This study is part of RISE Programme in Indonesia, a large scale, multi-country research program that seeks to understand how school systems in the developing world can overcome the learning crisis and deliver better learning for all. The study is one of the components in the Reform Area A that evaluates policies of pilot programs related to teachers and teaching, especially on improving student learning outcomes.
Students in Grades 9 and 12 (including in vocational schools) in Indonesia have to sit in a national graduation examination called the National Examination (UN) at the end of the school year, held by the Ministry of Education and Culture (MoEC). Two significant reforms to the UN have taken place since 2015. First, the UN no longer determines graduation. Second, computer-based testing for the UN was gradually introduced in 2016, replacing the paper-based testing method that was highly susceptible to cheating. In partnership with the MoEC, RISE conducted an analysis of administrative data related to UN for Grade 9 students.
To examine the impact of UN-related policy changes on UN scores and learning outcomes at the junior school level.
We used a quantitative method utilizing data on computer-based test (CBT) scores for the UN of junior secondary schools in Indonesia.