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BEST PRACTICES OF UNBK IMPLEMENTATION:

ACHIEVEMENTS AND CHALLENGES

Bagus Hary Prakoso The Center for Educational Assessment – Ministry of Education and Culture

bagushprakoso@gmail.com

ABSTRACT

The crucial issues of the Computer Based National Exam (UNBK) implementation are distribution

of achievement and facilities. In order to respond to those issues, it requires study with aimed at

generating hypothesis of best practices for UNBK implementation. This study uses UNBK data of

senior high schools in some provinces. Case study is selected for comparative analysis that can be

a useful way to generate hypothesis. This study proposes some hypothesis that firstly, in order to

improve UNBK score and school achievement requires technical and strategic approaches.

Secondly, in order to improve UNBK score and education quality in the macro (broader) level, the

technical and strategic approaches at each school should be supported by participation and

cooperation (governance) among stakeholders (schools, community, government, and business

sector) which supported by social culture strength.

Keywords: Computer Based National Exam (UNBK), technical and strategic strategies,

participation and cooperation, social culture strength.

1. INTRODUCTION

As an optional program of Indonesia National Exam (UN), Computer Based National

Exam (UNBK) receives positive trending response from secondary schools in term of

participation (63,20% in 2017), feed back, preparation quality, process, and result (Prakoso,

2017a). In short, UNBK program that really depends on educational technology is able to

overcome the issue of assessment program objectively.

The positive trend can be observed from the participation of UNBK participants. For

example in senior high school (SMA) level, in 2015 there were 134 science programs (IPA)

and 129 social programs (IPS) that have implemented UNBK. In 2016 has increased to be

1209 for IPA programs and 1192 for IPS programs. The rapid increase has occurred in 2017,

there were 6857 IPA programs and 8176 IPS programs.

In the context of achievement score, data by province shows a varied progress. As

representative illustrations are presented five provinces that have the highest average score of

UNBK for SMA IPA and IPS study program. In the following data, it appears that the five

provinces in 2017 had an average score above the national average score of 66.23 for the IPA

program and 63.58 for the IPS program. Selected data in 2016 and 2017 were considered to

be consistently comparable (see Table 1).

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Table 1. Provinces with highest average of UNBK for IPA & IPS programs

No Prog Provinces

Bali Kalbar DIY Jateng Jakarta

2017 IPA 71,95 71,53 67,62 66,43 66,21

2016 IPA 69,44 65,28 60,70 62,87 63,66

2017 IPS 67,71 68,97 68,96 65,46 66,67

2016 IPS 62,39 59,21 63,74 62,39 60,74

UNBK in % 39% 20% 99% 64% 99%

Source: Puspendik 2016 & 2017

More specifically, Roebianto et. al. (2017) stated that in IPA program, the average

scores of Bahasa Indonesia, English, Physics, and Chemistry subjects have increased.

Mathematics and Biology subjects actually decreased the average scores. While in IPS

program has increased average score for all subjects, except Geography.

In the context of city participant, Roebianto et. al. (2017) stated that Surabaya city has

the highest number of schools implementing UNBK from 2015 to 2017 in the province of

East Java. Another note that the average score of UNBK in 2017 is still below the national

and provincial UNBK averages. Nevertheless, Surabaya city has the highest Integrity Index of

National Exam (IIUN).

Those data provide clue and crucial problems of the UNBK implementation. Firstly,

most provinces have an average score below the national average score (academic

achievements) for IPA and IPS programs. Secondly, there are still 36.80% of SMA/MA in

Indonesia (http://un.kemdikbud.go.id) were not able to implement UNBK either as

implementing schools or participating in other schools (facilities and challenges).

Observing those conditions, in order to improve education quality in Indonesia, it is

necessary to formulate educational policies related to academic achievements and school

facilities. One of the first ways that can be conducted is to provide best practices contributing

inspirations and benefits both to policy makers and stakeholders.

One of the strategies to improve education quality is formulating best practice.

According to Merriam-Webster, best practice is a procedure that has been shown by research

and experience to produce optimal results and that is established or proposed as a standard

suitable for widespread adoption. As a transformative function, Boissiere (2004) affirmed that

quality has been at the core of the motivating forces for reforms in education. Furthermore,

the United Nations Educational, Scientific, and Cultural Organization (UNESCO) stated that

“good practice is a key element of the network’s strategy to contribute to promoting quality

education ...“ (http://www.unesco. org/ new /en/ education/networks/global-networks/aspnet/

good-practices/).

