THIS HOUSE BELIEVES THAT NATIONAL EXAMINATION FOR PRIMARY AND SECONDARY SCHOOL

SHOULD BE ABOLISHED!
1. THE GEOGRAPIHICAL CONDITION/factor
Indonesia is an archipelago country. Different pond different fish (lets turn it back!) UN will be
very burdensome for schools located in remote areas, disaster areas, regional conflicts, and
poor areas where the quality of the education is still low compared to those in other regions.
Poor educational facilities, quality, lack of qualified teachers has resulted in the poor
preparedness of the regions to performing the national examination. Moreover, the national
examination which has the impression held in rush does provide opportunity for students to
prepare themselves better. As a result the national exam tends to discriminate students when it
is compared with students from normal areas.
2. SCHOOLS CREDIBILITY: Often the schools and teachers do any means necessary including
cheating to ensure the students pass the national exam. In the end, education in Indonesia that
is in the education model which criticized by Paulo Freire as the banking education the
education system which is not critical because is directed to domestication, taming and
adjustment of social reality in the oppressed circumstances, will increasingly be in the alarming
conditions. Students just like robots, trash and not creative. They only have one target in
education to pass the national exam. The test in the national examination served in multiple
choice and switch off the creativity of students since it is full of memorizing (theory) and poor
reasoning.
3. CHEATING / FRAUD: lthough 40% of school assessment included of cognitive, affective, and
psychomotor assessment, but 60% of the national exam were from cognitive aspects
assessment. Second, there was new mode of fraud being done to boost the value of school by
carrying out repairs or re-writing students report cards in order to increase the average of
students semester grades. Because the composition of school grades, as much as 40% were
from the average value of report cards. Third, the purpose of the national exam as a mapping
for the quality of education failed to be achieve by the government, because the reality was
each school in Indonesia with a graduation rate of students reached 100% has a different
condition in terms of facilities and infrastructure, so it can be accounted for validity without
burdened with the passed and did not pass;
4. DISOBEYING LEARNING PROCESS n Teachers role. Teacher assessment and education unit do
not have effect at all as mandated in article 63 above. Furthermore, it should be noticed that the
result of the national exam which is set as the sole instrument for determining the graduation.
This is wrong. Many students who do not pass the national examination in the past three years
are brilliant students. This is not fair for these students. In the final stage, it would cause severe
psychological impact on those who did not graduate. Teacher assessment and education unit do
not have effect at all as mandated in article 63 above.
5. FAILED TO MAP THE QUALITY / COST

CONCLUSIOn: UN may be undertaken only as a means of mapping the quality of education in the
homeland, not as a graduation standard.

The National Exam Failed to Map the Quality of Education

17. Jun, 2011

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With the percentage of students graduation close to a perfect score which is 99.22% for Senior High
School (SMA) and 99.52% for Junior High School (SMP) as well as the level of fraud is down drastically,
the Government claimed that the implementation of the National Examination (UN) in 2010/2011
went very well and success. According to the Government, the successful implementation of the
national examination because of new policy set by the government over the new formula for
students graduation in the national examination, which is obtained from the composition of 60%
from national examination score plus 40% from school exams score. The government argued this
policy was carried out to appreciate the learning process of students and accommodate the role of
teachers in determining student graduation.
DPD RI found some empirical finding on supervision of the national exam implementation which
indicating failure of national exam. First, there was duplication on student cognitive aspect
assessment with implementation of new graduation formula. Although 40% of school assessment
included of cognitive, affective, and psychomotor assessment, but 60% of the national exam were
from cognitive aspects assessment. Second, there was new mode of fraud being done to boost the
value of school by carrying out repairs or re-writing students report cards in order to increase the
average of students semester grades. Because the composition of school grades, as much as 40%
were from the average value of report cards. Third, the purpose of the national exam as a mapping for
the quality of education failed to be achieve by the government, because the reality was each school
in Indonesia with a graduation rate of students reached 100% has a different condition in terms of
facilities and infrastructure, so it can be accounted for validity without burdened with the passed and
did not pass;
Based on the condition above, the DPD RI has consistently argued that the implementation of the
national exam has not yet met the prerequisites of Supreme Court No. 2596 K/Pdt/2009 in the form of
citizen lawsuit case against the national exam implementation. Supreme Court decision stated that
before the implementation of the national exam the government was hoped to improve teacher
quality, completeness of school facilities and infrastructure, and information access in all regions of
Indonesia. The fact that requirement has not been met by government had legal impact on
implementation of the national exam 2010/2011 violated the Supreme Court decision. In addition,
DPD is also demanding the government to stop the national exam as a tool of evaluating student
learning outcomes and return the task of educators to evaluate students as mandated by Article 58
paragraph (1) of Law no. 20 of 2003 on National Education System.

