Mengapa jadi gini sih??
pertanyaan itu lah yang sering sekali terlontar dari bibirku ini. Seakan tak pernah menghargai hasil usaha sendiri. Tampaknya orientasi yang berlebihan masih sangat mengakar dalam benakku. Aku ingin sekali menjadi yang terbaik, tapi sayangnya hambatan terus saja menghalangi setiap langkahku. Aku berusaha untuk menghadapinya namun tantangan itu semakin besar. Mereka datang bergerombolan tidak sendiri. Hingga terkadang mereka menang dan berhasil menguasai diriku. Nggak,, nggak bisa seperti ini terus. Perubahan harus segera kulakukan. Tak peduli sebanyak apa rintangan yang akan meghalangi hidupku. Aku akan tetap berjuang untuk meraih citaku. Tak peduli sebanyak apa pun orang mencemooh. Hidupku ini harus beguna dan tak boleh sia-sia. Lihat mereka disana yang membutuhkan diriku dan ilmuku. Aku tidak bisa diam,, hanya memandang dari kejauhan seakan tak bisa melakukan apa-apa bagi mereka. Aku ingin mereka juga maju seperti saya saat ini. Aku ingin mereka juga berhasil meniti masa depan mereka.
huuhhhfftt, bisikan setan selalu saja menghampiri hatikku. Mereka berontak ketika aku ingin belajar. Mereka berontak ketika sesekali aku ingin fokus dan serius. Mengapa mereka jahat bahkan terlalu jahat?
Namun satu hal yang aku sadari bahwa itulah pekerjaan mereka. Mengganggu setiap manusia yang ingin maju. Menghalangi setiap manusia untuk meraih harapannya. Namun sayangnya aku tak selemah itu. Aku tak mau kebebasanku terkekang untuk berkarya demi masa depan bangsaku ini.

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Theory of Learning (Albert Bandura)

BIOGRAFI         

Albert Bandura lahir pada 4 Desember 1925 di Mundare, kota kecil di Alberta, Canada. Beliau mendapat gelar B.A dari University of British Columbia, kemudian M.A. pada 1951, dan Ph.D. pada 1952 dari University of Lowa. Dia ikut magang pascadoktoral di Wichita Guidance Center pada 1953 dan kemudian bergabung di Stanford University. Pada 1969-1970 dia sempat di Center for the Advanced Study in the Behavioral Sciences. Bandura kini menjabat sebagai David Starr Jordan Professor of Social Science di Fakultas Psikologi di Universitas Stanford.

            Di antara penghargaan yang pernah diterimanya adalah Guggenheim Fellowship, 1972; Distinguished Scientist Award dari Divisi 12 American Psychologycal Association, 1972; Distinguished Scientific Achievement Award fsti California Psychological Association, 1973; Presidency of the American Psychological Association, 1974; James McKeen Cattell Award, 1977; dan James McKeen Catell Fellow Award dari American Psychological Society, 2003-2004. Selain itu, Bandura menjabat berbagai posisi di beberapa masyarakat ilmiah dan menjadi anggota dewan editor untuk sekitar 17 buah jurnal ilmiah. Albert Bandura sangat terkenal dengan teori pembelajaran social, salah satu konsep dalam aliran behaviorime yang menekankan pada komponen kognitif dari pemikiran, pemahaman, dan evaluasi. Bandura kini dianggap sebagai teoretisi dan periset utama di area belajar observasional, topik yang kini sangat popular

B.      PENDAHULUAN

Albert Albert Bandura sangat terkenal dengan teori pembelajaran social ( Social Learning Teory ) salah satu konsep dalam aliran behaviorisme yang menekankan pada komponen kognitif dari fikiran, pemahaman dan evaluasi. Bobo Doll yang menunjukkan anak – anak meniru seperti perilaku agresif dari orang dewasa disekitarnya.

