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Pelaksanaan UN dinilai berdampak positif pada kualitas akademik, namun menimbulkan efek negatif pada kualitas psikologis siswa maupun guru.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/id/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/id/document/penelitian-laporan/","Penelitian & 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NASIONAL: SEJARAH DAN DINAMIKA PERKEMBANGAN EVALUASI  \nAKHIR  \nIrvan Tasnur, Tony Iskandar Mondong, Helman Manay  \nFakultas Ilmu Sosial, Universitas Negeri Gorontalo  \ne-mail: [irvantasnur@ung.ac.id](irvantasnur@ung.ac.id), [tonnymondong@ung.ac.id](tonnymondong@ung.ac.id), [helman@ung.ac.id](helman@ung.ac.id)  \nAbstrak-Penelitian ini bertujuan untuk melacak akar sejarah dan dinamika perkembangan ujiannasional di Indonesia. Penelitian ini menggunakan metode historis yang terdiri dari heuristik, kritik, interpretasi dan historiografi dengan pendekatan kualitatif. Hasil penelitian ditemukan fakta bahwaujian nasional mulai diperkenalkan pada tahun 2005 berdasarkan PP No. 19 tahun 2005 yang merupakan penjabaran dari Undang-Undang Sistem Pendidikan Nasional tentang evaluasi yang terkandung dalam pasal 35 ayat 1-3, pasal 57 dan pasal 58 paragraf 1 dan 2 dan sekali lagi ditegaskankembali dengan Peraturan Menteri Pendidikan No. 40 tahun 2010. Namun berdasarkan sejarah, evaluasi akhir telah secara resmi diperkenalkan sejak masa pemerintah kolonial Hindia Belanda, setelah kemerdekaan evaluasi akhir telah mengalami perubahan nama dan format beberapa kali, mulai dengan nama Ujian Akhir 1950, EBTA 1969, EBTANAS, UAN hingga ujian nasional. Berbeda dari jenis evaluasi akhir sebelumnya, walaupun ujian nasional memiliki dasar hukum dan pertimbangan yang matang dalam perumusan kebijakannya, pelaksanaan UN masih menerima sejumlah kritikan oleh berbagai kalangan karena dianggap tidak mempertimbangkan kondisi sosialekonomi rakyat Indonesia. Studi ini juga menemukan bahwa pelaksanaan ujian nasional memiliki banyak dampak positif khususnya padapeningkatan kualitas akademik, akan tetapi secara bersamaan juga membawa dampak negatif, terutama pada penurunan kualitas psikologis siswa maupun guru.  \nKata kunci: ujian nasional, evaluasi akhir, pendidikan, sejarah  \nNATIONAL EXAMINATION: HISTORY AND DEVELOPMENTAL DYNAMICS OF  \nFINAL EVALUATION  \nIrvan Tasnur, Tony Iskandar Mondong, Helman Manay  \nFakultas Ilmu Sosial, Universitas Negeri Gorontalo  \ne-mail: [irvantasnur@ung.ac.id](irvantasnur@ung.ac.id), [tonnymondong@ung.ac.id](tonnymondong@ung.ac.id), [helman@ung.ac.id](helman@ung.ac.id)  \nAbstract- This study aims to trace the historical roots and dynamics of the development of the national exam in Indonesia. This study uses a historical method consisting of heuristics, criticism, interpretation, and historiography with a qualitative approach. The results of the study found the fact that the national exam was introduced in 2005 based on PP no. 19 of 2005 which is the elaboration of the National Education System Law on evaluation contained in Article 35 paragraphs 1-3, Article 57, and Article 58 paragraphs 1 and 2 and has once again been reaffirmed by Regulation of the Minister of Education no. 40 of 2010. However, based on history, the final evaluation has been officially introduced since the colonial government of the Dutch East Indies, after independence the final assessment has changed its name and format several times, starting with the names of the 1950 Final Examination, 1969 EBTA, EBTNAS, UAN to the national examination. Different from the previous type of final evaluation, although the national examination has a legal basis and careful consideration in the formulation of its policies, the implementation of the UN still receives several criticisms by various groups because it is considered not to consider the socio-economic conditions of the Indonesian people. This study also found that the implementation of the national examination had many positive impacts, especially on improving academic quality, but at the same time it also had a negative effect, especially on the decline in the psychological quality of students and teachers.  \nKeywords: national exam, final evaluation, education, history  \nISTORIA: Jurnal Pendidikan dan Sejarahp-ISSN: 1858-2621 e-ISSN: 2615-2150  \nISTORIA: Jurnal Pendidikan dan Sejarah  \nPendahuluan  \nPembangunan pendid","cbCaivIhtiWJO6EN","https://ap.wps.com/l/cbCaivIhtiWJO6EN","pdf",169977,8,"Indonesian","# Pendahuluan\n## Latar kebijakan pendidikan dan pro-kontra\n## Reformasi 1998 dan de-ordebaruisasi\n## Perubahan tren kebutuhan SDM dan penguatan evaluasi akhir","[{\"question\":\"Apa tujuan utama penelitian tentang ujian nasional?\",\"answer\":\"Penelitian bertujuan melacak akar sejarah dan dinamika perkembangan ujian nasional di Indonesia.\"},{\"question\":\"Metode apa yang digunakan dalam penelitian ini?\",\"answer\":\"Penelitian menggunakan metode historis yang terdiri dari heuristik, kritik, interpretasi, dan historiografi dengan pendekatan kualitatif.\"},{\"question\":\"Kapan ujian nasional diperkenalkan dan dasar hukumnya apa?\",\"answer\":\"Ujian nasional diperkenalkan pada 2005 berdasarkan PP No. 19 Tahun 2005 dan dipertegas kembali oleh Peraturan Menteri Pendidikan No. 40 Tahun 2010.\"}]","UJIAN NASIONAL - SEJARAH DAN DINAMIKA PERKEMBANGAN EVALUASI AKHIR | PDF",12]