The results of the DPD RI supervision over the implementation of Law no. 20 of 2003 on National
Education System regarding the implementation of the National Exam of School Year 2010-2011 which
have been decided at the 13th Plenary Session on June 14, 2011 concluded and recommended things
as follow:
A. Conclusions
1. Recommendation Supervision Result of DPD RI Number 24/DPD RI/III/2009-2010 on
Implementation of Law no. 20 of 2003 on National Education System related to the implementation of
the National Exam Study Year 2009/2010 has not been fully implemented by the Government.
2. Implementation of the national exam of school year 2010/2011 contradicted against the Law
Number 20 Year 2003 on National Education System and the decision of Supreme Court on the case
Number 2596 K/Pdt/2009.
3. The national exam just testing the cognitive aspects of learners while affective and psychomotor
aspects which were equal importance were ignored.
4. The national exam failed to present a map of national education quality. Mapping results were
based on graduation rates which did not valid, because there was still a fraud in the implementation
of the national exam, the difference of quantity and quality of teachers, poor infrastructure and
information access inequalities between regions.
5. Implementation of the national exam was not accompanied by budget transparency and there was
indication of funds diversion that allocated for each national exam participant.
B. Recommendations
DPD RI recommended to the Government to do things as follow:
1. Demanding on the Government to implement the recommendations Supervision Result of DPD RI
Number 24/DPD RI/III/2009-2010 on Implementation of Law no. 20 of 2003 on National Education
System related to the implementation of the National Exam of Study Year 2009/2010.
2. Stopping the national exam as a tool of the final evaluation of students learning outcomes. Final
evaluation of students learning outcomes returned to school as mandated by Article 58 paragraph (1)
of Law no. 20 of 2003 on National Education System (UU Sisdiknas).
3. Mapping the education through research or scientific survey that can be accounted its validity
without burdened with passed or did not pass and the promising the assistance.
4. Following up on all forms of fraud and violation of national exam implementation, including budget
diversion through the legal handling or administrative action.