Teori kognitif sosial (social cognitive theory) yang dikemukakan oleh Albert Bandura menyatakan bahwa proses kognitif sangat penting dalam penentuan perilaku manusia. Bukti adanya pengaruh proses kognitif ini berasal dari fakta bahwa kita dapat membayangkan (imagine) diri kita dalam keadaan emosi apa saja. Sebagian dari perilaku seseorang ditentukan oleh proses kognitifnya, maka jika proses kognitif tidak akurat dalam merefleksikan realitas maka akan muncul perilaku yang salah. Bandura juga mengembangkan model deterministik resipkoral yang terdiri dari tiga faktor utama yaitu perilaku, kognitif dan lingkungan. Faktor ini bisa saling berinteraksi dalam proses pembelajaran. Faktor lingkungan mempengaruhi perilaku, perilaku mempengaruhi lingkungan, dan faktor kognitif mempengaruhi perilaku. Faktor kognitif mencakup ekspektasi, keyakinan, strategi pemikiran dan kecerdasan.

            Menurut Bandura proses meniru perilaku dan sikap seorang model merupakan salah satu proses pembelajaran. Melalui proses tersebut akan terjadi interaksi timbal balik antara kognitif, lingkungan, dan perilaku. Kondisi lingkungan di sekitar individu akan sangat mempengaruhi proses belajar seseorang. Misalnya, anak yang tinggal dalam keluarga yang sering melakukan kekerasan maka ia akan menjadi anak yang kasar dan sulit dalam mengendalikan emosi atau bahkan mereka tidak akan pernah mengaplikasikan kekerasan itu dalam lingkungannya karena ia menganggap bahwa perbuatan itu merugikan dirinya dan juga orang lain. 

C.      PENJELASAN BANDURA TENTANG BELAJAR OBSERVASIONAL

Belajar observasional mungkin menggunakan imitasi atau mungkin juga tidak. Misalnya, saat mengendarai mobil di jalan Anda mungkin melihat mobil di depan Anda menabrak tiang, dan berdasarkan observasi ini Anda mungkin akan berbelok untuk menghindarinya agar tidak ikut menabrak. Apa yang anda pelajari, kata Bandura, adalah informasi, yang diproses secara kognitif dan anda bertindak berdasar informasi ini demi kebaikan diri anda. Jadi, belajar observasional lebih kompleks ketimbang imitasi sederhana, yang biasanya hanya berupa menirukan tindakan orang lain. Teori Bandura bersifat kognitif dan berhubungan dengan konsep motivasi bukan reinforcement theories (teori penguatan). 

·         Observasi Empiris

Dalam teori Bandura, model adalah apa saja yang menyampaikan informasi, seperti orang, film, televise, pameran, gambar, atau instruksi. Dalam kasus ini, sekelompok anak melihat sebuah film yang menampilkan seseorang sebagai model yang sedang memukul dan menendang boneka besar. Satu kelompok anak melihat model yang agresif itu diperkuat. Kelompok kedua melihat model yang agresif itu dihukum. Kelompok ketiga melihat konsekuensi netral atas tindakan agresif model tersebut; yakni model tidak diperkuat dan tidak dihukum. Kemudian, anak-anak dalam ketiga kelompok itu dipertemukan dengan sebuah boneka besar dan tingkat agresivitas mereka terhadap boneka itu lalu diukur. Seperti yang diduga, anak yang melihat model diperkuat cenderung menjadi anak yang paling agresif; anak yang melihat model dihukum cenderung paling tidak agresif; sedangkan bagi anak yang melihat konsekuensi netral dari model, tingkat agresivitasnya berada di antara posisi dua kelompok lain itu. Studi ini menarik karena ia menunjukkan  bahwa perilaku anak dipengaruhi oleh pengalaman tak langsung atau pengalaman pengganti. Dengan kata lain, apa yang mereka lihat dan dialami orang lain akan mempengaruhi perilaku mereka. Anak dalam kelompok pertama mengamati vicarious reinforcement (penguatan pengganti atau tak langsung) dan ini menambah agresivitas mereka; anak dalam kelompok kedua melihat vicarious punishment (hukuman pengganti atau tak langsung) dan hal ini menghambat agresivitas mereka. Meskipun anak tidak mengalami langsung penguatan dan hukuman, namun hal itu memodifikasi perilaku mereka.   

