Brilio.net - The National Examination (UN) has been part of the long journey of the education system in Indonesia. Since it was first held, the UN has undergone various changes and criticisms. Often considered a benchmark for student abilities throughout Indonesia, this exam was once a bugbear for many students. However, in 2020, the government finally decided to abolish the UN after much criticism regarding its relevance as a determinant of graduation. However, the discourse on re-holding the UN in recent times has provoked various responses from the public, both pro and con.
The history of the National Examination itself records several major changes, not only in name, but also in format and purpose of its implementation. This exam has changed its name up to six times before finally being abolished. Each of these changes marked an effort to improve the quality of education and more accurately measure student achievement throughout Indonesia. Interestingly, even though the National Examination was abolished, discussions about the importance of evaluating national standards continued, so that the plan to restore it became a heated debate.
Summarized by brilio.net from various sources, Friday (10/25), we will discuss how the National Examination evolved from the beginning to become an important part of the history of Indonesian education. In addition, we will also see what triggered the name change, as well as the factors that caused this exam to be finally stopped and is now being discussed to be held again.
History of National Examinations from time to time
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1. The Final Test (1965-1971)
The National Examination was first known as the Final Examination, which was held in 1965. At that time, the examination was only used as a final assessment for students after completing education at a certain level, especially in elementary and secondary schools. This examination was carried out simultaneously throughout Indonesia with the same material. The main objective was to determine students' learning achievements at the end of the study period. However, the Final Examination was still considered ineffective because its implementation was not standardized and the results could not always reflect students' actual abilities.
2. National Final Learning Evaluation (1972-1980)
In 1972, the Final Exam changed its name to the National Final Learning Evaluation (Ebtanas). This name change was made as part of an effort to provide a more focused evaluation at the final stage of student learning. Ebtanas was designed to be more systematic with more varied questions. The main purpose of this change was to balance students' academic and non-academic abilities. During the Ebtanas era, students began to be introduced to stricter assessment standards, and exam results began to become an important factor in determining graduation.
3. Final Stage Learning Evaluation (1981-2002)
In 1981, Ebtanas underwent another change. This time its name was simplified to the Final Stage Learning Evaluation (EBTA), which was no longer national in nature but was still used to assess student achievement at the school level. During this EBTA period, each school was given autonomy to prepare its own exam questions, although it still had to refer to the national curriculum. This decision was intended to provide schools with flexibility in assessing students based on their local context. However, its weakness was the lack of uniformity in assessment standards throughout Indonesia.
4. National Final Examination (2003-2004)
In the early 2000s, the government changed the examination system again to the National Final Examination (UAN). This examination was intended to restore the standardization of student assessments throughout Indonesia. During this UAN period, the government began to introduce the important role of examinations as a requirement for students to graduate at certain levels of education. This marked the beginning of the education system's dependence on national examination results.
5. National Examination (2005-2020)
In 2005, UAN changed its name to the National Examination (UN), which is better known by the current generation. At this time, UN became one of the most important exams in the world of Indonesian education, because the results were used as a requirement for graduation and assessment of the quality of education in various schools in Indonesia. UN covers various subjects such as mathematics, Indonesian, English, and other subjects that are adjusted to the major. However, the UN system has been widely criticized because it is considered too focused on exam results and ignores aspects of the learning process.
6. Minimum Competency Assessment (2021-present)
After the UN was abolished in 2020, the government introduced the Minimum Competency Assessment (AKM) as a replacement. AKM places more emphasis on assessing basic skills such as literacy and numeracy, not just on the final exam results that determine graduation. This AKM is expected to provide a more comprehensive picture of students' abilities in important areas that will help them in real life.
National Examination Refund Plan
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Although the UN was abolished, there is now talk of reintroducing it. This arose in response to concerns that without a national standardized test, it would be difficult to know for sure the abilities of students across Indonesia. Proponents of this policy argue that national-scale evaluations are still important to ensure that the quality of education remains evenly distributed across the region.
On the other hand, opponents of the plan argue that returning the UN will only repeat old problems, such as excessive pressure on students and teachers, and injustice in the education system. Discussions about the plan to return the UN are still ongoing, and it seems that it will continue to be a topic of interest in the future.