Dengan persentase kelulusan siswa mendekati nilai sempurna yakni 99,22% untuk SMA dan
99,52% untuk SMP serta tingkat kecurangan yang turun drastis, Pemerintah mengklaim
penyelenggaraan Ujian Nasional (UN) tahun 2010/2011 berjalan sangat baik dan sukses luar
biasa. Menurut Pemerintah, sukses penyelenggaraan UN tak lepas dari kebijakan baru yang
ditetapkan oleh pemerintah terhadap formula baru kelulusan siswa dalam UN, yang diperoleh
dari komposisi nilai UN sebesar 60% ditambah 40% nilai ujian sekolah. Pemerintah berdalih
kebijakan ini dilakukan untuk lebih menghargai proses belajar siswa secara menyeluruh dan
mengakomodir peran guru dalam menentukan kelulusan siswa.
Beberapa temuan empiris yang diperoleh DPD RI terhadap pengawasan pelaksanaan UN tidak
menunjukan kesuksesan penyelenggaraan UN. Pertama, terjadi duplikasi atas penilaian aspek
kognitif siswa dengan diberlakukannya formula baru kelulusan. Meskipun 40% nilai sekolah
meliputi penilaian aspek kognitif, afektif, dan psikomotorik, namun 60% nilai UN seluruhnya
merupakan penilaian aspek kognitif saja. Kedua, ditengarai muncul modus baru kecurangan yang
dilakukan untuk mendongkrak nilai sekolah dengan cara melakukan perbaikan atau penulisan
ulang nilai rapor siswa agar terjadi peningkatan atas rata-rata nilai rapor semester siswa. Sebab
komposisi nilai sekolah, sebanyak 40% berasal dari nilai rata-rata rapor. Ketiga, tujuan UN
sebagai pemetaan atas mutu pendidikan gagal dicapai oleh pemerintah, karena realitasnya
sekolah-sekolah di Indonesia dengan tingkat kelulusan siswa mencapai 100% mempunyai
kondisi yang tidak sama dari sisi fasilitas, maupun sarana dan prasarana, sehingga dapat
dipertanggungjawabkan validitasnya tanpa dibebani dengan lulus dan tidak lulus;
Berdasarkan hal-hal tersebut di atas, DPD RI secara konsisten berpendapat bahwa
penyelenggaraan UN belum memenuhi prasyarat Putusan Mahkamah Agung Nomor 2596
K/Pdt/2009 berupa perkara citizen lawsuit terhadap penyelenggaraan UN. Putusan MA tersebut
menyatakan bahwa sebelum pelaksanaan UN pemerintah dipersyaratkan untuk meningkatkan
kualitas guru, kelengkapan sarana dan prasarana sekolah, dan akses informasi yang lengkap di
seluruh daerah Indonesia. Fakta belum dipenuhi prasyarat penyelenggaraan UN oleh pemerintah
berdampak hukum pada pelaksanaan UN 2010/2011 melanggar putusan MA. Selain itu, DPD RI
juga menuntut pemerintah untuk menghentikan UN sebagai alat evaluasi akhir hasil belajar siswa
dan mengembalikan tugas mengevaluasi siswa kepada pendidik sebagaimana amanat Pasal 58
ayat (1) UU No. 20 Tahun 2003 tetang Sistem Pendidikan Nasional.
Hasil pengawasan DPD RI atas pelaksanaan UU No. 20 Tahun 2003 tentang Sistem Pendidikan
Nasional berkenaan dengan pelaksanaan Ujian Nasional Tahun Ajaran 2010-2011 yang telah
diputuskan pada Sidang Paripurna ke 13 tanggal 14 Juni 2011 menyimpulkan dan
merekomendasikan hal-hal sebagai berikut :
A. Simpulan
1. Rekomendasi Hasil Pengawasan DPD RI Nomor 24/DPD RI/III/2009-2010 tentang
Pelaksanaan UU No. 20 Tahun 2003 tentang Sistem Pendidikan Nasional terkait dengan
Penyelenggaraan Ujian Nasional Tahun Pelajaran 2009/2010 belum dilaksanakan secara utuh
oleh Pemerintah.