     

D.     KONSEP TEORETIS UTAMA

Bandura (1986) menyebut empat proses yang mempengaruhi belajar observasional :

1.      Proses Atensional

Bandura menganggap belajar adalah proses yang terus berlangsung, tetapi dia menunjukkan bahwa hanya yang diamatilah saja yang dapat dipelajari. Contoh : seorang pemain musik yang tidak percaya diri, mengikuti gaya artis yang sudah terkenal sehingga ia tidak menunjukkan gaya sendiri.  Hal ini dapat terjadi karena kapasitas sensori seseorang akan mempengaruhi attentional process (proses atensioal/proses memperhatikan). Berbagai karakterisistik model juga akan mempengaruhi sejauh mana mereka akan diperhatikan. Riset menunjukan bahwa model akan lebih sering diperhatikan jika mereka sama dengan pengamat ( yakni, jenis kelaminnya sama, usianya sama, dianggap kuat, dan sebagainya) orang yang dihormati atau memiliki status tinggi, memiliki kemampuan lebih, dianggap kuat dan atraktif.

2.      Proses Retensional

Bandura berpendapat bahwa ada retentional process (proses retensional) dimana informasi disimpan secara simbolis melalui dua cara, secara imajinal (imajinatif) dan secara verbal. Mereka beranggapan bahwa informasi yang disimpan secara simbolis lebih mudah untuk diingat dan dipahami. Contoh Proses Retensional secara Imajinal : Seseorang yang menghafalkan rute perjalanan dengan menggunakan simbol-simbol seperti RLRRLL (Right Left Right Right Left Left).

Contoh Proses Retensional secara Verbal : Rina yang menceritakan kejadian yang baru saja ia alami kepada orang lain.

Simbol-simbol yang disimpan ini memungkinkan terjadinya delayed modeling (modeling yang ditunda), yakni kemampuan untuk menggunakan informasi tersebut di lain waktu ketika dibutuhkan.

3.      Proses Pembentukan Perilaku

Behavioral Production Process (Proses Pembentukan Perilaku) dapat diamati melalui seseorang yang sedang mempelajari sesuatu secara kognitif namun dia tidak mampu menerjemahkan informasi itu ke dalam perilaku sehari-hari karena ada keterbatasan; misalnya, perangkat gerak otot yang dibutuhkan untuk respons tertentu tidak tersedia atau karena seseorang mengalami cedera, belum dewasa, dan sakit parah.

Contoh : Fika yang mengamati  seekor monyet yang melompat dan bergelantungan dari satu pohon ke pohon lainnya dengan menggunakan ekor, namun Fika tidak mungkin meniru perilaku monyet tersebut karena Fika tidak memiliki ekor.

Jadi seseorang akan bertindak  secara korektif  ketika mereka mengamati perilaku model yang berbeda menurut pandangan mereka. Retensi simbolis atas perilaku modeling juga akan menghasilkan “umpan balik ” yang dapat dipakai secara gradual untuk menyamakan perilaku seseorang dengan model dengan menggunakan observasi diri.

4.      Proses Motivasional

Motivasi juga penting dalam pemodelan Albert Bandura karena  hal ini merupakan penggerak individu untuk terus melakukan sesuatu. Jadi subyek harus termotivasi untuk meniru perilaku yang telah dimodelkan.

Melalui informasi yang telah diperoleh dari pengamatan terdahulu, seorang individu akan belajar untuk mengamati dan memperhatikan apa yang dilakukan oleh seorang model dan jika menurut mereka perilaku yang dilakukan oleh model tersebut menarik maka mereka akan cenderung meniru perilaku model tersebut dan sebaliknya.

