Implications of the Social Reconstructionism Philosophy on the Elimination Discourse of the National Examination in Indonesia
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Abstract
The implementation of the national exams gave rise to various polemics that led to discourses of eliminating and replacing them with a minimum competency assessment and character survey. This research aims to determine the implications of the perspective of social reconstructionism philosophy on the discourse of eliminating national exams in Indonesia. This philosophical research is carried out by examining several scientific books and articles related to the philosophy of social reconstructionism and the discourse on the elimination of the national exam. The obtained data were analyzed with philosophical-hermeneutical analysis techniques to formulate the meaning of eliminating the national exam from the perspective of the philosophy of social reconstructionism. The results of this research indicate that the perspective of social reconstructionism philosophy on the discourse of eliminating the national exams is one of the answers to the critical situation in the Indonesian education system which has long been trapped by policies that are not well-targeted. The perspective of social reconstructionism philosophy is that the assessment of students’ abilities is not only carried out on the cognitive aspects as has been done in national exams but also assesses the psychomotor and affective aspects of students. The replacement of the national exam with a minimum competency assessment and a character survey is a concrete step towards the realization of the social reconstructionism philosophy undertaken by the Indonesian government. Policy changes that determine the graduation of students, of course, change the direction of Indonesian education outcomes from cognitive outcome-oriented to process-oriented.
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educational philosophy, Indonesia, minimum competency assessment, national examinations, social reconstructionism
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