To produce policy research that has a multi perspective approach, this study tries to

enhance sharpness the draft study of Roebianto which only used quantitative data and single

perspective. However, to improve the education quality through assessment program, it

requires a multi perspective that matches to complex challenges. In the midst of data

limitations, access difficulties, and time constraint, the purpose of this study is to generate

hypothesis of best practices for UNBK implementation.

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2. RESEARCH METHOD

To answer complex problem statements with limited data, and difficulty in access, the

case study is selected as a research method. Yin (1984) stated that comparative analysis of

cases can be a useful way to generate hypotheses about phenomena that combine complex

phenomena, long-term dynamics, and difficulty in access.

Qualitative and quantitative of primary and secondary data are used at this study

(Eisenhardt and Bourgeois, 1988). Spiral analysis is taken by generating raw data, organizing

data, reading and making notes, identifying themes, amalgamating themes, interpreting data,

and back to reading and making notes (Creswell, 2009).

Mixed data of some areas and schools are utilized in data collection. In order to be

consistent in comparison each year, data of schools were also used in succession following

UNBK. To complement quantitative data, interviews with school principals have been

conducted in 4 cities (Malang, Palangkaraya, Surabaya, and Yogyakarta). Based on empirical

data, all schools visited to obtain qualitative data are superior and referral schools that have a

high average score for UNBK.

3. CASE STUDIES

3.1. Case Study 1: SMAN 5 Surabaya

Table 2. Mean Score for SMAN 5 Surabaya

2017 2016 2015 2017 2016 2015

IPA Program IPS Program

1 Mean

Std. Deviation

81.97

(27.17)

79.68

(39.44)

82.31

(35.14)

77.83

(39.69)

75.70

(48.19)

79.78

(22.50)

Strategies to improve the UNBK score and implementation:

1. Cultivating the understanding that the UN score will affect the academic achievement

of the students in universities

2. Providing reward to the team of subject teachers through academic achievement

competition of among subjects

3. Providing school contract for academic achievement that "SMAN 5 Surabaya will

achieves the top 10 ranking in East Java."

4. Inviting the Tuition Center (bimbel) for the deepening of the UN materials

Source: Rahmah Zulaiha, November 2017

3.2. Case Study 2: SMAN 6 Surabaya

Table 3. Mean Score for SMAN 6 Surabaya

2017 2016 2015 2017 2016 2015

IPA Program IPS Program

1 Mean

Std. Deviation

74.74

(29.58)

72.17

(46.49)

71.28

(46.17)

72.36

(40.19)

65.75

(46.22)

61.92

(32.78)

Strategies to improve the UNBK score and implementation:

1. Implementing Focus on Learning. The placement of students in the classroom based

on permanent administrative criteria and flexible academic achievement.

Administrative criteria is attended on Monday, while on academic achievement

criteria is attended from Tuesday to Friday. The students of certain parallel class 12

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may move to another parallel class according to the UTS score of the UN’s subjects

that have been ranked.

2. Providing motivation of learning and achievement by parents of students conducting

every Monday of the third week

3. Optimizing the role of School Committees to assist the process and output of learning

4. Cooperating with Tuition Center (bimbel) for deepening of the material and giving

insight on the universities

5. Visiting to some universities to add insight and motivation

6. Visiting the Indonesia Naval Academy (AAL) aimed at instilling discipline to

students

Source: Rahmah Zulaiha, November 2017

3.3. Case Study 3: SMAN 1 Malang

Table 4. Mean Score for SMAN 1 Malang

No

Mean and Standard Deviation

2017 2016 2015 2017 2016 2015

IPA Program IPS Program

1 Mean

Std. Deviation

76.66

(29.99)

73.27

(48.68)

77.43

(46.27)

79.21

(28.74)

76.13

(43.88)

70.92

(65.27)

Strategies to improve the UNBK score and implementation:

1. Doing socialization of POS and UN exam content outline (kisi-kisi), and conducting

workshops for teachers on UN items and higher order thinking.

2. Doing in-depth material and tutoring begin semester 6. It conducted at 06.30 - 08.30

before starting KBM. On Saturday, the 12th graders were given 4 hours of material

deepening.

3. Applying five semester program, in semester 6 students only review and get

enrichment of UN subjects.

4. Carrying out try out which conducted by schools and MKKS, as well as by the

Education Office of Malang.

5. Improving completeness of supporting facilities for teaching and learning process,

collaborating with parents and local government.

6. Improving cooperation and communication among schools, parents and the

environment.

