National Examination as a Discourse: Perspective on Socio-Anthropology of Education

DOI

10.2991/assehr.k.200529.172How to use a DOI?

Keywords

National Examination, graduation standards, education

Abstract

This research is intended to examine the reasons underlying the variety of discourse in shaping social perceptions of the importance of the implementation of national examinations which are applied as national education standards. The study was conducted through the sociology approach to Education, making it possible to make observations into social situations related to the development of Education. This study found that, the components of the national examination became a confusion in its implementation. This applies because of several factors that underlie the emergence of the national exam quality policy namely, first; Educational competency that contains a variety of material, values, etc. seems to be ignored in the implementation of the National Examination because in practice it contains some material that is grouped as tested material, secondly, there is a standard graduation rate that must be pursued in order to pass without disregarding ethics and morals that were conceived in the nature of national education.

Copyright

© 2020, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Rosmawati
AU  - Suryanti
AU  - Yuyun Febrianti
AU  - Elisa Monaya
PY  - 2020
DA  - 2020/05/04
TI  - National Examination as a Discourse: Perspective on Socio-Anthropology of Education
BT  - Proceedings of the 1st Borobudur International Symposium on Humanities, Economics and Social Sciences (BIS-HESS 2019)
PB  - Atlantis Press
SP  - 816
EP  - 818
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.200529.172
DO  - 10.2991/assehr.k.200529.172
ID  - 2020
ER  -