Implementing the Computer-Based National Examination in Indonesian Schools: The Challenges and Strategies

Abstract

In line with technological development, the computer-based national examination (CBNE) has become an urgent matter as its implementation faces various challenges, especially in developing countries. Strategies in implementing CBNE are thus needed to face the challenges. The aim of this research was to analyse the challenges and strategies of Indonesian schools in implementing CBNE. This research was qualitative phenomenological in nature. The data were collected through a questionnaire and a focus group discussion. The research participants were teachers who were test supervisors and technicians at junior high schools and senior high schools (i.e. Level 1 and 2) and vocational high schools implementing CBNE in Yogyakarta, Indonesia. The data were analysed using the Bogdan and Biklen model. The results indicate that (1) in implementing CBNE, the schools should initially make efforts to provide the electronic equipment supporting it; (2) the implementation of CBNE is challenged by problems concerning the Internet and the electricity supply; (3) the test supervisors have to learn their duties by themselves and (4) the students are not yet familiar with the beneficial use of information technology. To deal with such challenges, the schools employed strategies by making efforts to provide the standard electronic equipment through collaboration with the students’ parents and improving the curriculum content by adding information technology as a school subject. Keywords: computer-based national examination, challenges in implementing CBNE, strategies for implementing CBNE.

The impact of ICT utilization to improve the learning outcome: A meta-analysis

“…Every educational policy has its advantages and challenges [14]. If the benefits are greater and urgent, various challenges will be assessed to be resolved.…”

Strategi Kepala Sekolah dalam Pelaksanaan Ujian Nasional Berbasis Komputer (UNBK) di Sekolah Menengah Pertama

“…Penelitian yang fokus pada implementasi UNBK telah banyak dilakukan (Aden, Basir, & Kusdaniyama, 2020;Firmansyah, 2018;Harmiyuni & Sailan, 2016;Hartina, 2018;Meita & Fatoni, 2020;Murtadlo, Jazuli, & Catur Murti, 2019;Pakpahan, 2016;Pernamawati, Kritiawan, & Fitria, 2021;Tamala, 2019). Penelitian sebelumnya telah mengangkat berbagai isu, termasuk bagaimana pelaksanaan UNBK (Pernamawati, dkk., 2021;Simbolon, Kadir, & Nasution, 2019), kesiapan pelaksanaan ujian nasional berbasis komputer bagi sekolah dan siswa (Meita & Fatoni, 2020), strategi kepala sekolah dalam meningkatkan kualitas guru dan siswa untuk jenis soal UNBK (Negara, Santosa, & Bahri, 2017;Nirmala, 2013;Sampebua & Membala, 2018), manfaat dan tantangan dalam berbagai model UNBK (Pakpahan, 2016;Rahmania, Budiono, Soenaryo, Syakur, & Tinus, 2020;Retnawati, Hadi, Nugraha, Arlinwibowo, Sulistyaningsih, Djidu, Apino, & Iryanti, 2017)), dan evaluasi pelaksanaan UNBK (Pernamawati, dkk., 2021;Rusmawati, Suryana, & Harapan, 2020). Akan tetapi, penelitian yang fokus menginvestigasi strategi yang dilakukan kepala sekolah dalam pelaksanaan UNBK di sekolah masih kurang dieksplorasi (lihat Tamala, 2019).…”

Digitizing Mathematics and Science Learning

“…In terms of information and communication, correspondence and administration, as well as testing, digitization has been carried out for the past few years. A number of studies such as Retnawati et al [9], Alifiani et al [10], have reported how the constraints and efficacy of digitization of education on these aspects. However, digitization in the aspect of learning is still not popularly implemented both at the higher education level, especially in primary and secondary education.…”