National Exam (Indonesia)

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National Exam (Indonesian: Ujian Nasional, commonly abbreviated as UN or UNAS) is a standard evaluation system of primary and secondary education in Indonesia and the equation of quality of education levels among the areas that conducted by the Center for Educational Assessment, Depdiknas in Indonesia based on Undang-Undang Republik Indonesia nomor 20 tahun 2003 states that in order to control the quality of education nationwide to be evaluated as a form of accountability of education providers to the parties concerned. Further stated that the evaluations conducted by independent agencies on a regular basis, comprehensively, transparently, and systematically to assess the achievement of national education standards and the monitoring process evaluation should be done continuously. Evaluation of the monitoring process is carried out continuously and continuous in the end will be able to fix the quality of education. Improving the quality of education begins with the determination of the standard. Determination standards continue to rise is expected to encourage increased quality of education, which is the determination of educational standards is the determination of the limit value (cut-off score). Someone said to have passed / competent when it has passed the limit value of the boundary between learners who have mastered certain competencies with learners who have not mastered certain competencies. When that happens on the national exam or school then the boundary value function to separate the students who graduated and did not pass is called the limit of graduation, graduation delimitation activities called standard setting. Benefits of standard setting final exam:

• The limit of graduation each subject in accordance with the demands of minimum competency.
• The same standards for each subject as a minimum standard of competency achievement.
  
  During this national exam graduation delimitation is determined by agreement between the decision makers only. Limit is determined the same grade for each subject. Whereas the characteristics of subjects and skills students are not the same. It was not a consideration of education decision-makers. Not necessarily in a certain education level, each subject has the same standard as a minimum standard of competency achievement. There are subjects that require a high minimum competency achievement, while other subjects did not specify that high. This situation becomes unfair for students, because the required capacity exceeds the maximum capability.
  

  Standard strategy

  Preparation of standard setting begins with the determination of the approach used in setting standards. There are three kinds of approaches that can be used as a reference, namely:
  
• Determination of standard based on the general impression of the test.
• Determination of standard based on the contents of each test item.
• The determination of standards based on test scores.

At the end of each learning activity is concluded and accounting standard setting based on three approaches to determining the limits of graduation.