AI Image generated by DALL.E

National Examination Policy (my experience and opinion)

In Indonesia, the education system changed around 2019 or 2020, after the appointment of a new Minister of Education who implemented the Freedom Curriculum (Merdeka Belajar). Since then, students no longer take a national examination to determine whether they pass or fail to graduate. I was part of the student cohort at that time — the first generation to graduate from high school without a national examination. However, I had already taken the national exam twice: once for elementary school and again for junior high school. It was frustrating yet challenging, as the score determined where I could continue my education, with favorite schools demanding high national exam scores.

So, I carry the perspective of a student who was affected by this policy change. Do I agree with removing the national examination?

After some research on national examinations around the world, I found an interesting pattern: Asia and developing countries tend to have multi-stage national exams — Indonesia included, before the policy changed. Countries like South Korea and Japan, although now developed, still use national examinations for university placement or to decide high school majors and vocational tracks. Meanwhile, some developed countries in North America and Europe have moved away from centralized national exams, though a few still use them for university placement, like the SAT (USA) and GCSE (UK). These systems are moving away from standardized tests (multiple choice and essay) toward more diverse options, like portfolio and project-based assessments.

Regarding my opinion on removing the national exam in Indonesia, I hold a double-standard stance. I agree that national exams were a reliable way to set competency standards and evaluate education quality. I remember that during my junior high school years, I studied harder for the national exam. My teachers gave us intensive practice with a large set of questions that sharpened our skills, especially in literacy and numeracy. Teachers also felt pushed to create easy-to-understand materials, reform their teaching methods, and undergo evaluations based on exam results. Since teachers didn’t know or control the national exam questions — unlike in school quizzes or regionally made midterms — they had to prepare students thoroughly.

However, I also understand the drawbacks of the system: corruption in the national exam budget, gaps in teacher quality and resources between Java and other islands, and socioeconomic disparities that gave wealthier students more access to tutoring and books. The exam preparation industry — tutors and books — also thrived at that time, giving those who could pay a better chance to succeed. Moreover, some competencies tested were not really relevant, often focusing more on memorization than understanding. That’s why I enjoyed math — it required less memorization than other subjects.

While national exams had strengths and flaws, removing them without offering a strong alternative to ensure all Indonesian students meet minimum literacy and numeracy standards is problematic. Without that pressure, students might not feel the need to develop those basic skills. Removing the national exam as part of breaking away from colonial legacies is progress — but doing so without meaningful reform raises questions: Are we truly modernizing our curriculum and moving toward educational reform, or is this a sign of stepping backward?

Now, I’ve also seen the rise of the private education industry that become more apparent, offering alternatives for high-income groups to ensure their children receive the best education, as they can no longer fully trust the quality of the national education system. Private schools are filling this gap and becoming a prestige symbol for parents and students, serving market demands such as religious-based curricula or international-based curricula.

Private schools requires higher tuition fees, but they allow families to escape the zoning-based school system, where students are placed in schools near their homes, aiming to equalize school quality — yet without actual renovation or facility improvement. Segregating students based on socioeconomic background into different schools (private and public) also means students miss out on learning experiences with diverse and heterogeneous peers.

Rethinking Assessment in Indonesia’s Education System

Rethinking assessment in Indonesia’s education system can start by defining the graduate competency profile.

Is it only about being knowledgeable? If so, then the banking model approach and emphasis on memorization for test questions is the way.

Or do we want to emphasize a holistic graduate profile — not only excelling in memorization but also developing critical thinking, creativity, and problem-solving skills?

If those become the goals, then reform is needed in the learning approach, particularly in how we assess students.

Memorization-Based Assessment

Remembering my school era, if I could conclude, the assessments focused on developing memorization skills — about 60% of the questions. Essay questions, instead of starting with “why” to sharpen our analytical and critical thinking, often used “what is…,” “mention the criteria or characteristics of…,” or “explain about the…” All of these questions aimed to retrieve our memory of the material. So, students — including myself — didn’t truly learn, but memorized as much as possible before the test. Since the questions measured memorization, if we could memorize a lot, we could get high, even perfect, scores.

