UIII Experts Respond to Govt’s Plan to Reinstate National Exams
January 07, 2025
Contributor: Supriyono | Editor: Dadi Darmadi | Photos: Pexels/muallim nur, Achmad Jatnika
The recent announcement by newly appointed Minister of Primary and Secondary Education, Prof. Abdul Mu’ti, regarding the potential reintroduction of the National Exams (Ujian Nasional, or UN) in the 2026 academic year has sparked extensive discussions among education stakeholders. Two education experts from Universitas Islam Internasional Indonesia (UIII) shared their perspectives on the proposed policy shift and its implications.a
Prof. Nina Nurmila: A Strategic Tool for Educational Equity
Prof. Nina Nurmila, Dean of the Faculty of Education at UIII, noted that shifts in national education policies, including the removal and reinstatement of National Exams, have become a recurring trend with each change in government leadership.
“The National Assessment is crucial for mapping educational achievements across regions. It helps identify underperforming areas and allows targeted interventions to improve student outcomes. High-achieving schools can also serve as models for others,” Prof. Nina explained.
She expressed optimism about the minister’s intention to enhance and equalize educational quality across Indonesia, emphasizing the need to address significant gaps between urban and rural regions, as well as disparities between Java and non-Java areas. “If implemented effectively, the National Assessment could ensure that no student is left behind,” she added.
Dr. Bambang Sumintono: Addressing Past Challenges and Ensuring Transparency
Dr. Bambang Sumintono, Head of UIII’s PhD in Education program, raised critical questions about the rationale and execution of the proposed policy. He questioned whether there had been thorough studies proving that the removal of National Exams effectively reduced the urban-rural educational gap. He also highlighted that while the previous National Assessment produced literacy and numeracy reports, these were only available at the district level and not fully disclosed to the public.
Dr. Bambang expressed concerns about repeating past issues, such as the heavy emphasis on rote memorization and the psychological pressure placed on students and parents. “In many countries, standardized exams are administered in the middle of study rather than at the end, reducing stress and allowing room for improvement,” he noted.
He emphasized the need for clarity regarding the design and implementation of the revamped National Exams. Questions remain about the subjects to be tested, the weight of exam scores in graduation decisions, and how the system will avoid creating new psychological burdens for students.
The Shift from UN to National Assessment, Why Now?
The Indonesian government officially abolished the National Exams in 2021, replacing them with the National Assessment system, which included the Minimum Competency Assessment (AKM), character surveys, and learning environment surveys. This change aimed to create a more comprehensive evaluation method focused on developing competencies rather than memorization.
At the time, former Minister of Education Nadiem Makarim argued that eliminating the National Exams would reduce pressure on students and allow for more balanced educational development.
However, Minister Abdul Mu’ti recently indicated that the National Exams might return in a revised format. While the exact structure remains unclear, he suggested that the exams could serve both as a tool for mapping education quality and as a criterion for university admissions.
As discussions continue, experts stress the importance of transparency, stakeholder engagement, and a focus on reducing educational disparities across the archipelago. The success of this policy, they argue, will depend on how effectively it addresses past shortcomings while aligning with Indonesia’s long-term educational goals.