Contoh : Seorang pengamat yang menyaksikan iklan pembersih wajah ditampilkan oleh artis kesukaannya ditelevisi akan mendorong mereka untuk membeli sabun pembersih wajah tersebut agar wajah yang mereka miliki sama dengan bintang artis kesukaannya

E.      APLIKASI PRAKTIS DARI BELAJAR OBSERVASIONAL

            Modeling memberikan beberapa efek bagi pengamat. Melihat seorang model melakukan aksi yang berbahaya dan tidak mengalami cedera tentu akan membuat rasa takut pada diri pengamat untuk melakukan aktivitas yang sama dengan model. Rasa takut yang berasal dari pengamatan ini dinamakan disinhibition (disinhibisi). Contoh : seorang anak yang sedang menonton pesulap menginjak beling-beling di acara televisi. Hal ini tentu akan meninggalkan rasa takut pada diri seorang pengamat  dan ia tidak akan pernah meniru adegan tersebut karena menurutnya hal ini sangat menyeramkan. Seorang model  juga akan memicu seorang pengamat untuk melakukan hal yang sama karena pengamat sudah belajar dan tidak mengalami hambatan dalam memberi respon itu, hal ini dinamakan facilitation (fasilitasi). Modeling juga dapat menstimulasi creativity (kreativitas) dengan cara menunjukkan kepada pengamat beberapa model yang menyebabkan pengamat mengadopsi kombinasi berbagai karakteristik atau gaya.

• Jenis – jenis Peniruan (modeling) :

1. Peniruan Langsung

Pembelajaran langsung dikembangkan berdasarkan teori pembelajaran social Albert Bandura. Ciri khas pembelajaran ini adalah adanya modeling , yaitu suatu fase dimana seseorang memodelkan atau mencontohkan sesuatu melalui demonstrasi bagaimana suatu ketrampilan itu dilakukan.

Meniru tingkah laku yang ditunjukkan oleh model melalui proses perhatian. Contoh : Meniru gaya penyanyi yang disukai.

2. Peniruan Tak Langsung

Peniruan Tak Langsung adalah melalui imaginasi atau perhatian secara tidak langsung. Contoh : Meniru watak yang dibaca dalam buku, memperhatikan seorang guru mengajarkan rekannya.

3. Peniruan Gabungan

Peniruan jenis ini adalah dengan cara menggabungkan tingkah laku yang berlainan yaitu peniruan langsung dan tidak langsung. Contoh : Pelajar meniru gaya gurunya melukis dan cara mewarnai melalui buku yang dibacanya.

4. Peniruan Sesaat / seketika.

Tingkah laku yang ditiru hanya sesuai untuk situasi tertentu saja.

Contoh : Meniru Gaya Pakaian di TV, tetapi tidak boleh dipakai di sekolah.

5. Peniruan Berkelanjutan

Tingkah laku yang ditiru boleh ditonjolkan dalam situasi apapun.

Contoh : Pelajar meniru gaya bahasa gurunya.

• Ciri – ciri teori Pemodelan Bandura :

1. Unsur pembelajaran utama ialah pemerhatian dan peniruan

2. Tingkah laku model boleh dipelajari melalui bahasa, teladan, nilai dan lain – lain

3. Pelajar meniru suatu kemampuan dari kecakapan yang didemonstrasikan guru sebagai model

4. Pelajar memperoleh kemampuan jika memperoleh kepuasan dan penguatan yang positif

5. Proses pembelajaran meliputi perhatian, mengingat, peniruan, dengan tingkah laku atau timbal balik yang sesuai, diakhiri dengan penguatan yang positif

F.       Kelemahan Teori Albert Bandura                   

            Teori Albert Bandura yang menekankan pada proses peniruan (modeling) akan menyebabkan individu belajar untuk meniru tingkah laku orang lain. Tak bisa dipungkiri tingkah laku yang ditiru tersebut merupakan tingkah laku yang bersifat negatif termasuk perilaku yang tidak diterima dalam masyarakat.

G.     Kelebihan Teori Bandura        

            Teori Albert Bandura merupakan teori belajar yang lebih lengkap dari teori belajar sebelumnya karena beliau menekankan bahwa perilaku dan lingkungan seseorang dihubungkan melalui sistem kognitif orang tersebut. Jadi perilaku manusia terjadi karena adanya reaksi yang timbul akibat interaksi lingkungan dengan kognitif individu itu sendiri. Selain itu teori Bandura juga menekankan pada observasi empiris dalam mempelajari perkembangan anak-anak sehingga kita dapat membentuk proses kognitif yang baik bagi anak dengan adanya tindakan positif.

