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3uestion

s national eamination relevant to the idea announced 4

ns-er

5ased on some reasons, national eamination is not relevant. 6irstly, in national

eamination there are sub7ects that re8uire and determine a high minimum

competency achievement, -hile other sub7ects did not specify that high. 2his

situation becomes unfair for students because every single student has their o-n

interest in studying and they might be good in different sub7ects based on their

personal interest. 2herefore, 7udging their ability to graduate or not through

national eamination -hich only consists of 9 sub7ects in senior high school and &

sub7ects in 7unior high school -ill be unfair for the students and the result of the

eamination itself cannot be used as the representative of the students: capability.

;econdly, put the students in national eamination -hich is used as a mean to

determine -hether they can graduate or not is simply like giving them a direct

threat. 2he students -ill feel threatened because they consciously kno- that if they

cannot pass the eamination they -ill not be able to continue to the higher

education level. 2he threat that they feel -ill lead them to give more concern on

the result -hich is presented in form of number

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generalized. 2herefore, the ministry should not give the same 8uestions to all

students all over ndonesia, -hose schools, teachers and education processes differ

from one another. n other -ord, the gap bet-een the 8uality of teaching in urban

and rural areas is still really -ide to be evaluated through the same level of

eamination. ll in all, national eamination as the re8uirements to graduate is not

relevant to be applied in ndonesia.

=ritten by

>i =ayan #risnayanti