The National Exam Dilemma: Should Indonesia Bring It Back?

The National Examination (Ujian Nasional, UN) in Indonesia has been an integral part of the country’s education system since its introduction in the 1970s. Initially designed to measure student performance at the end of their secondary education, the UN served as a key determinant for graduation and progression to higher education. However, in 2021, the Ministry of Education and Culture (Kemendikbud) made the significant decision to abolish the National Examination, replacing it with a system focused on competency assessments and character surveys. This shift was motivated by a desire to reduce pressure on students and move away from an exam-centric model toward a more holistic approach to student evaluation. The decision was also driven by growing concerns about the effectiveness of the UN in reflecting the true quality of education in the country.

The impact of this change has been mixed, with some studies indicating that the removal of the UN has alleviated student stress and anxiety, but also led to a decline in academic motivation. Research conducted by the Smeru Research Institute suggests that while students feel a sense of relief without the looming exam, there are concerns about the potential long-term effects on educational standards. The absence of a uniform, nationwide exam has made it more difficult to maintain consistency in measuring academic achievements across the country, especially in rural and underserved areas.

In response to these concerns, and under the leadership of Prabowo Subianto, the Indonesian government has proposed reinstating the National Examination in a revised format. The new UN is planned to be re-implemented for senior high schools in November 2025, and for elementary and junior high schools in 2026. However, this new version of the exam is not intended to revert to the previous model, but rather to build on past experiences and create a more effective and relevant assessment system that meets current educational needs. One of the main aims of this new UN is to address the issue of cheating, which had become a significant problem in the earlier examination system. By introducing computer-based testing, the government hopes to reduce the opportunities for cheating while ensuring greater transparency and fairness in the assessment process.

Moreover, the government is keen to ensure that the revamped National Examination not only evaluates academic knowledge but also practical skills and character development. This shift aligns with Indonesia’s educational philosophy, which emphasizes holistic learning that nurtures both intellectual and moral growth. Pancasila, the philosophical foundation of the Indonesian state, underscores the importance of education that goes beyond academic excellence and promotes the development of character and ethics. As such, the new UN will aim to reflect these values by incorporating assessments that look at students' abilities to apply their knowledge, think critically, solve problems, and demonstrate good moral character.

One of the significant challenges in reintroducing the National Examination will be ensuring that the country’s education infrastructure is ready to support this new system. While many schools have made strides in integrating technology, there remains a gap in readiness, particularly in more remote or under-resourced areas. Research by Universitas Terbuka highlights that although technological advancements have been made in urban schools, many rural schools still lack the necessary resources to conduct computer-based exams effectively. Therefore, ensuring equitable access to the required technology will be crucial for the success of the new examination system.

In addition to technological readiness, teacher training will be another critical factor in ensuring the effectiveness of the new UN. Teachers must be equipped not only to manage the logistics of computer-based testing but also to assess students in a way that aligns with the broader goals of the new assessment system. This includes training teachers to evaluate practical skills and character development, as well as how to effectively use technology in the classroom to support learning and assessment. Teacher professional development will, therefore, be a cornerstone of the government’s efforts to revamp the National Examination.

The debate surrounding the reinstatement of the UN also ties into Indonesia’s broader educational values, particularly those articulated in Law No. 20 of 2003 on the National Education System. This law outlines the national education goals, which emphasize the development of students’ intellectual, emotional, and spiritual abilities. The new National Examination framework must take these goals into account by providing a more holistic measure of students' abilities. It should not only assess academic knowledge but also gauge practical skills and moral development, preparing students to be competent, ethical, and active citizens.

The goal of reintroducing the National Examination is not to return to the high-stakes exam system of the past but to create an assessment model that truly reflects the multifaceted nature of education. The revised UN will need to strike a balance between academic achievement, practical application, and character development, aligning with the values of Pancasila. The Ministry of Education must ensure that the new system addresses the shortcomings of the past, such as the overemphasis on rote memorization, and incorporates lessons learned from previous experiences with the exam.

In conclusion, the reinstatement of the National Examination in Indonesia represents a critical moment in the evolution of the country’s education system. The decision to reintroduce the UN, while controversial, presents an opportunity to create a more effective and inclusive assessment system that reflects the current needs of students and society. By integrating computer-based testing, teacher training, and a focus on holistic evaluation, the National Examination can once again become a valuable tool in improving the quality of education in Indonesia. With thoughtful planning and implementation, the revamped UN has the potential to contribute significantly to shaping the future of Indonesia’s education system, helping to produce well-rounded individuals who are not only academically competent but also morally responsible and ready to face the challenges of the future.