[FULL] DPR-Ahli soal Pro-Kontra Penerapan Kembali Ujian Nasional, Efektif Uji Kompetensi Siswa?

Summary

The discussion revolves around the pros and cons of reintroducing the National Exam (Ujian Nasional) in Indonesia, which has sparked debates. Members of the Indonesian Parliament and the Federation of Indonesian Teachers (FSGI) express concerns about the fairness, quality, and motivations of such exams. The conversation highlights the need for a standardized assessment to gauge student performance without relying solely on the National Exam. Both parties advocate for improving the education system and suggest a thorough review of alternative evaluation methods to ensure fairness and promote educational integrity.

Takeaways

• 😀 The discussion revolves around the debate on the reimplementation of the National Exam (UN) in Indonesia, focusing on its effectiveness and impact on students' competencies.
• 😀 Members of the Indonesian House of Representatives (DPR), including Nyoman Parta and Heru Purnomo, participate in the discussion to evaluate the pros and cons of reinstating the National Exam.
• 😀 The National Exam was previously discontinued due to concerns over its fairness and its role as the sole determinant of student graduation.
• 😀 Key criticisms of the National Exam included unequal infrastructure across schools, variations in regional budgets, and the pressure it placed on teachers to ensure students' success.
• 😀 The current assessment system, the National Assessment (AN), has faced its own criticisms, such as a perceived lack of competitiveness among students and insufficient motivation for them to perform well.
• 😀 Teachers have observed that without the National Exam, students lack the drive to excel academically, as there is no longer any formal ranking or competitive assessment.
• 😀 Some educators and parents argue that without an effective standard for measuring students' progress, there is a risk of students becoming complacent, expecting to pass regardless of their effort.
• 😀 Heru Purnomo from the Federation of Indonesian Teachers (FSGI) emphasizes the importance of a system that evaluates students' capabilities while fostering integrity and critical thinking skills.
• 😀 There is a recognition of the need to improve the quality of education in Indonesia, and while the National Exam is no longer a graduation requirement, there is a desire to find a suitable alternative for evaluating students' achievements.
• 😀 Future discussions will aim to address these concerns and propose a more effective assessment system, including determining appropriate standards for education and ensuring that teachers and schools have the resources needed to provide a fair education for all.

Q & A

What is the main topic discussed in the transcript?

The main topic revolves around the debate over the reintroduction of the National Examination (Ujian Nasional, UN) in Indonesia, discussing its effectiveness, potential improvements, and alternative methods for evaluating students.

Why was the National Examination (UN) previously abolished?

The National Examination was abolished because it was considered unfair as the only standard for determining student graduation. Issues included disparities in school infrastructure, teacher quality, and regional funding, which affected the equality of the exam across the country.

What criticisms did the National Examination (UN) face before its removal?

Criticisms included its unfairness due to unequal resources in schools, the use of the exam as the sole determinant of graduation, and the pressure it put on teachers and students, often leading to unethical practices to ensure students' success in the exam.

What alternative has been introduced to replace the National Examination?

The National Assessment (Asesmen Nasional) was introduced to replace the National Examination, focusing on assessing students' competencies in a less high-stakes manner.

What challenges are being faced due to the absence of a standardized exam like UN?

Without a standardized exam like UN, there are concerns about the lack of clear benchmarks to measure student progress, a decrease in motivation among students due to the absence of competition, and a general lack of drive to excel.

What do teachers and parents report about the absence of a national exam?

Teachers and parents report that without a national exam, students seem less motivated and less competitive, which leads to a lack of engagement in the educational process. Teachers also struggle with maintaining a competitive spirit and motivating students to perform well.

What is the stance of the Federation of Indonesian Teachers' Union (FSGI) on the reintroduction of the National Examination?

The FSGI expresses concerns about reintroducing the National Examination, citing its negative impacts on education such as fostering dishonesty and compromising values like integrity. They believe the exam detracts from the development of students' critical thinking and ethical skills.

What does FSGI suggest as a potential improvement for evaluating students' achievements?

FSGI suggests that the National Examination should not be the sole determinant of student graduation. Instead, they advocate for a comprehensive assessment system that includes multiple indicators and emphasizes continuous learning, ethical behavior, and critical thinking.

What is the position of the DPR (Indonesian Parliament) on the issue of the National Examination?

The DPR acknowledges the complexity of the issue and plans to continue discussions with the Ministry of Education. They emphasize the need for a well-researched, thorough approach to reforming education and assessment practices, focusing on improving quality while addressing past issues.

What are the potential next steps for addressing the debate on the National Examination?

The next steps involve further discussions between the Ministry of Education and various stakeholders, including teachers' unions and lawmakers. A detailed review and formulation of a new assessment system are expected, with an emphasis on ensuring fairness, accountability, and the development of students' skills.