|Momon SudarmaIn one year (2002) two headlines has shocked the education world. Firstly, the elimination of Ebtanas. Second, the dual system evaluation. Concerning theses matters, we can realize that there is another corner that we should look out for. Especially regarding the meaning and value of this evaluation?It is impossible to deny, that this evaluation system that has been used all this time do have problems. On the other side, it also has some advantages. But in these case we should primarily focus on the impact of this evaluation result from the society.
We will focus on behaviors in the Indonesia community concerning the results. The education evaluation, usually formed into report card or certificates can bee seen as two thing. Firstly, as a social symbol and a document symbol. As a social symbol,
It can divide people in to different social classes. In context of normal classes, it can differentiate and positioned people to class 1.2 or 3. Specifically it is able to group people in to smart, medium smart and dumb. In a general point of view, it’s a bout educated and uneducated people. The report card is an achievement symbol in their own community.
Looking from the other side, evaluation result is a document recording the life process of each individuals, especially their intellectual abilities. It is important for us to remember, that if an evaluation report is valued like this, one big fact that we can’t avoid it will be noted as a note that will be one’s child history. It is also not unusual if report cards are divided into Semester 1, 2 and 3 or an even or an odd semester. This means, the marks are valued prosesual and contextual according to the education level the child has reached.
Using this critical analysis. We will be easier to understand that report card are more like a social symbol as well as a document symbol. But the two have their own sociology myth.
Social myth or social fact?
With the reason that has been put forward can we conclude that this a social fact? It is so hypocrite if we assume that this is purely natural social fact, far from the myth or bias surrounding it. There two arguments regarding this matter.
Firstly, we can say in objective or essay, they both have their disadvantages. Without denying the fact that they are superiority we decrease the validity and reliability value from this evaluation. Which means, it is for certain that this is doesn’t represent the social fact.
Secondly, the difference between the standard markings between campuses and schools. For example, ITB in “Berkala ITB” (No.3/XXI/Friday Jan 4 2002 ) Lilik Hendrajaya (former Rector ITB) has request the market force to avoid seeing the ability in passing only from IPK (Grade Point Average). Even though 2,75 IPK can still guarantee the graduates to adapt well in the workforce market.
This type of complaints shows us there are two things happening in the field. One side, there’re is a standard patter of marking the students. On the other side, there is confusion in views that have grown in the market are how the society view the education evaluation. They value the markings on the transcripts and consider them as the real-skill. This is a social reality will break the fact that it is a social fact.
Thirdly, it is very true that humans are creatures that go in to various processes in their lives. Whitehead stated, human beings are creatures that change. Then changes that occur are not linear. The graphic goes up and down. For example, student can get a 1st rank in his 1st grade, when he goes to 2nd grade he could get the 10th.
Save our children!
With this social myth flourishing in the education world, we should have the will and effort of saving our children. The students are human beings that have a long time line in life. He can not be punished with hid destined job with grades he made a long time before. This will demolished the independent spirit within them. Why should be afraid with this reality?
Firstly, our students are driven in to level of status by myth. The number ones in class hold the highest status.
Let us observer this case. Is this wise and fair? Surely there will be arguments regarding these facts. Firstly the evaluation results is a myth. Secondly, the evaluation results only are valid for in one time line. That means our ability 5 years ago, will be a lot different later on in 10 years time. To punish a child for what happened in the past because of the evaluation result seems so unfair. It happens vice versa to students with high marks.
There some suggestion we could consider. Firstly, our attitude towards the evaluation results has to be contextual. This contextual concept can be seen as institutional or in the human life context. In other worlds, evaluation results are temporary
Secondly, The marks are valid for some time. For example, report cards for semester are only valid until 3 or 6 months. After that, they are considered expired. This will help us to to put our children in a false destined carrier line.
Conclusion, as the writer, the substance of Ebtanas elimination changes in the elimination of Ebtanas are not based on administrative scale only, but we hope this change will deliver the message to all sectors in the society that we have to create an evaluation system that can enhance the value of our children’s potential.
Pikiran Rakyat – 04 March 2004