Source: Heni Handayani, November 2017

3.4. Case Study 4: SMAK Albertus Malang

Table 5. Mean Score for SMAK Albertus Malang

2017 2016 2015 2017 2016 2015

IPA Program IPS Program

1 Mean

Std. Deviation

72.75

(36.37)

65.93

(55.49)

73.65

(47.20)

71.39

(31.86)

63.17

(52.90)

67.57

(36.55)

Strategies to improve the UNBK score and implementation:

1. Doing socialization of POS and UN exam content outline (kisi-kisi) and conduct

workshops to teachers on UN issues and higher order thinking.

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2. Doing in-depth material and tutoring to students starting in the 6th semester,

conducted before KBM.

3. Attending the semester 5 semester program. On the 6th semester, class 12 only

review and enrich the subject of UN.

4. Doing in-depth material is carried out by school teachers, and evaluated by principal

and vice principal of curriculum.

5. Carrying out try out made by schools and MKKS.

6. Improving completeness of supporting facilities for teaching and learning process,

cooperating with parents and government.

7. Improving cooperation and communication among schools, parents, and surrounding

environment to socialize POS UN.

Students who enter this school are quite heterogeneous. It appears from the

composition of students that 50% come from various provinces in Indonesia, and not all

students have high academic achievement. The role of the principal in motivating students

through regular visits to each class seems to have benefit for academic achievement.

Source: Heni Handayani, November 2017

3.5. Case Study 5: SMAN 2 Palangkaraya

The Central Kalimantan Province (Kalteng) has become one of the concerns due to a

significant progress for the IPA program score. By 2016, Central Kalimantan has an average

score of UNBK of 47.64 (national average of 54.38) rose to 54.27 in 2017 (national average

of 57.15). It is very interesting to be explored and searched for the cause.

Strategies to improve the UNBK score and implementation:

1. Carrying out three times try out, and once conducted by the Provincial Office of

Education

2. Carrying out a Learning Clinic with aimed at assisting students who have learning

difficulties.

3. Carrying out a Peer Tutoring by creating opportunity for higher score students to

study together with lower score students

4. Intensifying the reinforcement of subjects starting from grade 12

5. Constructing the predicted exam content outline (kisi-kisi) that will appear at the UN

6. Constructing many items coming from each basic competency (KD)

7. Providing undigitized item banks managed by school and teachers

Source: Bagus Prakoso, November 2017

3.6. Case Study 6: DIY Provincial Office of Education

Strategies to improve the UNBK score and implementation:

1. The Provincial Office of Education coordinates with the Distric/City Office of

Education to improve the UN ranking.

2. Conducting quality assessment test for schools, district, city, and province level

3. Professor Goes to School to motivate students and teachers to be more enthusiastic

about learning

4. Providing awareness to parents about the importance of learning for children

5. The Local Government does not grant permission of crowd event at the time of

exams

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6. Improving awareness of parents to lend a computer for exam purposes

Source: Nuraeni Eka Ningrum, November 2017

4. DISCUSSION

4.1. Innovative Strategies for UNBK Implementation

In discussing to improve education quality through assessing UNBK implementation,

ideally not only focus on educational assessment concepts such as item and response quality,

exam and scoring process which are too technical. Moreover, it requires multidisciplinary

approaches which have conceptual and strategic approaches.

As Van der Berg, et. al. (2011) stated that to improve education quality, it requires to

employ six strategies such as (1) Developing capacity within the teaching force, (2) School

Management for Instructional Leadership, (3) Strengthening relationships of accountability

and support amongst stakeholders throughout the school system, (4) Sharpening

accountability through better information to parents and education authorities, (5) Improve

understanding of the language issues, and (6) Improve the quality of Early Childhood

Development (ECD) facilities.

Van der Berg’s strategy has indicated the importance of technical and managerial

approaches, and multidiscipline. As best practices for UNBK implementation the five schools

are able to employ the five of Van der Berg’s strategy with different weight of focus, process,

and result. An unclear activity that can not be easily identified is related to improve the

quality of Early Childhood Development facilities.

In general, the five schools have four main strategies to improve UNBK scores such

as developing teacher competence, socialization of POS UN, material deepening, and UNBK

try out. However, they have innovative strategies that apparently contributed to school

achievements and UNBK scores as well.

In implementing innovative strategies at school effectively, school principals and

teachers mush have competencies of how to build cooperation, participation, and commitment

from inside and outside the school. The following table (Table 6) represents the selected

innovations of each institution.