Assessment Reformation

Project-Based Learning

I still remember facing more challenging assessments in sociology (my high school minor), where we had short film projects. We worked in groups to plan the theme, write the script, produce and edit the video. Then we presented our short films, received feedback and questions from classmates and the teacher. I didn’t use memorization skills, but creativity and planning. My friends with videography and editing skills could also showcase their abilities.

This is called project-based assessment, which evaluates not only the final product but also the process through continuous assessment. Indonesia already implements this in the Merdeka Belajar curricula; however, it requires competent and adaptable teachers as facilitators to make the projects meaningful and ensure students learn through the process.

Self-Assessment

I also remember that in high school, a teacher gave us a sheet to reflect on what we had learned and to give feedback on their teaching methods. At the time, since it was unusual, I was confused about what to write. Self-assessment can help students evaluate their understanding and reflect on their learning experience, but it would be better if guided by prompt questions or rubrics.

This is part of metacognition, promoting self-awareness and self-regulation by helping students recognize their strengths and areas for improvement. Although this type of assessment may seem easier than quizzes or exams, reflection can make learning more meaningful and strengthen long-term memory.

Peer-Review Assessment

These were just a few reformative assessments I experienced during school. In college, I encountered many more forms of learning and assessment. I’m unsure if they suit school-aged students, but an adapted format can be made.

When I enrolled in Coursera and edX modules, I encountered peer review assessments. This was new for me — I had never experienced it during college. It requires anonymity and objectivity in evaluating peers’ work. I found it helpful: seeing classmates’ work enhanced my analytical thinking as I judged it using a rubric. Writing feedback also helped. It allowed us to learn twice — once by doing the task, and again by evaluating others.

Pre and Post-Test

In college, I was also introduced to pre- and post-tests in public lectures, which measured our comprehension before and after a lecture. These were often multiple-choice and required attention to detail and memory. It gave lecturers immediate feedback on their teaching. During online learning, we used interactive polls and comments to stay active. These helped maintain focus and reduce boredom — I experienced Zoom fatigue during the pandemic, and these tools made learning more engaging. Even post-pandemic, they remain beneficial.

Forum Discussions

Forum discussions became the norm in college and online platforms like edX and Coursera. We could start questions or answer our peers’. I remember in calculus class — yes, it was hard and frustrating — we used a Facebook group as our forum. Students uploaded answers; others commented, gave feedback, or showed agreement. On learning platforms, discussions were more diverse, involving students from various countries and backgrounds. I enjoyed reading the forums, especially during a course on sustainable cities, where I learned about urban issues around the world.

Key to Success: Teacher Competency + Student Readiness + Infrastructure

Assessment reform toward holistic skills and competencies — beyond memorization — requires competent, adaptable teachers and student readiness. News reports often criticize the implementation of the Merdeka Belajar curricula, which already promotes project-based and student-centered learning.

Issues include teachers not acting as facilitators or failing to conduct continuous assessment throughout projects. Students also struggle, as they’re used to rigid, traditional exams and may need time to adapt to independent and self-directed learning.

Another issue is infrastructure — limited internet access and a lack of tools for lab work. The internet can support learning through material searches or collaborative tools like Google Forms for surveys or polls for feedback and participation. Yet even without these, traditional but effective tools — combined with creative teaching — can still make a strong impact.

This article marks the final piece in my series on the education system — drawing from my personal experience and offering my perspective on mainstream narratives. I hope it serves as a small contribution to a critical yet often overlooked issue: education, particularly in Indonesia (my country), where students often become victims of policy changes and curriculum reforms without meaningful transformation in outcomes.

We still lack a clear and consistent educational roadmap. Education is not a quick-return investment; it typically takes around 15 years to see meaningful contributions. That’s why our education roadmap should also span 15 years, rather than being rewritten every time a new Minister of Education takes office.