Why national examination does not appropriate become basic of students graduation?

Name  : Umi Setiya Rini

SN       : 1420302184

Class    : 5

ARGUMENTATIVE ESSAY

Why national examination does not appropriate become basic of students graduation?

Why national examination doesn’t appropriate the basic of students graduation? Education is a device to increase student’s quality. To measure education result we need examination. It is true if national examination just measure the quality of education, but it does not appropriate become basic of students graduation. It can be seen from several reason such as educational goals, authenticity, and assessment intact.

The educational goals are to change the behavior of students. According to the study Education Coalition, at least four of irregularities with the implementation of the national examination (Tempo,04 February 2005), including first, the pedagogical aspect. In science education, the ability of students includes three aspects, there are cognitive, psychomotor, and affective. But judged within the national examination is only one aspect of ability, it is cognitive. National examination really just measures students’ cognitive. Even though psychomotor and affective also important for students. Affective aspect is one of the characteristic education in Indonesia, but reality this aspect did not measure in national examination. The education should change the students’ behavior, but if national examination not measure the affective aspect of education, certainly students’ behavior never change. It is also cannot improving the manners of students. National examination does not support the behavior changing. If the national examination to be used as the basis of graduation, we must assess psychomotor and affective aspect.

The result of National Examination is not authentic. Still according to the study Education Coalition, at least four of irregularities with the implementation of the national examination (Tempo,04 February 2005), second, juridical aspects, in article 59, paragraph 1 states, governments and local authorities to evaluate the administrator, school track, level and type of education. But the national examination the government only to evaluate the learning outcomes of students who actually is the duty of educators. The students have learned 3 years but just be measured in several hours. It is just base on the outcome learning not process learning. Process of learning is authentic one to be basic of students’ graduation. It causes the real student’s condition and ability can be seen from the learning process. Sometimes, the students’ psychology when they join in national examination are not well, automatically they cannot concentration to do their exam. If the condition like that automatically their result are not good. The assessment can authentic if we rate from process not only in result.

The students have learned more subject but just some subject that are measured, it cannot fulfill whole assessments. Based on articles published in anggietria.blogspot.co.id “Implementation of UN make the schools do learning models drilling, forcing students continued to practice the subject matter to be tested. Students were forced to memorize the various types of problems and formulas, without having to think about the logic or critical problems facing the problems he faced. The potential of the brain that is extraordinary even be trained convergent thinking, ie thinking narrowed. Any problems that arise only need one answer, there is no alternative. School just as a test, not a vehicle for sharpening the mind”. National examination measures some subject not all of the subjects that was learned during the school. It is not whole measure all the subject in educational.  National examination only measure some subject, so automatically students will not serious in the other subjects. Students feel stress with subjects that be used national examination, but they feel underestimate with others subject that not be used one.  National examination should measure all of the subject that was learned by students, because that subjects are important too. The students learn all of subject and required joint in the process of learning, but why not all the subject to be used basic of students’ graduation?

The national examination is not appropriate become basic of students graduation because not support the educational goals, not authentic, and it is not whole assessment. National examination is appropriate to measure education quality not become basic of students’ graduation.

Sources:

Area,Ni Wulie. 2011. Pro dan Kontra Ujian Nasional. Blogger. http://wulieokti.blogspot.co.id/2014/04/pro-dan-kontra-ujian-nasional.html

Tria,Anggie. 2013. Artikel tentang Ujian Nasional. Blogger. http://anggietria.blogspot.co.id/2013/02/artikel-tentang-ujian-nasional.html