Second, the exam objectives as stated in the Decree of the minister above is to measure the quality of

education at the national, provincial, district, until the school level. More questions similar to the above
questions arise, such as whether the quality of education can be measured by giving the final exam at the
end of the year nationally teachings? Moreover, when confronted with the quality of education from the
aspect of students' attitudes and behavior, whether it can be seen only when a flash at the end of the year?
Quality education at the national level can be seen in various ways, but the implementation of the UAN as
practiced has not answered the question how far the quality of education in Indonesia, whether decreased or
increased from the previous year. In fact there are indications that the exam questions (which used to be
called Ebtanas) varies from year to year, and if this is true then the result could not dibandingkannya
between last year's exam results by now. In addition, the quality of education can not be measured by
simply giving a test on some important subjects ¡¯ ¡§ only, let alone executed once at the end of the school
year. Quality of education related to all subjects and habituation are studied and invested in schools, not
just knowledge koqnitif only. UAN will not be able to answer the question how much progress students in
recognizing the arts, sports, and singing. UAN will not be able to see the quality of education of the
students' confidence and courage in expressing opinions and being democratic. In other words, UAN will
not be able to provide adequate information about the quality of education. This means that the desired
goals are still too far to be achieved only with the implementation of UAN.

Third, the test aims to account for providing education to the public. It is ironic that UAN penyenggaraan
used as a form of education, because education is an integrated unity between the cognitive, affective, and
psychomotor. In addition, education also aims to form a human a certain noble, virtuous, independent,
intelligent, and kreative all of which can not be seen only with the implementation of UAN. In other words,
UAN not yet qualified to serve as a form of responsibility for providing education to the public.

If linked to the curriculum, the exam is also not in line with one of the principles adopted in the
development of curriculum that is ¡§ ¡¯ diversified curriculum. This means that the implementation of
curricula adapted to local circumstances of each. The condition of schools in Jakarta and major cities could
not be equated with the condition of schools in township areas, especially in remote areas. The condition of
a much different result in the learning process is also different. Schools in urban environments is relatively
better because of more complete facilities and infrastructures. But in areas throughout the existence of all-
round facilities and infrastructure are limited, sometimes even the number of teachers was lacking and that
there was not qualified due to absence. UAN implementation of policies for all schools in Indonesia has
violated that principle and lead to injustice because it is like to test a national training level athletic training
every day with all the facilities and infrastructure including adequate with the athletic trainers who have the
means makeshift village. Of course the result is much different, but the measures taken is to equate them.

UAN Implementation on a few subjects that are considered important § ¡¡° also has its own problems.
Really just mathematics, Indonesian language which is the subject matter? What if there are children who
have the talent to paint, does that mean that the art lesson clearly an important lesson for him? How is the
child who dreams of becoming a sportsman, which means that the lessons of sport is an important lesson
for him? Then the word ¡§ essential ¡erection here for whom? UAN Implementation on some subjects will
tend to encourage teachers to teach these subjects, because others will not be national exams. This can
result in terkesampingnya other subjects, though not all children are happy in subjects tested. As a result of
this condition is going disparagement of subjects not tested.