Table 6. Innovative strategies: Reflection of Concept and Practice

Innovation Concepts Benefits

SMAN 5 Surabaya

Giving rewards for the team of

subject teachers through

competition of academic

achievement of among subjects

Competition of

academic

achievement

Chumacero, et al

(2016)

“... competition has a positive,

statistically significant, and

economically relevant educational

impact on private & public schools.”

SMAN 6 Surabaya

Implementing Focus on

Learning. The placement of

students in the classroom based

on permanent administrative

criteria and flexible academic

achievement

Focus on Learning

Glasser (1992)

In a school-reform effort needs to

enhance the quality.

Education is the process through

which we discover that learning adds

quality to our lives.

SMAN 1 Malang

Conducting workshops for

teachers on UN items and

higher order thinking skills

(HOTS)

HOTS

(Barnett & Francis

2012)

(Weeden, Winter, and

Broadfoot, 2002)

Higher order thinking questions may

encourage students to think deeply

about the subject matter.

The instrument assessment of higher

order thinking can give stimulation as

assessment for learning to develop

students’ higher order thinking.

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Table 6. Innovative strategies: Reflection of Concept and Practice

Innovation Concepts Benefits

SMAK Albertus Malang

Improving communication and

cooperation with student parents

and government, and

completeness of supporting

facilities for teaching and

learning process.

Parental Involvement

(Borgonovi, 2012)

Parental Involvement can amplify a

positive impact.

The role of mediators (school) can be

crucial for creating and maintaining

trust among the school, pupil, family

and community

SMAN 2 Palangkaraya

Peer Tutoring, giving

opportunity for higher score

students to study together with

lower score students

Peer Tutoring

Dineen, J. P. et al

(1977)

Peer tutoring is profitable for the

tutor as well as the tutee, provide a

basis for recommending peer tutoring

as one method of individualizing

education.

4.2. Lesson Learned from DIY: Participation and Cooperation

D.I. Yogyakarta province (DIY) in many performances provides best practices not

only in the education sector like UN, UNBK, IIUN and UKG (teacher competency test), but

also in good governance. DIY position on the governance index is at the first rank (IGI

Report, 2012). Good governance, character education, and local wisdom have a positive

contribution to the quality of education including the implementation of UN and UNBK

(Prakoso, 2017b).

In the context of education quality, the Provincial Office of Education has an

innovative program which called Professor Goes to School. This program motivates students

and teachers with aims to improve the educational equality and quality for education unit in

DIY. When the program can be realized, people no longer need to flock to school in the

capital city of DIY.

Associated with the UNBK implementation, Provincial Office of Education promotes

awareness of parents to lend a computer for exam purposes. The purpose of this activity is the

implementation of UNBK 100%. The result is quite successful and competitive when

compared to DKI Jakarta province which has the highest education budget in Indonesia (22.3

percent).

In practice, both programs strongly require participation and cooperation. In cultural

values, some schools (e.g. SMPN 4 Sleman DIY) practice some values of dedication,

habituation, strong example, and how are good and right (apik'e piye, benere piye). These

daily values have been supported by the teacher's accompaniment for the students from the

incubation process until the hatching process (interviewed by Bagus, September 5, 2017).

At the province level, it might be observed from its policy governance. In December

2010, DIY has launched the Spirit of Mutual Cooperation called “Agawe Majune

Ngayogyokarto” (Segoro Amarto). Segoro Amarto principle is independence, social

awareness, mutual help, and discipline. Segoro Amarto policy aims to enhance social justice,

and make life more comfortable, prosperous, and independent (Suroatmojo, 2015).

The lesson learned of this case that governance’s participation within school can be

carried out through active participation of school committees consisting of various

stakeholders. All elements of school stakeholders work together. Good participation to

cooperate can occur because there are supportive sociocultural factors. In Javanese culture,

mutual assistance and interpersonal skill are part of the internalization process in capability

development (Wardani, et al. (2013).

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4.3. Education and Governance: Equality and Integrity

Khan (2003) comprehensively stated that governance is a multifaceted concept with

wide ramifications. No country can afford to continue with a governance system that is

outdated, slow, ineffective, expensive, and corrupt in this age of globalization.

In measuring governance, it measures the compliance of government and bureaucracy

on the six principles of good governance such as transparency, participation, accountability,

fairness, efficiency and effectiveness (http: fia.ub.ac.id/wp-content/uploads/2014/01/handout-

pgi. pdf). Governance practice in education quality can be traced and identified from the

average score of the Integrity Index of National Exam (IIUN). IIUN is an instrument to

measure integrity of students when they participate in UNBK. To this case, British and Irish

Ombudsman Association (2009) stated that “integrity” is part of six principles in governance.