2. Pelaksanaan UN tahun pelajaran 2010/2011 bertentangan Undang-Undang Nomor 20

Tahun 2003 tentang Sistem Pendidikan Nasional dan putusan Mahkamah Agung atas perkara
No. No 2596 K/Pdt/2009.
3. UN hanya menguji aspek kognitif peserta didik sedangkan aspek afektif dan psikomotorik
yang tidak kalah pentingnya diabaikan.
4. UN gagal menyajikan peta mutu pendidikan nasional yang sebenarnya. Hasil pemetaan
yang dilakukan berdasarkan angka kelulusan tidak valid, karena masih terdapat kecurangan
dalam penyelenggaraan UN, perbedaan terhadap kuantitas dan kualitas guru, sarana prasarana
minim dan ketidaksamaan akses informasi antar daerah.
5. Penyelenggaraan UN tidak diiringi dengan transparansi anggaran dan terindikasi
penyimpangan dana yang dialokasikan bagi setiap peserta UN.
B. Rekomendasi
DPD RI merekomendasikan kepada Pemerintah agar melakukan hal-hal sebagai berikut:
1. Menuntut Pemerintah melaksanakan rekomendasi Hasil Pengawasan DPD RI Nomor 24/DPD
RI/III/2009-2010 tentang Pelaksanaan UU No. 20 Tahun 2003 tentang Sistem Pendidikan
Nasional terkait dengan Penyelenggaraan Ujian Nasional Tahun Pelajaran 2009/2010.
2. Menghentikan UN sebagai alat evaluasi akhir hasil belajar peserta didik. Evaluasi akhir hasil
belajar peserta didik dikembalikan kepada sekolah sebagaimana amanat Pasal 58 ayat (1) UU
No. 20 Tahun 2003 tetang Sistem Pendidikan Nasional (UU Sisdiknas).
3. Melakukan pemetaan pendidikan melalui riset atau survei ilmiah yang dapat
dipertanggungjawabkan validitasnya tanpa dibebani dengan lulus dan tidak lulus dan
menjanjikan bantuan.
4. Menindaklanjuti seluruh bentuk kecurangan dan pelanggaran penyelenggaraan UN dalam
termasuk penyimpangan anggaran melalui penanganan secara hukum maupun tindakan
administratif.

National Examination, Discrimination of Quality and Education

Thusday, 10 December 09 | 2500 kali dibaca | kirim | cetak
W
e have just heard about the decision of the Supreme Court (MA) which prohibits the National
Examination held by Department of National Education on the last 14 September 2009. The national
examination appeals filed by the government was rejected by the Supreme Court, the national
examination is abolished, in other words, the government is banned to hold the national examination as
the only standard for student graduation. In the verdict, the defendants - the President, Vice President,
the Minister of National Education, and Chairman of the National Education Standards Agency (BSNP) is
considered failed to meet the needs of Human Rights (Human Rights) in education.

The Supreme Court decision is a complaint filed by the Advocacy Team for the Victim National
Examination (TEKUN) and Education Forum. This is a new paradigm in the world of law and education in
Indonesia, since the lawsuit on national examination is in the form of citizen lawsuit, which is
quantitatively very rare applied in Indonesia. The citizen lawsuit is a mechanism for citizens to sue state
officials responsible for negligence in fulfilling citizens rights. The failure is postulated as an act against
the law, so is filed in the scope of the general court the civil.

The decision apparently does not have any effect for the government. It condition proved with the
government that keep conducting the national examination on March and April 2010. In order to realize
it, the Minister of Education has issued circular letter on the guideline for the national education 2010.
The government claimed that they have not received the copy of the Supreme Court decision therefore
they have not bound ethically and morally by the law.

They also claimed that there is a possibility for the government to make appeal therefore the decision of
the Supreme Court does not have permanent legal force yet. The last excuse is they believe that there is
no prohibition to conduct national examination. The government is only requested to improve the
quality of teachers, educational facilities and infrastructure, information systems and taking the
psychological effects on students into account.

Considering the above conditions, what are the actual targets of this government wants to achieve with
the national examination? As the matter of fact, the government will surely identify some weakness,
shortcomings and the unmet target of the national examination if they want to see and listen.

National Examination and Education in Indonesia

The government considered important to conduct the national examination to improve the quality of
education. The national examination is viewed as the basis to map the educational situation, such as
quality of education in which cannot be separated from the facilities and infrastructure, quality of
teachers and so on. Then, ideally, schools with poor educational quality should be given guidance and
assistance. Although in a few years implementation of the national examination, there are still many
schools with poor quality of education, inadequate number of teachers, human resources, facilities and
infrastructure.

The final result of the national examination will be used as the basis for selection into further education
does not serve the sense of justice for all students. Some State Universities are opening a special entry
point for students with extraordinary achievement since the 1st grade of senior high school. With the
system of national exam, possibly there will be very outstanding students for 3 (three) years but failed in
the exam. What would be the assessment related to their achievement for those 3 years? Above all, to
be accepted in certain universities, the government has prepared more fair selection for all students
without any exception.