H.     Kesimpulan      

Dari uraian tentang teori belajar sosial dapat disimpulkan bahwa  :

     a.      Belajar merupakan interaksi yang saling berpengaruh antara lingkungan, perilaku yang meliputi proses kognitif dalam belajar

     b.      Komponen belajar terdiri dari tingkah laku, konsekuensi-konsekuensi, dan proses kognitif dalam belajar

    c.       Hasil belajar berupa simbolis, yaitu verbal dan visual yang dapat digunakan kembali ketika dibutuhkan.

Sources            :

1.     Theories of Learning Book 

2.     Albert Bandura

My Experience

Bajaj Race

Two weeks ago My family and I spent a holiday in West Sulawesi. My father chose to vacation impression after seeing a brochure about the interesting sights there. Our whole family departing aircraft. The journey from Jakarta to Sulawesi takes three hours. During the flight we read some comic books and so we do not get bored. This was our first time traveling outside the city and it was very enjoyable. Over in West Sulawesi we visited several interesting sights, such as Karampuang Island, Beach Barane, and Waterfall Limboro.

First Day  :

        After three hours of waiting inside the plane, we finally arrived at the airport Hasanuddin, Sulawesi. Arriving at the airport we were immediately rushed to find a restaurant to eat because we were very hungry. There we taste the typical food of Sulawesi, such as Jepa and Fuel Smoke Fish. Apparently the food is very tasty and delicious. When finished eating our family went straight to the inn on the island of Karampuang which is about 1 kilometer from the Mamuju.  Lodging in the area are very cheap. Our whole family went to use busuntuk toward the inn. Required travel time from the airport to the island Hasanuddin Karampuang is four hours. During the trip, elihat Sulawesi town beauty around us. The atmosphere is very cool and peaceful, than the level of pollution in the area are also still very low. In the afternoon, after passing through a distant journey we finally arrived at the island Karampuang. Apparently the island is very beautiful and amazing. There are so many shady trees and flowers are very beautiful. In the middle of the island also has lush forests that make this island exoticism. Sometimes, after seeing the beauty of the island we went to the inn that exist around the island. After arriving at our inn was soon to rest because we are very tired during the trip. After a short rest, we were showered with warm water because the weather is very cold in western Sulawesi. After resting, bathing and cleaning clothes, we headed out of the inn to see the beauty of the island menikmatidan Karampuang. While enjoying the beauty of this island we were met with a lot of people who live around the inn. The people there told me many things about the Island Karampuang. It turned out that this island is also frequently visited by tourists for vacation, other than that the island is also believed to be the place to find a mate because there are sacred wells. I think the island is very rich in natural beauty that makes every person who came to this place becomes bored. We also do not forget to tell about the city filled with air pollution and congestion anywhere. Hearing the stories of those we just smile, they think it happened because the citizens of Jakarta did not love and keep the surrounding environment. From here I can see that people here are very concerned with their environment. After finished talking with people around the inn and enjoy the beauty of the island Karampuang, we went for dinner because we were hungry. We think that there are foods and beverages in West Sulawesi is very tasty and fresh. When finished eating we went right back to the inn to sleep and rest.

Second Day       :