People may say that we have not any doubt to those five schools as best practices.

They can do anything they want. It is because these schools have much better of family and

social economic background. For this matter, Gamoran, Secada, & Marrett (2000) stated that

student’s family background is far more important school social composition and school

resources for understanding student outcomes – still retains much of its currency. How are the

other schools in Indonesia that the majority they are inadequate of input, capacity,

stakeholders, and other resources?

Connected to that problem, the researcher states that the adequacy of input, capacity,

stakeholders, and other resources at school level can be felt directly the significance.

However, at the macro level, sufficiency of those advantages is not enough. Other factors

affecting academic achievement or education quality are related to teacher competency and

governance.

Prakoso (2017b) has found that inadequate quality of governance, unsupportive

socioeconomic and cultural factors apparently become the reasons for weak quality of

education in Indonesia. That statement is affirmed by Office of Democracy and Governance

(2003) that good governance provides policy and legal mechanisms which enable countries to

address issues of educational equity, support education for all, provides for citizen

participation in the design and oversight of public services.

Data in table 7 may provide a comparative description among governance

performance (Indonesia Governance Index or IGI), teacher competence or UKG (Muzenda,

2013), and educational budget on education quality indirectly.

Table 7. Performance of Provincial Governance

N Province with

high UNBK score

IGI

Ranking

IGI

(2012)

UKG

(2015)

Education

Budget (%)

1 DIY 1 6,80 (high) 67,02 9,7

2 Jatim 2 6,43 (high) 60,75 1,7

3 DKI 3 6,37 (high) 62,58 22,3

4 Bali 5 6,23 (high) 60,12 3,7

5 Kalteng 12 5,95 (medium) 51,78 3,0

6 Jateng 16 5,88 (medium) 63,30 2,9

7 Bengkulu 31 4,81 (low) 54,13 7,6

8 Maluku Utara 33 4,45 (low) 44,78 9,2

National 56,69

Source: IGI Report (2012), npd.data.kemdikbud.go.id/, and

http://www.kemendagri.go.id/news/2014/10/15/ini-hasil-tata-kelola-daerah-versi-igi

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As an instrument, IIUN is quite effective to reduce the systematic dishonesty in every

school implementing UN. It can be noted that there was improvement of integrity index on 24

from 34 provinces observed (http://www. cnnindonesia.com/ nasional/ 20160510011843-20-

129580/indeks-integritas–sma-meningkat-nilai-ujian-nasional-turun/). In this case, Prakoso

(2017) has a more specific opinion that is employing IIUN is quite effective to enhance

academic integrity for a particular scope.

The UNBK implementation which connects to IIUN result actually created some

challenges. As stated by Haryo (2017) that the geographical factor and difficulty of access are

also suspected to have an impact on the quality of information system, monitoring and

evaluation, and exam implementation. Besides that, supporting facilities and infrastructure

(electricity, computer laboratory, and internet) are strongly suspected to affect the level of the

UN result in integrity and objectivity context.

5. CONCLUSION

Based on the case studies and conceptual reflections, this study proposes some

hypothesis that firstly, in order to improve UNBK score and school achievement requires

technical and strategic approaches. Secondly, in order to improve UNBK score and education

quality in the macro (broader) level, the technical and strategic approaches at each school

should be supported by participation and cooperation (governance) among stakeholders

(schools, community, government, and business sector) which supported by social culture

strength.

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7. ACKNOWLEDGMENTS

The author expresses his utmost gratitude to Division Head of the Assessment System

Analysis Bapak Drs. Benny Widaryanto, M.Si for his challenging assignment for me to do an

oral presentation at the Seminar on Improving Education Quality, Crowne Plaza Jakarta,

December 5, 2017. The second utmost gratitudes are to Dra. Nuraeni Eka Ningrum, M.Pd,

Rahmah Zulaiha, MA, Heni Handayani, M.Pd, and Haryo Susetyo, M.Kom for valuable data

on UNBK collected from some schools.

8. ABOUT THE AUTHOR

Bagus Hary Prakoso is a researcher with specialization in educational assessment and

policy, social entrepreneurship, and public management. He accomplished his Doctor (Dr.) in

Public Administration and Policy from University of Indonesia in 2016. The title of his

doctoral dissertation was Public Value Creation in Social Entrepreneurship Practice in the Al

Ittifaq’s Islamic Boarding School in Bandung District – West Java.