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| Afada Salma Imama Mahasiswa Pendidikan Bahasa Inggris UIN Mas Said Surakarta. (Dok. Ybs) |
The National Examination should not be seen as a final goal, but rather as part of the educational journey that shapes students’ character. When moral education and mental preparation are taught from an early age, students are better equipped to face exams with responsibility and calmness. A structured national exam helps build discipline, time management, and consistent study habits, which in turn help develop critical thinking and healthy competitiveness. This approach motivates students to learn not only for grades but also for personal growth. A similar philosophy is practiced in Japan, where formal academic exams are delayed during the first three years of elementary school. Instead, the focus is on teaching values like honesty, politeness, and empathy. According to a 2023 study by Presli, Susanti, and Buulolo, the Japanese education system centers moral values as the foundation of early learning, showing that exams can help build character, not just measure academic success.
The National Examination (UN) also plays an important role in measuring student achievement and mapping the quality of education across regions. These results help the government identify which areas need more support, whether in infrastructure, teacher training, or classroom resources, and guide the creation of more targeted and effective education policies. Although some argue that UN is unfair to students in remote areas, it can actually promote equal standards nationwide by giving all students the same goals to reach. A similar system has been used in Singapore, where national exams such as PSLE and GCE help not only to assess student performance but also to evaluate how well schools and teachers are doing. In a 2025 study by Sihono, Isbah, and Pangestuti, it is explained that Singapore’s approach ensures students meet high academic standards before progressing to the next education level. This proves that national exams can be powerful tools for maintaining equal opportunities and improving the overall quality of education in a country.
The National
Examination (UN) can actually support student creativity, as long as the
evaluation method is improved. For now, the use of multiple-choice questions
often makes students focus only on choosing the right answer, instead of truly
understanding the lesson. If UN includes essay writing, oral tests, and
practical exams, students will be more encouraged to think critically, express
their understanding clearly, and be more creative. According to a 2025 study by
Sihono, Isbah, and Pangestuti, Finland promotes student creativity through
low-pressure, formative assessments that emphasize individual growth. A similar
approach is also used at Pondok Modern Gontor in Indonesia. According to
Bachrul Ulum in his thesis at UIN Malang, students there are not only judged by
academic tests, but also through oral exams, practical evaluations, and
character assessments. With these methods, the UN can do more than just test
memory. It can help students grow in both character and creativity, making
exams more meaningful for real learning.
In conclusion, the National Examination (UN) should be
brought back with meaningful reforms, as a reformed system that supports
students’ academic and personal development. It has the potential to shape
students’ character, support national education quality, and even encourage
creativity if designed properly. Rather than eliminating exams, Indonesia
should focus on preparing students mentally, morally, and intellectually, so
that evaluations become not a burden, but a meaningful part of the learning
journey.
