Evaluation of National Examination (UN) and National-Based School Examination (USBN) in Indonesia
This study was conducted to analyze (a) the suitability of National Examination (UN) and national-based school examination (USBN) implementation, whic.
- Pub. date: July 15, 2019
- Pages: 827-837
- 1995 Downloads
- 1682 Views
- 6 Citations
This study was conducted to analyze (a) the suitability of National Examination (UN) and national-based school examination (USBN) implementation, which has been running on the current guidelines and efforts to improve students’ achievements, (b) the final examination system that is relevant in measuring student competency achievement based on graduate competence standard. It employed descriptive quantitative evaluation by using CIPP (context, input, process of implementation and product) evaluation model. Participants included the head of the Education and Culture Department, Ministry of Religion, Principals / Madrasas, teachers, and students. To collect the data, questionnaires, interviews, focus group discussions, and documentaries were undertaken. Additionally, the data analysis technique used quantitative and qualitative descriptive statistics. The findings indicate that (1) implementation of the UN and USBN, which has been ongoing, is in accordance with the standard operating procedure (SOP) that has been established by the board of national education standard (BNSP), (2) implementation of UN and USBN can be used to improve performance (3) the final examination system that is able to measure achievement of graduates' competency on certain subjects nationally by referring to the Graduate Competency Standard is computer-based national examination (UNBK). The concluding remarks are an attempt to contribute to the growth of future research in the field of UN and USBN implementation in Indonesia.
Keywords: Evaluation, National Examination (UN), National-Based School Examination (UNBK)
References
Arikunto, S. (2010). Basics of educational evaluation: In fundamentals of educational evaluation. Jakarta, Indonesia: Bumi Aksara.
Atmanti, H. D. (2005). Investasi sumber daya manusia melalui pendidikan [Investment in human resources through education]. Dinamika Pembangunan, 3(1), 30-39.
Barrows, J., Dunn, S., & Lylod, C. A. (2013). Anxiety, self-efficacy and college exam grades. Universal Journal of Educational Research, 1(3), 204-208.
Ebel, R. L. (1972). Essentials of educational measurement. Englewood Cliffs, NJ: Prentice Hall, Inc.
Guilford, J. P. (1954). Psychometric methods. New York, NY: Mc Graw Hill.
Hamied, F. A. (2010). EFL assessment in Indonesia: National exam and quality of education. In Y. Moon & B. Spolsky (Eds.), Language Assessment in Asia: Local, Regional or Global? (pp. 93-112). Asia TEFL
Harmiyuni, & Sailan, M. (2018). Persepsi siswa tentang pelaksanaan ujian nasional berbasis komputer di SMK Komputer Mutiara Ilmu Makassar [Students' perceptions of the implementation of computer-based national examination in Vocational High School of Komputer Mutiara Ilmu in Makassar]. Jurnal Tomalebbi, 5(2), 36-42.
Keeves, J. P., & Masters G. N. (1999). Advances in measurement in educational research and assessment. Tokyo, Japan: Pergamon.
Kerlinger, F. N. (1986). Behavioral research: conceptual approach. New York, NY: Holt Rinehart and Winston.
Koksel, M. S. (2009). Vocational high students’ sense of self-efficacy and test anxiety regarding biology learning. Inonu University Journal of the Faculty of Education, 10(1), 57-67.
Lunrasri, Y., & Gajaseni, C. (2014). Washback effects of the ordinary national educational test on English language learning as perceived by grade nine students. Online Journal of Education, 9(4), 226-240.
Mardapi, D. (2008). Teknik penyusunan instrumen tes dan non tes [Techniques for preparing test and non-test instruments]. Yogyakarta, Indonesia: Mitra Cendikia.