Furthermore, it should be noticed that the result of the national exam which is set as the sole
instrument for determining the graduation. This is wrong. Many students who do not pass the national
examination in the past three years are brilliant students. This is not fair for these students. In the final
stage, it would cause severe psychological impact on those who did not graduate. Teacher assessment
and education unit do not have effect at all as mandated in article 63 above.

In the end, the school feels responsible for ensuring the graduation of the students in relation to the
better school credibility with the high rate of graduation. Often the schools and teachers do any means
necessary including cheating to ensure the students pass the national exam. In the end, education in
Indonesia that is in the education model which criticized by Paulo Freire as the banking education the

education system which is not critical because is directed to domestication, taming and adjustment of
social reality in the oppressed circumstances, will increasingly be in the alarming conditions. Students
just like robots, trash and not creative. They only have one target in education to pass the national
exam. The test in the national examination served in multiple choice and switch off the creativity of
students since it is full of memorizing (theory) and poor reasoning.

The National Exam and Education Discrimination

UN will be very burdensome for schools located in remote areas, disaster areas, regional conflicts, and
poor areas where the quality of the education is still low compared to those in other regions. Poor
educational facilities, quality, lack of qualified teachers has resulted in the poor preparedness of the
regions to performing the national examination. Moreover, the national examination which has the
impression held in rush does provide opportunity for students to prepare themselves better. As a result
the national exam tends to discriminate students when it is compared with students from normal areas.

Even if the national exam (has) to be held, so the government should develop a minimum standard for
educational services for these areas (although) still refers to the national standard. Based on the
implementation of this minimum standard of service standards the national exam should be held.
Briefly, with the minimum standard of service, the national exam is carried out with adapted form to the
circumstances and the quality of education in the respective regions. Indeed, it will be more just and
would not have discriminatory impression.

The improvement of educational quality and standardization as required by the central government to
local governments is not easy one. This is certainly due to different resources and resource management
capabilities in each region, including in the implementation of the national exam. The government
should have thought about means to improve the quality of education in Indonesia, which requires a
gradual strategy and without uniformity. The less qualified schools or those in remote areas can be
supported assistance for quality improvement - infrastructure and teachers until they are ready for the
actual standardization.

Therefore, rather than directly conducting the national exam, firstly, the government should make an
evaluation on whether the fulfillment of the standard of the minimum service of education has been

implemented in schools from programs to the quality of teachers. Because when these aspects are
not met, then the national exam will discriminate areas with poor access to education.

Closing

Finally, the government should consider the re-organization of the national exam after the Supreme
Court decision which is legally formal must be done immediately. By reviewing the national exam which
has discriminatory impression, doctrine and blocked students creativity, we hope that our education,
like Paulo Freire's term, could become a tool for liberating and create space for the children to freely
and critically identify and analyze on various social problems, humanitarian, and nationality. What are
the objectives? To enable the future generation of this country to articulate the process of social
transformation wisely and maturely; free from instant behavior, corrupt, hypocritical, obstinate, and
selfish. (*)

By: Eliana - Staff of Information and Advocacy of KKSP Foundation

(The education and Information Center for child Rights)

NEGATIVE:
1. Faced with a war of opinion what happened was, honestly I have a dilemma. But I still disagree
with the government that the National Examination (UN) should be implemented as the
evaluation indicators to measure and improve national education standards and strongly
disagree if the value used as the determinant of graduation examination learners.
Evaluation is very important to map the position of each learner, set the status, knowing the
extent to which teaching has been reached, look for and find a way out. From this evaluation
will have report and description. There lies the importance of the National Exam. Data from
UN mapping is used as the achievement of government programs to improve education
quality in every area across Indonesia.
2. National examinations conducted as part of its implementation of the standardization of
education. National exam is intended to measure competency standards. Related object is to
schools and teachers. That mean, a result of the national exam, schools and teachers are the
first to be harvested. Schools and teachers who have students succeed both national exam,
categorized meet the standard.