        On the second day, after our family got up early to jog around the inn. The air there is very cool and very good weather to do the activity. After we finished jogging a short rest and breakfast. After breakfast we were soon getting ready to go to other interesting sights in the area of ​​West Sulawesi. At that time we also chose barane Coast as tourist attractions we would visit. The trip takes from the island Barane Karampuang to Coast is two hours. We went there by bus. Arriving there we can only say "it's amazing". The beach was very beautiful and amazing. There we could see the white sand, palm trees, and fishing boats around the coast. Maybe some people think that this beach beauty just like any other beach in Indonesia. But this is completely different because the beach is very interesting. There the water is very clean and no trash so we could see shells, starfish, and jellyfish in the water. There we can also surving and diving. Waves on the Beach Barane not too big and dangerous. Around the coast we could see a beautiful stretch of white sand. There, we established the sand into a very nice palace. I think this is very interesting. After playing our sand beach then swam around the sun. This is a pretty comfortable place to relax. There we can see the action of water attractions such as boat races sandeg, besides we can also see the ceremonial Mander with Ethnic Dance. It made me realize that Indonesia is rich in natural beauty and cultural akn. During the Coast Barane we also get acquainted with people who live around the coast. Apparently they are very polite and welcomed us very well n premises. They told us that the beach is often visited by few tourists when the holiday. They also always held a regular routine for cleaning the beach Barene of garbage to keep clean. There we were also invited to see the manufacture of coconut oil Mandar very useful to their lives. Does not feel the day was already late afternoon, we immediately decided to return to the lodge. Before we return to the lodge, we saw the beauty of the sunset from the beach Barene. We think it is beautiful and the scenery is amazing. There we also buy various kinds of craft, such as batik bamboo craft, miniature boats, and dark wood crafts. Craft is sold there is very funny and interesting. After purchasing a variety of craft, we went right back to the inn on the island of Karampuang to sleep and rest.

Third Day :

        On the third day, we chose Niagara as a tourist Limbaro last we visited, before we go back to Jakarta. We went to Niagara Limbaro use the bus. The time needed from lodging Limbaro Karampuang towards Waterfall is one hour. Waterfall is located in the village Limbaro Banuo Tallo, District Banggae. When we arrived there we can just shut up and excited to see this scene. Limbaro Waterfall is a beautiful natural scenery and stunning. Around this waterfall we could see lots of shade trees and large boulders. Around the waterfall there is also a resting place for tourists. In this place my family and I ordered tea and coffee to keep warm because the weather is very cold. This waterfall is very clear and clean. Every tourist who come are required to maintain cleanliness around Limbaro Waterfall. We are also trying to take pictures around the Waterfall Limbaro as unforgettable memories. There are also many tourists who are menyaksikankeindahan waterfall. They argue that the waterfall is quite remarkable. We also think so. We are very sad because we do not have enough time in Niagara Limbaro long as we need to get back to the lodge for picking up and then back to Jakarta. After two hours we were in Niagara Limbaro we finally decided to return to the lodge. Before pergoi we buy some interesting souvenirs there. After that we went right back to the lodge to pack the items and return to Jakarta. Before we went back to Jakarta, we say goodbye to people around the inn as they have been very good to us. I think this is an unforgettable experience. Through this experience I can find the natural wealth of the West Sulawesi, West Sulawesi regional languages, and cultures of West Sulawesi area. I hope all this can be maintained and grow better.

Essay about National Examination

What Negative Impact of the National Examination?

The National Examination is a program evaluation conducted by the government through the minister educational to know the quality of education in Indonesia. In the National Exam, the government sets the standard value that used as the limit of graduation for students who are called with the “standard setting”. Through standards setting students can find out whether they graduated or not from national exam results that they get. If the value they receive exceeds the standard setting then they will be passed, but if they get less value than the standard setting then they will not pass. As we know, the National Examination in Indonesia experiencing a lot of controversy. On the one hand, some people argue that the National Exam is very useful to improve the quality of education in Indonesia. But on the other hand many people argue that the National Examination is not fair to students, teachers, and schools because National Examination seemed to be a determinant of their future. Therefore the government must consider the impact of the implementation of national exams so that we can know whether the national exam well to be done.

Every year when the National Examination directly, fraud often occurs in every school in the various regions in Indonesia. Examples of fraud include cheating, teacher justify student answer to each field of study, even the issue of selling exam questions had reported in the mass media. Cause it happened also because of the high standards setting by the government. The government should realize that every student has different capabilities. May be some students able to reach the standard setting  but for some other students this standard setting is very difficult to reach because it  includes subjects of learning that they  find difficult. The fact that we have to know that the characteristics of each subject of learning are not the same as the ability of learners. The government should not set the same standard settings for each subject of learning. They can determine the appropriate standard setting with standard competency of each student. In addition the National Examination is also often marked by rallies and suicide. Students who can not control their emotions when getting poor results on national exams will choose the way to end his life because they think his future  has been ruined. Demonstrations also often occurs in the office of the minister of education, because they think the government does not deserve to determine students' graduation, but that right to determine is the respective schools.