Mardapi, D., & Kartowagiran, B. (2009). Dampak ujian nasional [The impact of national examination]. Program Pascasarjana Universitas Negeri Yogyakarta. Retrieved from http://staff.uny.ac.id/sites/default/files/6-Dampak%20Ujian%20Nasional.pdf
Nie, Y., Lau, S., & Liau, A. K. (2011). Role of academic self-efficacy in moderating the relation between task importance and test anxiety. Learning and Individual Differences, 21(6), 736-741.
Nunally, J. C. (1978). Pyschometric theory. New York, NY: Mc Graw Hill.
Nur, L. T. (2014). Hubungan antara kestabilan emosi dan kepercayaan diri dengan kecemasan menghadapi ujian nasional pada Siswa Kelas 3 SMK Muhammadiyah Pekalongan [The relationship between emotional stability and self-confidence with anxiety facing national examination of Third-Grade Students of SMK Muhammadiyah Pekalongan] (Unpublished doctoral dissertation). Universitas Muhammadiyah Surakarta, Surakarta, Indonesia.
Nursyam. (2017). Efektivitas pelaksanaan ujian nasional tingkat sekolah menengah atas negeri oleh Dinas Pendidikan dan Pengajaran Kota Palu Provinsi Sulawesi Tengah [Effectiveness of the implementation of national examination at the high school level by the Board of Education and Teaching of Palu City, Central Sulawesi Province]. Jurnal Katalogis, 5(9), 11-21. doi: 10.22487/j23022019,2017.v5.i9.9707
OECD. (2018). PISA 2015 results in focus (Volume 1). Paris, France: OECD.
Pangastuti, M. (2014). Efektivitas pelatihan berpikir positif untuk menurunkan kecemasan dalam menghadapi ujian nasional (UN) pada siswa SMA [The effectivity of positive thinking training to lower high school students’ anxiety in facing national examination]. Persona: Jurnal Psikologi Indonesia, 3(1), 32-41.
Raharjo, S. B. (2012). Evaluasi trend kualitas pendidikan di Indonesia [Evaluation of the education quality trend in Indonesia]. Jurnal Penelitian dan Evaluasi Pendidikan, 16(2), 511-532.
Raharjo, S. B. (2014). Kontribusi delapan standar nasional pendidikan terhadap pencapaian prestasi belajar [Contribution of eight national standards of education to the learning achievement]. Jurnal Pendidikan dan Kebudayaan, 20(4), 470-482.
Silverius, S. (2010). Kontroversi ujian nasional sepanjang masa [All time controversion of national examination]. Jurnal Pendidikan dan Kebudayaan, 16(2), 194-205.
Sukyadi, D., & Mardiani, R. (2011). The washback effect of the English national examination (ENE) on English teachers’ classroom teaching and students’ learning. K@ta, 13(1), 96-111. doi:10.9744/kata.13.1.96-111
Sundayana, W., Meekaeo, P., Purnawarman, P., & Sukyadi, D. (2018). Washback of English national exams at ninth-grade level in Thailand and Indonesia. Indonesian Journal of Applied Linguistics, 8(1), 167-176. doi: 10.17509/ijal.v8i1.11478
Suwandi, S. (2013). Evaluasi pelaksanaan ujian akhir sekolah berstandar nasional (UASBN) [Evaluation on the implementation of final examination of national-standardized schools]. Jurnal Pendidikan Teknologi dan Kejuruan, 21(3), 227-237.
Stufflebeam, D. L. (1983). The CIPP model for program evaluation. London, UK: Kluwer-Nijhoff Publishing.
Tsai, C. C. (2013). The impact foreign language anxiety, test anxiety, and self-efficacy among senior high school students in Taiwan. International Journal of English Language and Linguistics Research, 1(3), 1-17.
Yari, S., & Bakht, T. G. (2012). The relationship between self-efficacy and self-perception with anxiety of examination in high school students. International Journal on New Trends in Education and Their Implications, 3(4), 59-66.
UNESCO. (2010). Secondary education regional information base: Country profile - Thailand. Bangkok, Thailand: UNESCO Asia and Pacific Regional Bureau for Education.