Madrasah dan Ujian Nasional (UN)

The policy of Final National Examination (UN) standardization has caused madrasah to become trapped in practical efforts to help students pass by focusing on repetitive practice of tests in the examination subjects. Learning was not a process of developing on maturing, but one of earning high test score and passing the UN. Ironically, the development of student potential was not a priority for the teaching-learning process as a result of the high importance given to test scores. The deification of test score and the application of the policy of standardization have resulted in the process of education causing fear in students. Finally, students experience stress and depression due to fear of failing the UN. Therefore, the policy of standardization of passing grades in the UN must be changed to reflect the spirit of decentralization of passing grades in the UN must be changed to reflect the spirit of decentralization and regional autonomy and appreciation of diversity of school quality and capacity for teaching and learning. Data collection methods were in-depth interviews and document analysis.

Pushing the Boulder Uphill: The Persistence of First-Generation College Students

This study examined the impact of background, aspirations, achievement, college experiences, and price on the persistence of first-generation (F-gen) and continuing generation (C-gen) college students at 4-year institutions using the National Postsecondary Student Aid Study of 1995–96 (n = 24,262). We found differences between the two groups on the effect size for almost all of the significant variables. F-gen students were more sensitive to financial aid and averse to student loans than their peers. However, even variables such as high income, high test score, and high grade point average, which similar studies have found to be significant and positively associated with persistence, did not influence the persistence of F-gen students in this study.