EXAM  CONTROVERSY

On the organizing UAN academic year 2003/2004, the Coalition of Education found a number of irregularities, from technical to financial. First, the implementation technique. Supplies not provided an adequate test. For example, in subjects of English, one of the skills tested are listening. In order to answer the question properly, examinees need a tool to hear (tape and earphones). In practice, the organizer of the exam do not have good preparation supporting equipment. 

         Second, supervision. In organizing examinations, supervision becomes an important part in the exam to ensure no fraud committed by the participants. This oversight function left to the teacher with the cross - not from the school superintendent concerned, but from other schools. But, in fact, occur cooperation between teacher to facilitate or provide opportunities for students to cheat. 

        The case in some schools, teachers, especially for subjects who made nationally such as mathematics, English, or economics, with various modes give an answer key to the students. In addition, at the level of local education providers such as local education, efforts to inflate (mark-up) exam results ensued. How to create a team to correct the students' answers. 

That was about a flashback of the final exam that has been several years was held in Indonesia. And now for the 2007/2008 academic year education officials released a plan that will set the 6 subjects who will be at the UN. This is phenomenon that really - really burdensome students because the government has issued policy instantly. Perhaps because of this government policy will add to the long list of fraud and irregularities in the National Final Examination. 

An ideal cool in my opinion to improve the quality of education in Indonesia. Where the government wants education in Indonesia could be like other countries. I'm really proud of myself if such can be realized. I salute the government which dared to take this decision. 

However, this government program if it would work if this year began to be applied? Governments are not alone in this struggle. From the central government's education until students are all factors to support this effort. Especially for students, they are actually very instrumental in this effort. they're the result of graduation from this program's success can be seen. 

The majority of the students are very reluctant to face the National Examination a 6 this Subject. They all assume that government efforts to improve education quality by improving standards of graduation is an instant the wrong way. The government is too stubborn to enforce these rules when in fact the education system in our country is still much to be repaired. It is one of controversial policy is the minister's decision No. 017 of 2003 on the National Final Examination (UAN). The policy has been challenged by various groups of educators. Among teachers feel cut off his right as a determinant of students' graduation. In addition, students felt their learning was not valued because the assessment is only based on the value of UAN. Although only 3 subjects, unlike Exam which can reach 7 subjects, the policy was still drawn protests. Moreover, it later emerged that the Ministry of Education uses a conversion table for students who are low control value. Many have judged that policy exam just how easy the government to improve the quality of education. With the passing score standard load, it is expected that not all students can graduate and quality of graduates has increased. And with the condition in Indonesia is very diverse, it is impossible to make a similar standard from Sabang to Merauke. 

NATIONAL EXAM SHOULD STILL? 

Although the exam at the end of a national education units is a routine activity, UAN (national final examination) in 2004 sharply criticized from many quarters. Controversy about the UAN preceded by the emergence of a group of community rejection of the policy limit increases passing from 3.01 in 2003 to 4.01 in 2004. In the year 2006/2007 the policy is to be increased to 4:51 and at 5:00 to be 2007/2008 academic year with 6 subjects who had at the UN. 

Society argues that contrary to Law No. UAN. 20 of 2003 on National Education System (Article 58 paragraph 1 and article 59 paragraph 1). Some argue that the exam had a negative impact on learning in schools, waste costs, and only measure the cognitive aspect. Another argument is the quality of the school is very diverse so it is not fair to be measured by using size (standard) the same. 

One issue that gets the attention of many parties is a concern about the possible number of students who did not pass (can not reach the minimum limit of 4.51). Various pre-exam survey carried out in a number of areas that show the proportion of students who did not pass, quite large. Concerns were not proven because after the exam results were announced proportion of students who did not pass, is relatively small. But the conversion policy was widely criticized by the UAN. One of them, a conversion table UAN value is considered as an effort to cross-subsidies, to help students who are less clever at the expense of students who are smart. Opinion that support for UAN will be retained, among others, based on arguments about the importance of the UAN as the national quality control and driver education for educators, learners, and education providers to work harder to improve the quality of education (learning achievement). 

School exams were absolutely necessary because it could encourage students to study more seriously and also useful to measure the success of the learning process. What is the national exam as the sole determinant of graduation students or merged with school final exams, legitimate debate. And discourse of government policy in terms of adding subjects in the UAN into 6 subjects were legitimate - legitimate only in the debate, provided the government compensate the policy by completing the facilities and infrastructure in all schools equally. 

But more important than that is how to shape the school culture (school culture) who are committed to maintaining the values of excellence (living values) that serves as spirit, reference, and the climate of life for teachers, students, and school employees. A school community should be a learning society which faithfully maintain and revive the values of excellence in everyday life, so the school is a catalyst organization that is able to facilitate students to discover and develop talents and interests with a dissertation moral values are noble.

NATIONAL FINAL EXAM END CONTROVERSY

Controversy national examination or examination which appeared from 2003 until now has not been completed. Every towards the implementation of the UN is always going back and forth between the Education Ministry and the Parliament (formerly the Commission VI, the Commission now X), but ending his victory is always available from the government. 

Improving the quality of education can be done, among others, by applying a good examination system at the end of each school year to increase the class and at the end of each educational unit. Exam is a common strategy used by developing countries in improving the quality of education because it is an effective and cheap way to influence what teachers teach and what students learned. The use of tests and exams in education, albeit with varying missions and goals, progressing in many countries. 

To understand why the tests conducted so far have not been able to realize its function optimally can refer, among others, the discovery team from the World Bank which states that two important things that determine the usefulness of a test for improving the quality of education is (a) the quality of tests used, and (b) quality of feedback given. In addition, they also stated that the prerequisite for both these factors work well in improving the academic achievement of learners is a common perception of teachers, principals, parents, and students about the importance of exams in the education process. 

Exam system that is expected is a system that can help education providers enforce public accountability, provide useful feedback to the education system to improve the quality of performance and effectiveness, and able to control and encourage the improvement of education quality (at least the academic achievement of students.) A study conducted by a team from the World Bank provides a lesson that any system produced will only be effective if supported by the similarity of perception and commitment of the parties concerned to implement the system as a consequence. 

I think the willingness of governments to increase performance subjects UAN is wrong. In simple terms we can see, education facilities and infrastructure that exist in Indonesia. whether all schools the same? In the region of course unlike in the capital, in town of course also very different in the village, among the favorite school with other schools are mediocre, the State with the private sector. Another example relates to faculty, Are all teachers have a uniform quality? 

So fine if the government wanted to change the passing standards starting this school year. Is fine have a willingness to improve the quality of education in Indonesia. But it seems the government must also do this gradually. Improve the education system used in our country, correct all educational facilities, together averaging between schools in the central area, (in the village and in town), increase the quality of existing teachers, fix the welfare of teachers, eliminate discrimination in public schools private, meet the education budget that he said 20% of it. and still too many more to be repaired. 

There are more important than the national exam controversy, namely how to educate children to have learning and hard work ethic. There are reasonable concerns, Indonesia's children grow up in school and social environment that chaotic so that they do not have a national vision and commitment to humanity and do not have a strong ethos of science.

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