Abstract
National Examination (UN) is a measuring tool used to determine the success standard of a learning process. The success of the process and learning outcomes can be expressed by the high value of the established UN index. This study aims to find out how the implementation of the UN can be used as a continues policy material. This research is a literary research where researchers trace the literature related to the implementation of the UN and the direction of educational policy. The results of this study indicate that the implementation of the UN is still needed but with some notes. All supporting components and instruments must be ready and evenly distributed throughout the districts or cities that deal with the competence of teachers, supporting facilities, and public awareness of the importance of the quality of education. The National Exam encourages all parties to work hard in order to achieve better learning outcomes for learners, in accordance with the competency standards of graduates. UN has become a part of the national policy direction, which gave birth to the NationalStandard School Examination, the curriculum changes from KTSP to K13, and the implementation of the Full Day School program as an effort to maximize the potential of learners in school activities.
Highlights
The national development in the field of education is the effort to improve the life of the nation, and to improve the quality of Indonesian in realizing a progressive, just, and prosperous society, and enabling its citizens to develop themselves, both with regard to the physical and spiritual aspects based on Pancasila and the 1945 Constitution
Among the policy directions affected by the implementation of the UN were the birth of the National Standard School Examination (USBN), the curriculum change from KTSP into K13, and the implementation of Full Day School (FDS)
The implementation of the UN is one manifestation of the implementation of Article 58 paragraph (2) of the National Education System Law which is the evaluation of learners, especially the evaluation of students' learning outcomes by independent institutions as an external evaluation to assess the achievement of national education standards, especially the achievement of graduates’ competency by the students individually or collectively at the educational, regional and national level
Summary
The national development in the field of education is the effort to improve the life of the nation, and to improve the quality of Indonesian in realizing a progressive, just, and prosperous society, and enabling its citizens to develop themselves, both with regard to the physical and spiritual aspects based on Pancasila and the 1945 Constitution. As a step towards creating such progress, the government always strives to initiate various programs related to improving the quality of education both in the learning process and in the evaluation system. The first definition developed by Ralph Tyler (1950) in Suharsimi, that states evaluation is a process of collecting data to determine the extent to which, in what way, and which part of educational objectives has been achieved. 1. Role and Purpose of Evaluation According to (Tayibnapis, 2000) formally, evaluation has played an important role in education, among others to (a) make policies and decisions, (b) assess the learners’ learning outcome, (c) assess the curriculum, (d) give trust to schools, (e) monitor the given funds, and (f) improve educational materials and programs. The roles and objectives of the evaluation, when linked with the school's activity program, can at least provide information to all existing stakeholders, which can be used as a means of conducting evaluation activities
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