Fraud that often the case when the implementation of the National Examination is caused by two reasons. First, the excessive emphasis on results and not on the learning process. Finally, the results become a major destination. To achieve these goals all the way done all  the way done to pass from National Examination. On the one hand the National Examination is seen as a determinant of future students without regard to the learning process they have experienced. National Examination that displayed in the form of multiple choice also makes the students could not give his argument towards the given problem. These are to be observed by government. The question that given should can make students think more critically by applying what they have learned in school, not just pick the answer alternatives. Second, the National Examination results that impact on the reputation and good name of the school, especially the principals and teachers. When a school capable to graduating students from the National Examination then the public will assume that this  school has good quality. The amount of graduation rates will certainly affect the number of students who enroll in the new academic year at the school. This can happen because government set a national ranking of schools through the amount of value and the number of students enrolling in the school. This is the assumption that affect most people. Public seemed to not care whether the results obtained from a good learning process or the answer given by the teacher or institution tutoring outside of school. Adverse  impact of standardized tests and centralized test also produces educational that oriented tests. This will certainly lead to some result, that is excessive emphasis on test preparation; lack of moral education, social, and emotional; model of learning that used is a system of memorize and lack of student involvement in developing his creativity in various activities.

          National standardized exams are also considered unfair, ignoring the diversity of students and detrimental to students who are at the economic lower class because they have limitations in getting the sources of lessons. This is indeed a fact, because basically students have a diversity of intellectual ability, absorptive, academic, economic background, family situation, etc. Students that living in the city would be more easily gain knowledge from various sources by using more advanced technology. But for students living in the suburbs and even schools in the countryside, they would be difficult to obtain information to add to their knowledge. With the diversity of aspects that are owned by each student, government can not establish the same standard setting for all students. It is really unfair. It is also changing the way teachers teach in the class where the class is not used as a place to teach skills and improve students' intelligence, but now become a place of training exam problems. The adverse impacts of the National Examination in Indonesia, first, the students suffer from serious psychological problems. Many students who experience fear when national exams take place and many students are frustrated because they do not pass the exam. This certainly will affect the psychological state of students when carrying out a test which would have an impact on exam results. We recommend that the government should pay attention to this because the psychological state of all students are not the same but varies. Second, teachers lose their creativity in teaching. Until now, the National Examination still is used as determinants of students' graduation because most of the opinion that the National Examination can make a diligent student in learning, teachers diligently teach, and parents pay attention to children's learning process. In this case the government should realize that this happens only to obtain a high score and pass the exam.

Seeing the serious impacts of the implementation of the National Examination as described above, the government should consider this well. The National Exam is not an important factor that encourages students to excel. Maybe the National Examination can be conducted only to determine the quality of education in Indonesia alone but not as a determinant of students' graduation, because it is not fair to the students that their success of the learning process that they experienced during these few years is only determined by the National Exam. Basically that understands the character and competence of students is not a government but school. System of Exam that relies on multiple-choice with the symbol "A", "B", "C", "D", "E", is also not effective because it can cause students to be passive and uncritical in the face of a problem. They can only guess the answers are provided so that sometimes occurs cheating. The Government should realize that with the diversity that is owned by the student and the subject of lesson, the government could not use the same system and method. Therefore the government should be more self-introspection and see the negative impacts that have been proven and not just maintain arguments about benefits only.

Sources       : 

Blog, M. F. (2011, 12 13). Wordpress. Retrieved 12 28, 2011, from http://adipamuji.wordpress.com/: http://adipamuji.wordpress.com/wikipedia. (n.d.).

Wikipedia. (2012, 01 14). Wikipedia. Retrieved 12 2011, 19, from Ujian Nasional: http://id.wikipedia.org/wiki/Ujian_Nasional